Sanjay Dugar

Organizations today are concerned about growing and preserving “knowledge” which is considered as one of its most valuable assets and is seen as the most sustainable competitive advantage. Well, knowledge needs to be transformed into skill which would then generate the result that organizations would like to see. One of the main hurdles seen in this transformation is about experimenting in the real life scenario, which causes anxiety and fear.
Organizations have invested in knowledge management and attempted knowledge sharing, which has brought about only limited success. Research indicates that the challenge associated with knowledge transfer is far more complex than simply improving the internal communications within an organization. If it were only a matter of communication, the problem could be solved through an e-mail or a personal meeting. Attempts to use tools like blackboard outlines, videos, or mock demonstrations and role plays have also brought about only limited success. Discovery based learning (or learning through activities and debriefs) and including a facilitative style has been tried too, again with similar learning that fell short in the attempt to translate its benefits to the workplace.
Since 2001, interactive computer based “virtual reality” has been adopted to help participants “experiment” without having to face the risk consequences and thus foster learning and building confidence prior to attempting a new or enhanced skill in the real world. The purpose of this article is to introduce the concept of simulation based learning as a valuable tool for organizations to consider in making their training efforts generate results.
It is now a well-known fact that adults learn in a variety of ways – visual, audio, kinesthetic, and after having acquired the knowledge, would like to see the result of its application to enhance their confidence. To leverage a cognitive approach to learning, the role of a simulated environment becomes an absolute need.
Research on learning and development techniques, further shows that for individual and organizational effectiveness depends on the following:-
a. Better methods of learning
b. Smarter and consistent application of learning
c. Creatively looking at alternatives and understanding their consequences
d. Creating a higher level of retention of learning
e. Building confidence in being able to apply the new skill
One method to provide these elements is to create a new, exciting and experiential way of communicating concepts, ideas and instructions. Because information today resides in many different forms of media, including graphics, audio, video, and animation, one of the most exciting aspects of being able to bring all this together is to blend all these forms into a singular delivery method that it can be analyzed, reused and shared with others, which fosters further knowledge creation.
A Learning Object can be described as a collection of information objects that can be used and re-used, such as an illustration, question, definition, procedure or sound. Learning objects are assembled using metadata to match the personality and unique requirements of the individual learner. Some powerful templates for the design of Learning includes:-
a. An interactive image that enables the learner to click on a picture and get information on the same – supporting explorative learning
b. Visualization of procedural information
c. Describing the different stages or phases of a process in a way that the learner can control and navigate between them
d. Interactive simulation that enables the learner to test and try out two (or more) variables and how they influence the phenomenon and/or object presented
Simulation learning first surfaced in areas like pilot training more to manage the infrastructure cost and to minimize risk to life. Extending the logic downwards to people in organizational level, the need to minimize risk is now become high priority as the landscape in the business world has changed and become more competitive. Today individuals and organizations have become less tolerant of “on-the-job” mistakes thereby increasing the fear of experimenting. This risk averse climate further pushes forward the case for simulation based learning.
Organizations have been known to brush this aside on the grounds of cost, but the people with shrewd business acumen have seen that the best way to get a higher positive ROI in their training investments is to add the investment on simulation. On discussing with some of them, they revealed that “our intent is to ensure that the benefit of the learning is translated into the workplace; which is why it is necessary for us to invest on the confidence-building piece too.”

Further to the interesting panel discussion on measuring the performance of a BA during the BA World, at Bangalore, India, I thought I would like to add my ideas / thoughts on how the performance of a BA can actually be measured – from a BA and an HR perspective.

My thoughts are that one needs to measure performance and potential. Any performance measurement generally follows an approach where you measure against results, and the potential is measured against competencies.

Performance measurement for a BA therefore has two options.

1. Measuring the CSAT score (The BA is responsible for this directly)
2. Measuring the number of times a BRD is modified during the validation stage

A third option that may also be looked at is as given below, though I believe that the two above is quite adequate and clear.

1. Measuring the number of times a sponsor is unable to make a decision when the BRD is submitted for final inspection

When it comes to potential, we have the 53 competencies from the IIBA or the Eight Competencies Model as given by Glenn Brule. Organizations could also consider their own appropriate mix that uses parts of this framework and define the levels of competencies that are desired.

Based on the above – it should be easy to design an assessment tool to measure the performance of a BA.



During my travel and speaking to a variety of GenY people who have been gainfully employed, on their views of what is the kind of leader that they would like to work for, I got a few answers that I thought was worth discussing.

They highlighted the following traits that they would look for.

Lead with the Heart

It is necessary that the leader puts their heart and head together. Accomplishing extraordinary things, calls for extraordinary work. Leaders must put forth objectives that they believe in, so that they can live it. They need to recognize the work put in by the team members. All members of the team must be treated fairly for what they contribute. Leaders should mark and celebrate accomplishments and make the members feel like heroes.

Get a “buy-in” on the vision

If leaders can lead with the heart, this would be possible. Leaders must communicate in a way that the vision or the objective is accepted by all the team members. They must set an inspiring objective, which members would like to align to. While the organization would like to focus on the bottom line, the leaders must not lose sight of the building of human capital. This could happen only with a shared vision that focuses on people which in turn could generate results.

Walk the talk

Leaders need to walk the talk. People like to follow the leaders who model the roles that they would like their team members do. When leaders practice what they preach, they get their message across quickly and effectively. After all, they are seen as “mentors” and the team is dependent on what they see, so that they can emulate the behaviors and build a strong team. Finally it is “team work” that makes things happen in any organization. It is necessary that the leader not only guides the rowing of the boat, but also shows how it is done. Leading and doing have to be in alignment. They should create standards of excellence by example, for the team to follow. Leaders should not only be able to put up signposts to direct the team, but also roll up their sleeves and get under the hood, when people are not clear on what or how to do things.

Challenge the process

Leaders should be willing to challenge the way things are being done and look for different ways to be able to do better. They should be willing to change. The pace at which things are moving is so fast that there is a constant need to adapt. While it is necessary to have some processes, leaders must be willing to challenge them and seek newer ways of doing things and constantly moving ahead on the learning curve. The “what was good yesterday is good for tomorrow” is not something that can be considered true any longer.

Enable action from others

Leaders need to create an environment where others are empowered to act. They need to create an environment where team members can experiment and try new things. They need to provide support for innovation. They should be seen as supportive to help build spirited teams that can work in collaboration. Leaders must establish a climate of mutual respect, if they want to see sustained extraordinary efforts by their teams. They must create an environment that build trust, which strengthens the team members and make people feel capable.

Today’s workplace comprises of three generations of leaders.

• Baby Boomers (BB) – those born between the years 1945 – 1960
• Generation X (GX) – those born between the years 1961 – 1981
• Generation Y (GY) – those born between the years 1981 – 1994

and we would soon see the coming in of the next group

• Generation Z (GZ) – those born after 1994

Each generation comes to work with different needs. They have different views on how they should be treated, how they should be compensated, have different attitudes towards work, and have very different views on how they should be managed and led. Successful leaders have seen this and have not only adapted to embrace these differences but went on to leverage them.

It is critically important to get them to work together in a productive manner. A successful leader would need to focus on three very general aspects in particular.

1. Communication
2. Tech savvy
3. Work-Life Balance

Communication styles and preferences are very different. Businesses recognize email as the most common and preferred way of communicating, while situations would prompt the need for telephone or audio / videoconference or perhaps even face-to-face. BBs are usually more comfortable with face to face as they have gone through their years, participating in meetings. GX have grown up with voice mail and email and would often prefer this mode, as they would be comfortable with computers and smart phone devices. GY have grown up with technology all around them and would tend to prefer texting and social media. Often they do not differentiate between medium of communication whether work or personal. They perhaps would like to share their work ideas with colleagues too in this medium of communication.

While the message is the important part of communication, for it to be effective and well received, the choice of the medium by the leader may become the differentiating factor for success. If the recipient of the message is not engaged in the process, they are less likely to understand the message and respond with the required action. It would thus be smart for a leader to ask the team about how they would like to communicate and how they prefer to receive the information, and discuss how to build these preferences in the organization’s communication process.

Tech savvy is not the same as defined by these three generations. Today’s business needs effective use of technology as teams work together across geographic locations or even if they are working from the same site.

While GX and GY can be assumed to be more tech savvy than BBs, BBs are also upgrading their skills and integrating new technology in their work life, as they also believe that communication and tech savvy are interlinked.

Leaders could view differences in technology capability as an opportunity for training and development. Encourage the technology savvy GenY to teach or train the GenX and Boomer employees how to utilize software or other technology tools and techniques necessary to perform their roles.

Work-Life Balance has become a strong point of negotiation in the present day interviews, which gives us an insight that differing attitudes and expectations are prevalent across these three generations. BB grew up in an environment where loyalty and dedication was encouraged and rewarded. Being focused only on results, although beneficial to the organization overall is most likely to create conflict with GY employees. GY workers are more interested in work-life balance and will spend work time on their Facebook page, which is something BBs would probably only do at home and perhaps during weekends.

As a leader, if one could view this aspect of GY behavior, as a need to take a break from work, would probably be the way to go. The BBs and GX probably prefer coffee breaks instead. Integrating this need of GY like a break time would perhaps generate the desired outcome.

Tons of research show that each generation views work differently. Each generation has different things that motivate them. Even with differing communication styles, tools, and methods leveraging the diversity of these employee groups will increase productivity. Members of these generations will need to learn from each other and develop the capacity to accept various points of view. Bringing together these different generations has an additional benefit of establishing a “learning culture” in the organization, which lays the ground for ongoing growth and development.

Robin Sharma, a prolific writer in the leadership area wrote a book, and is one that I really like – “The leader who had no title.” As I was pondering about this book and also the quaint title, it dawned on me that a business analyst is really a leader without the title – and is always leading from within.

A definition of leadership that I read somewhere says – Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen. In my work thus far, I have often faced this challenge where I had to lead and found myself short on authority; nevertheless a bit of facilitation skill development that I had stood me in good stead, and helped me achieve the bit that I have, and now I understand it a lot better – what I started doing was to create an environment where people could contribute – contribute everything really; the business case, the vision, the scope, and most importantly their “real” requirements.

All traits of leadership is woven into the skills of a Business Analyst. We have to use influence to get others to work to accomplish a task – many a times these tasks may not be what they like doing; that too without the authority of position. Most people in leadership positions have the authority of position (designation) on their side to help them in influencing others. Business analysts are generally in a position of not having authority to help them influence, so they have to be very innovative and creative.

What does “A leader without a title” imply?

The role of a BA primarily is doing analysis, recommending solutions, and utilizing the right tools. In projects, it usually means eliciting the requirements to create a product or solution that is expected to delight users / customers, while making their tasks simpler, and also achieving benefit for the organization. Sounds fairly simple, is it really so?

The BA works with business users and technical teams simultaneously – and both groups see the BA as part of their team (and in some situations visualize the BA as a person on the opposite side), which poses interpersonal challenges to some degree.

Many a times I have heard BA’s using the phrase – “I feel like the meat in the sandwich, being crushed from both sides,” and I usually retort = “It is eventually the meat that provides the taste.”

Is this all – yeah – but to be able to do this a BA needs

• attentive and centered listening, and as if this itself was not tough, do this while challenging the brain to process information in parallel
• influencing people, dealing with hidden agendas, resolving conflicts that range from professional to political to personal
• influencing people to perform tasks (that they may not really always like too)
• interrogating people and yet building and maintaining relationships
• educating and training people – many of them would not want to be educated or trained in the subject

In short, a BA is expected to push people towards results using a high degree of influencing skill.

As Scott Adams says – “You don’t have to be a ‘person of influence’ to be influential. In fact the most influential people in my life are probably not even aware of the things they’ve taught me.”

In essence the BA is expected to do everything that a CEO or a leader is expected to do, and he has one additional handicap – no authority. The handicap reminds me of the ultimate leadership sport – Golf. It is all about handicaps, and you learn to play better than the handicap to win. The BA does precisely the same thing, lead better even without the authority. Truly, a leader without a title.

Imagine if corporates eventually got the BA’s to take on the mantle of a leader and also provide them authority – how much more effective they could be as a leader.

Leadership is thought of as a single skill. Is it really so?

Many feel that leadership skill is something which you either have or don’t have, but in reality leadership skill is something that can be acquired and developed.

When we look at some of the great leaders from history, sport, and our own lives; we see some strategists, others visionaries, and a few others who are great motivators.

What about our parent as a leader – their role as multi-tasking, nursing, peace making, admonishing; several facets of leadership, each suited to different situations.

Let’s look at our work arena as a focus.

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In the ‘90s the role of HR was primarily accepted to be that of a support and an administrative one. The HR professionals focussed on activities and deliverables. The decision makers of companies also thought it to be sufficient to have them at line manager levels, and not have them involved in strategic business activities.

Globalization has forced companies to grow at a faster pace, grow business across the globe, look at optimizing all the business processes, and has even forced companies to look at strategic mergers and acquisitions.

These changes have had varying effects on all resources, most so on the “human” type. Some studies have shown that mergers and acquisitions which have failed have been primarily because of the failure in managing the human resources; either having key employees separating, or teams not able to integrate and work together as planned.

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Fundamentally, acquisitions create value when they enhance the strategic capabilities of both the companies, improving the competitive capabilities of either or both, resulting in improved financial results. There are companies that on their own probably would not be able to make it, but when combined, are able to create a better set of products and services than could have been otherwise provided to the market.

Acquisitions can help grow a company’s market position faster than internal development strategies. It can also provide a way to bring in new capabilities and leverage existing ones that would be difficult without the synergy of an acquisition.

Mergers and acquisitions are being used by firms to strengthen and maintain their position in the market place. They are seen as a relatively fast and efficient way to expand into new markets, and acquire new and useful technologies.

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Effective Business Analysts realize that to avoid failure, they should build the business case for their projects by getting intimately knowledgeable about the reasons why sponsors approved their projects.

Too many projects are shelved because of the lack of justification of the business case. When project sponsors begin to see projects only in terms of costs instead of potential rewards, there are higher chances that the projects would be shelved.

It is the job of a Business Analyst and not that of the Project Manager to build the business case, though the Project Manager often plays an active support role in establishing it. Ideally, project stakeholders and sponsors evaluate the possible ROI from a project. If the project is seen in terms of generating income or reducing cost, the project will get the go ahead. Surprisingly this is a simple concept, but most often the necessary importance to this is not given, and often ignored.

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The rapid changing business scenario in the market place, due to the globalization phenomenon, growth in the outsourcing mode of working, the need to speed up growth, and the shortening of product cycles, has forced companies to think about using “mergers and acquisitions” as a part of their business strategy, to meet their business goals. Depending on how the two companies see their position in the merger, they would broadly fit into one of the four situations – rescue, partnership, adversarial, hostile. Regardless of the reasons for the merger the objective is to produce advantages for both the buying and selling companies, that is, the resultant entity should be greater than the sum total of the individual entities.Value (A+B) > Value (A) + Value (B) While there are many reasons cited for failures of mergers, the key area that has become very important, is to understand the process of managing the human resources in a way where they are not only retained, but also collaborate effectively to contribute higher levels of performance.

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