Key HR Role:
• Human capital developer;
• Strategic partner;
• Functional expert;
• Employee advocate;
• HR leader.
Other Responsibilities:
• Recruitment, working with the business and providers to find the right quality of staff, attracting Talent;
• Induction, Engaging, Retaining Staff;
• Ongoing Performance Management;
• Ongoing Succession Planning;
• Development and Assessment centres;
• Brokering Training, Learning and Development solutions, including blended learning;
• Employee R, Remuneration and Benefits, Pensions, Community Investment;
• Acting as an internal Consultant
Saturday, 8 October 2011
Categorization of Competencies
CATEGORIZATION OF COMPETENCIES
GENERALIZED LEVELS IN INDIAN COMPANIES
Level – 1 – Graduate Trainees / Fresher / New Entrants
Level – 2 – Junior Management
Level – 3 – Middle Management / Senior Management
Level – 4 – Top Management
LEVEL WISE SPECIFIC COMPETENCIES
LEVEL – 1 – GRADUATE TRAINEES / FRESHER / NEW ENTRANTS
1. Functional Knowledge - Sound fundamental concepts and good academic record.
2. Statistical Mindset - Identify and diagnose key issues, seek relevant information, draw accurate conclusions / inferences in order to find the appropriate solution.
3. Self Motivated - Is committed, resilient and energetic and has a clear sense of what needs to be done
4. Optimism - Enthusiastic in accepting new initiatives / challenges and demonstrates a feeling of optimism and energy.
5. Interpersonal Skills - Involves other, team mate, shares information and ideas and seeks to resolve conflicts.
6. Adaptability - Accepts change willingly and changes accordingly.
7. Kaizen – Can think, think, think of innovative (think out of box), multiple options.
LEVEL – 2 – EXECUTIVE / JUNIOR MANAGEMENT
1. Managing Self – Personally organized and systematic, optimizes resource allocation, anticipates resistances, work scheduling to achieve the targets/goals.
2. Systematic Problem Solving Skills – Overcomes problems and obstacles through systematic analysis and balanced decision- making. Seeks all relevant information and finds the optimal solution.
3. Team Mate - Understands other people and relates effectively to them. Shares information and ideas and seeks to resolve conflicts.
4. Action Oriented - Assumes ownership and responsibility for his job confidently.
5. Flexibility - Is open and adaptable. Looks at situations creatively and moulds accordingly.
LEVEL – 3 – MIDDLE / SENIOR MANAGEMENT
1. Networking and Concluding - Interacts, liaises and builds relationships with diversified communities both internal and external to the organisation.
2. Personal Touch Shows genuine concern and respect and are sensitive to employees’ needs. Is committed to supporting and protecting staff.
3. Development of Subordinates - Analyses ongoing feedback from employees and development and helps team to realise its full potential through appropriate involvements.
4. Improvement Orientation – Combination of knowledge and skills and is proactive in ensuring the implementation of new and better ways of achieving desired objectives.
Ensures that learning is shared and that quality is maintained and improved upon.
5. Integrity - completely internalizes the organizations focus of doing business and acts as a role model inspiring others and sets example.
6. Specialized Competence – Sound fundamental, technical and operational issues. Updated on research oriented New Product Development
7. Influencing & Persuading – Clearly communicates ideas and views across the team. Establishes credibility, gains acceptance and converts resistance to acceptance.
LEVEL – 4 – TOP MANAGEMENT / CEO / VP
1. Business Vision
2. Has a complete overview of the operation and business area. Understands the specific operational components and diverse functional responsibilities and ensures their smooth integration with a long term vision
3. Work Process Orientation – Plans for effective utilization of resources, optimizes the workflow and ensures effective integration and alignment with other related processes.
Sets goals and objectives, monitors progress and responds rapidly when required
4. Influencing - Is able to impact upon, gain the acceptance of, and effect behavior changes in individuals, groups and large audiences
5. People Management Seeks to improve and optimize man-management processes and the working environment.
6. Leadership by Example - Motivates, inspires, influences and pushes people to attain organizational and project goals. Leads by example and delegates effectively
7. Organization Development Orientation - Initiates and supports a continuous process of increasing the skill base and systems and process improvement, effective recruiting skills, reward and development.
8. Reliability - Does whatever he/she believes to be right in spite of pressures to the contrary.
GENERIC COMPETENCIES APPLICABLE TO ALL LEVELS
1. Adaptability (Instances where individual had changed his/her behavior to meet other's expectations)
2. Communication (Confidence, Clarity and fluency in expression)
3. Customer Service Orientation (Understands Client Needs and Goes to reasonable lengths to uphold commitments to customers)
4. Functional Knowledge (Partially understands, synthesizes and applies technical information related to own area)
5. Planning & Execution (Has a basic understanding of project cycles, time frames and sequencing issues)
6. Improvement Orientation (generated innovative idea for the benefit of the organization)
7. Positive Attitude (Is reasonably involved in seeing through the task completion)
GENERALIZED LEVELS IN INDIAN COMPANIES
Level – 1 – Graduate Trainees / Fresher / New Entrants
Level – 2 – Junior Management
Level – 3 – Middle Management / Senior Management
Level – 4 – Top Management
LEVEL WISE SPECIFIC COMPETENCIES
LEVEL – 1 – GRADUATE TRAINEES / FRESHER / NEW ENTRANTS
1. Functional Knowledge - Sound fundamental concepts and good academic record.
2. Statistical Mindset - Identify and diagnose key issues, seek relevant information, draw accurate conclusions / inferences in order to find the appropriate solution.
3. Self Motivated - Is committed, resilient and energetic and has a clear sense of what needs to be done
4. Optimism - Enthusiastic in accepting new initiatives / challenges and demonstrates a feeling of optimism and energy.
5. Interpersonal Skills - Involves other, team mate, shares information and ideas and seeks to resolve conflicts.
6. Adaptability - Accepts change willingly and changes accordingly.
7. Kaizen – Can think, think, think of innovative (think out of box), multiple options.
LEVEL – 2 – EXECUTIVE / JUNIOR MANAGEMENT
1. Managing Self – Personally organized and systematic, optimizes resource allocation, anticipates resistances, work scheduling to achieve the targets/goals.
2. Systematic Problem Solving Skills – Overcomes problems and obstacles through systematic analysis and balanced decision- making. Seeks all relevant information and finds the optimal solution.
3. Team Mate - Understands other people and relates effectively to them. Shares information and ideas and seeks to resolve conflicts.
4. Action Oriented - Assumes ownership and responsibility for his job confidently.
5. Flexibility - Is open and adaptable. Looks at situations creatively and moulds accordingly.
LEVEL – 3 – MIDDLE / SENIOR MANAGEMENT
1. Networking and Concluding - Interacts, liaises and builds relationships with diversified communities both internal and external to the organisation.
2. Personal Touch Shows genuine concern and respect and are sensitive to employees’ needs. Is committed to supporting and protecting staff.
3. Development of Subordinates - Analyses ongoing feedback from employees and development and helps team to realise its full potential through appropriate involvements.
4. Improvement Orientation – Combination of knowledge and skills and is proactive in ensuring the implementation of new and better ways of achieving desired objectives.
Ensures that learning is shared and that quality is maintained and improved upon.
5. Integrity - completely internalizes the organizations focus of doing business and acts as a role model inspiring others and sets example.
6. Specialized Competence – Sound fundamental, technical and operational issues. Updated on research oriented New Product Development
7. Influencing & Persuading – Clearly communicates ideas and views across the team. Establishes credibility, gains acceptance and converts resistance to acceptance.
LEVEL – 4 – TOP MANAGEMENT / CEO / VP
1. Business Vision
2. Has a complete overview of the operation and business area. Understands the specific operational components and diverse functional responsibilities and ensures their smooth integration with a long term vision
3. Work Process Orientation – Plans for effective utilization of resources, optimizes the workflow and ensures effective integration and alignment with other related processes.
Sets goals and objectives, monitors progress and responds rapidly when required
4. Influencing - Is able to impact upon, gain the acceptance of, and effect behavior changes in individuals, groups and large audiences
5. People Management Seeks to improve and optimize man-management processes and the working environment.
6. Leadership by Example - Motivates, inspires, influences and pushes people to attain organizational and project goals. Leads by example and delegates effectively
7. Organization Development Orientation - Initiates and supports a continuous process of increasing the skill base and systems and process improvement, effective recruiting skills, reward and development.
8. Reliability - Does whatever he/she believes to be right in spite of pressures to the contrary.
GENERIC COMPETENCIES APPLICABLE TO ALL LEVELS
1. Adaptability (Instances where individual had changed his/her behavior to meet other's expectations)
2. Communication (Confidence, Clarity and fluency in expression)
3. Customer Service Orientation (Understands Client Needs and Goes to reasonable lengths to uphold commitments to customers)
4. Functional Knowledge (Partially understands, synthesizes and applies technical information related to own area)
5. Planning & Execution (Has a basic understanding of project cycles, time frames and sequencing issues)
6. Improvement Orientation (generated innovative idea for the benefit of the organization)
7. Positive Attitude (Is reasonably involved in seeing through the task completion)
Competencies Characteristics
Five types of competency characteristics
1. Motives : Self development focuses on client success, preserve firm/personal Integrity (Drive, direct or select behaviour towards certain action or goals)
2. Traits : Learns quickly, projects self-confidence, team player, handles ambiguities well, demonstrates initiatives
(Physical characteristics and consistent response to situation or information)
3. Self-concepts : Person’s attitude, values or self-image
4. Skills : Communicates well, demonstrates leadership (Ability to perform certain physical or mental task)
5. Knowledge : Job related (Information a person has in certain specific area)
1. Motives : Self development focuses on client success, preserve firm/personal Integrity (Drive, direct or select behaviour towards certain action or goals)
2. Traits : Learns quickly, projects self-confidence, team player, handles ambiguities well, demonstrates initiatives
(Physical characteristics and consistent response to situation or information)
3. Self-concepts : Person’s attitude, values or self-image
4. Skills : Communicates well, demonstrates leadership (Ability to perform certain physical or mental task)
5. Knowledge : Job related (Information a person has in certain specific area)
Monday, 20 September 2010
Sunday, 6 June 2010
Sunday, 21 March 2010
Animated Business Concepts | Simplified Learning | Accounting, Statistics, Economics, Finance
Animated Business Concepts Simplified Learning Accounting, Statistics, Economics, Finance
Seeking your feedback on our innovative training approach
Dear Friends,
I would like to share with you our latest innovation in learning after comprehensive research and development for the last two years. With our vision, "To lead global innovation in making learning simple, easily accessible and enjoyable", we at Knowledge Horizon continuously endeavour to innovate and support the teaching fraternity with the latest tools and techniques so that learning is simplified and concepts are demystified. With this initiative we would like to add value to the learning process and empower learner with innovative products to enrich the overall learning experience.
I would like to invite you to experience our innovation by visiting our product website: www.simple-abc.com and clicking on our Animated Business Concepts namely, Balance Sheet and Index Numbers (CPI) shown on the homepage.
Animated Business Concepts or ABC is a portfolio of short, online courses to help learner understand and effectively apply core business concepts at the workplace. You are welcome to refer these courses to your friends, colleagues and anyone who you feel may benefit from this exciting learning opportunity. I have also enclosed a PDF for your information.
Please feel free to send us your views and feedback about our product, ABC.
Seeking your feedback on our innovative training approach
Dear Friends,
I would like to share with you our latest innovation in learning after comprehensive research and development for the last two years. With our vision, "To lead global innovation in making learning simple, easily accessible and enjoyable", we at Knowledge Horizon continuously endeavour to innovate and support the teaching fraternity with the latest tools and techniques so that learning is simplified and concepts are demystified. With this initiative we would like to add value to the learning process and empower learner with innovative products to enrich the overall learning experience.
I would like to invite you to experience our innovation by visiting our product website: www.simple-abc.com and clicking on our Animated Business Concepts namely, Balance Sheet and Index Numbers (CPI) shown on the homepage.
Animated Business Concepts or ABC is a portfolio of short, online courses to help learner understand and effectively apply core business concepts at the workplace. You are welcome to refer these courses to your friends, colleagues and anyone who you feel may benefit from this exciting learning opportunity. I have also enclosed a PDF for your information.
Please feel free to send us your views and feedback about our product, ABC.
Tuesday, 9 March 2010
Sunday, 15 February 2009
Post-Training Evaluation and Measurements of Effectiveness
This is one of the biggest challenges faced by the trainers. I am starting this discussion to note and gather your experiences in evaluating training effectiveness. You all are requested to share if you have used any of the models and how successful you were in accomplishing it and also challenges faced.
Key Objectives for Evaluation of Training Effectiveness:
1. To decide whether to continue offering a particular training program
2. To improve future programs
3. To validate your existence and job as a training professional
The indicators of Training effectiveness could be many, some of the below listed are indicatives:
1. Better production levels
2. Improved quality, lower wastages, failures, non-conformities, higher quality rating
3. Staff turnover and attrition rates
4. Lower costs
5. Higher sales
7. Increased turnover and growth, higher return on investment
6. Higher customer satisfaction or lesser customer complaints
The most popular models of Evaluation of Training Evaluations are listed below:
1. Kirkpatrick's Four Levels of Training Evaluation
2. Jack Phillips' Five Level ROI Model
3. Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)
4. Robert Stake's Responsive Evaluation Model
5. Robert Stake's Congruence-Contingency Model
6. Kaufman's Five Levels of Evaluation
7. CIRO (Context, Input, Reaction, Outcome)
8. PERT (Program Evaluation and Review Technique)
9. Alkins' UCLA Model
10. Michael Scriven's Goal-Free Evaluation Approach
11. Provus's Discrepancy Model
12. Eisner's Connoisseurship Evaluation Models
13. Illuminative Evaluation Model
14. Portraiture Model
Key Objectives for Evaluation of Training Effectiveness:
1. To decide whether to continue offering a particular training program
2. To improve future programs
3. To validate your existence and job as a training professional
The indicators of Training effectiveness could be many, some of the below listed are indicatives:
1. Better production levels
2. Improved quality, lower wastages, failures, non-conformities, higher quality rating
3. Staff turnover and attrition rates
4. Lower costs
5. Higher sales
7. Increased turnover and growth, higher return on investment
6. Higher customer satisfaction or lesser customer complaints
The most popular models of Evaluation of Training Evaluations are listed below:
1. Kirkpatrick's Four Levels of Training Evaluation
2. Jack Phillips' Five Level ROI Model
3. Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)
4. Robert Stake's Responsive Evaluation Model
5. Robert Stake's Congruence-Contingency Model
6. Kaufman's Five Levels of Evaluation
7. CIRO (Context, Input, Reaction, Outcome)
8. PERT (Program Evaluation and Review Technique)
9. Alkins' UCLA Model
10. Michael Scriven's Goal-Free Evaluation Approach
11. Provus's Discrepancy Model
12. Eisner's Connoisseurship Evaluation Models
13. Illuminative Evaluation Model
14. Portraiture Model
Sunday, 11 January 2009
Kirkpatrick's Four Levels of Training Evaluation
Kirkpatrick's Four Levels of Training Evaluation
Donald Kickpatrick prescribed methods to evaluate the effectiveness of training. He proposed four levels of evaluation starting from Level 1 to 4. . Information from each previous level serves as the foundation for the next level's evaluation, offering, in stages, an accurate reading of the effectiveness of the training program.
Level 1: REACTION: This level measures the reaction of trainees to the training programme.
The main purpose of measuring reaction of trainees is to gauge their motivation and interest level in learning.
Measurement Guidelines:
1. Determine what you want to find out.
2. Design a form that will quantify reactions such as:
4. Attain an immediate response rate of 100%.
5. Seek honest reactions.
6. Develop acceptable standards.
7. Measure reactions against the standards and take appropriate action.
8. Communicate the reactions as appropriate.
Evaluation Tools and methods:
The evaluation tools and methods used in this stage are 'happy sheets', feedback forms, post-training surveys, questionnaires, verbal feedback, etc which are quick and easy to gather, and non-expensive to analyse.
Level 2: LEARNING: This level measures the knowledge acquired, skills improved, or attitudes changed to trainees as a result of the training.
Measurement Guidelines:
1. Use a control group, if feasible.
2. Evaluate knowledge, skills, or attitudes (KSAs) both before and after training. Use a paper and pencil test to measure knowledge and skills. Use a performance test to measure attitudes.
3. Attain a response rate of 100%.
4. Use the results of the evaluation to take appropriate action.
Level 3: BEHAVIOUR: This level measures the transfer of training or if trainees are applying new knowledge, skills, or attitudes on the job.
Measurement Guidelines:
1. Allow enough time for a change in behavior to take place.
2. Survey or interview one or more of the following groups: trainees, their bosses, their subordinates, and others who often observe trainees' behavior on the job. Evaluation focus on questions like:
Measurement Guidelines:
1. Use a control group, if feasible.
2. Allow enough time for results to be achieved.
3. Measure both before and after training, if feasible.
4. Repeat the measurement at appropriate times.
5. Consider the cost of evaluation versus the potential benefits.
6. Be satisfied with the evidence if absolute proof isn't possible to attain.
Donald Kickpatrick prescribed methods to evaluate the effectiveness of training. He proposed four levels of evaluation starting from Level 1 to 4. . Information from each previous level serves as the foundation for the next level's evaluation, offering, in stages, an accurate reading of the effectiveness of the training program.
Level 1: REACTION: This level measures the reaction of trainees to the training programme.
The main purpose of measuring reaction of trainees is to gauge their motivation and interest level in learning.
Measurement Guidelines:
1. Determine what you want to find out.
2. Design a form that will quantify reactions such as:
- Did they like the training program?
- Was the training material relevant?
- Was the method of delivery effective?
- Did they consider the training relevant?
- Perceived practicability and potential for applying the learning
4. Attain an immediate response rate of 100%.
5. Seek honest reactions.
6. Develop acceptable standards.
7. Measure reactions against the standards and take appropriate action.
8. Communicate the reactions as appropriate.
Evaluation Tools and methods:
The evaluation tools and methods used in this stage are 'happy sheets', feedback forms, post-training surveys, questionnaires, verbal feedback, etc which are quick and easy to gather, and non-expensive to analyse.
Level 2: LEARNING: This level measures the knowledge acquired, skills improved, or attitudes changed to trainees as a result of the training.
Measurement Guidelines:
1. Use a control group, if feasible.
2. Evaluate knowledge, skills, or attitudes (KSAs) both before and after training. Use a paper and pencil test to measure knowledge and skills. Use a performance test to measure attitudes.
3. Attain a response rate of 100%.
4. Use the results of the evaluation to take appropriate action.
Evaluation tools and methods
This stage calls for more rigorous procedures, ranging from formal to informal testing to team assessment and self-assessment. The most common learning evaluation tools are assessments, interviews, observation and tests conducted before and after the training. The questions could be:- Did the trainees learn what what intended to be taught?
- Did the trainee experience what was intended for them to experience?
- What is the extent of advancement or change in the trainees after the training, in the direction or area that was intended?
Level 3: BEHAVIOUR: This level measures the transfer of training or if trainees are applying new knowledge, skills, or attitudes on the job.
Measurement Guidelines:
1. Allow enough time for a change in behavior to take place.
2. Survey or interview one or more of the following groups: trainees, their bosses, their subordinates, and others who often observe trainees' behavior on the job. Evaluation focus on questions like:
Are the newly acquired skills, knowledge, or attitude being used by the learners in their everyday work arena?
- Did the trainees use the relevant skills and knowledge?
- Was there significant and measurable change in performance of the trainees when back to their jobs?
- Was the transfer in behaviour retained?
- Would the trainee successfully be able to transfer knowledge to someone else?
- Did the trainees put their learning into effect when back on the job?
- Were the relevant skills and knowledge used?
- Was there noticeable and measurable change in the activity and performance of the trainees when back in their roles?
- Was the change in behaviour and new level of knowledge sustained?
- Would the trainee be able to transfer their learning to another person?
- Is the trainee aware of their change in behaviour, knowledge, skill level?
3. Choose 100 trainees or an appropriate sampling.
4. Repeat the evaluation at appropriate times.
5. Consider the cost of evaluation versus the potential benefits.
Evaluation Tools and methods
During level three, observation and interview over a period of time are required to measure change, its relevance, and sustainability. Evaluation in this area is challenging and is possible only through support and involvement of both line managers and trainees.
Level 4: RESULTS: This level measures the result of training as it relates to factors such as sales, productivity, profit, costs, employee turnover, and product/service quality.Measurement Guidelines:
1. Use a control group, if feasible.
2. Allow enough time for results to be achieved.
3. Measure both before and after training, if feasible.
4. Repeat the measurement at appropriate times.
5. Consider the cost of evaluation versus the potential benefits.
6. Be satisfied with the evidence if absolute proof isn't possible to attain.
Evaluation tools and methods:
The level four evaluation measures how successful a training program is in a context that is easily understood by managers and executives such as
- Better production levels,
- Improved quality,
- Lower costs,
- Higher sales,
- Staff turnover,
- Attrition rates,
- Failures,
- Wastage,
- Non-compliance,
- Customer complaints
- Quality ratings,
- Growth,
- Retention,
- Increased profits
- Return on investment
- Staff turnover
- Organisational performance
Ref: Kickpatric publications, Businessballs, etc
Saturday, 29 November 2008
How companies got their names!
Adobe - came from name of the river Adobe Creek that ran behind the house of founder John Warnock.
Apple Computers - favorite fruit of founder Steve Jobs. He was three months late in filing a name for the business, and he threatened to call his company Apple Computers if the other colleagues didn't suggest a better name by 5 o'clock.
CISCO - it s not an acronym but the short for San Francisco.
Compaq - using COMp, for computer, and PAQ to denote a small integral object.
Corel - from the founder's name Dr. Michael Cowpland. It stands for COwpland REsearch Laboratory.
Google - the name started as a jokey boast about the amount of information the search-engine would be able to search. It was originally named 'Googol', a word for the number represented by 1 followed by 100 zeros. After founders - Stanford grad students Sergey Brin and Larry Page presented their project to an angel investor; they received a cheque made out to Google!
HCL - Hindustan Computers Ltd. started by Shiv Nadar.
Hotmail - Founder Jack Smith got the idea of accessing e-mail via the web from a computer anywhere in the world. When Sabeer Bhatia came up with the business plan for the mail service, he tried all kinds of names ending in 'mail' and finally settled for hotmail as it included the letters "html" - the programming language used to write web pages. It was initially referred to as HoTMaiL with selective upper casing.
HP - Bill Hewlett and Dave Packard tossed a coin to decide whether the company they founded would be called Hewlett-Packard or Packard-Hewlett.
Intel - Bob Noyce and Gordon Moore wanted to name their new company 'Moore Noyce' but a hotel chain already trademarked that, so they had to settle for an acronym of INTegrated ELectronics.
Java - Originally called Oak by creator James Gosling, from the tree that stood outside his window, the programming team had to look for a substitute, as there was another language with the same name. Java was selected from a list of suggestions. It came from the name of the coffee that the programmers drank.
LG - combination of two popular Korean brands Lucky and Goldstar.
Linux - Linus Torvalds originally used the Minix OS on his system, which he replaced by his OS. Hence the working name was Linux (Linus' Minix). He thought the name to be too egotistical and planned to name it Freax (free + freak + x).
Microsoft - coined by Bill Gates to represent the company that was devoted to MICROcomputer SOFTware. Originally christened Micro-Soft, the '-' was removed later on.
Motorola - Founder Paul Galvin came up with this name when his company started manufacturing radios for cars. The popular radio company at the time was called Victrola. Mozilla - When Marc Andreesen, founder of Netscape, created a broswer to replace Mosaic (also developed by him), it was named Mozilla (Mosaic-Killer, Godzilla). The marketing guys didn't like the name however and it was re-christened Netscape Navigator.
ORACLE - Larry Ellison and Bob Oats were working on a consulting project for the CIA (Central Intelligence Agency). The code name for the project was called Oracle (the CIA saw this as the system to give answers to all questions or something such). They kept the name Oracle and created the RDBMS engine. Later they kept the same name for the company.
Red Hat - Company founder Marc Ewing was given the Cornell lacrosse team cap (with red and white stripes) while at college by his grandfather. He lost it and had to search for it desperately. The manual of the beta version of Red Hat Linux had an appeal to readers to return his Red Hat if found by anyone!
SAP - "Systems, Applications, Products in Data Processing", formed by 4 ex-IBM employees who used to work in the 'Systems/Applications/Projects' group of IBM.
Sony - from the Latin word 'sonus' meaning sound, and 'sonny' a slang used by Americans to refer to a bright youngster.
SUN - founded by 4 Stanford University buddies, SUN is the acronym for Stanford University Network. Andreas Bechtolsheim built a microcomputer; Vinod Khosla recruited him and Scott McNealy to manufacture computers based on it, and Bill Joy to develop a UNIX-based OS for the computer.
Xerox - The inventor, Chestor Carlson, named his product trying to say 'dry' (as it was dry copying, markedly different from the then prevailing wet copying). The Greek root 'xer' means dry.
Yahoo! - The word was invented by Jonathan Swift and used in his book 'Gulliver's Travels'. It represents a person who is repulsive in appearance and action and is barely human. Yahoo! Founders Jerry Yang and David Filo selected the name because they considered themselves yahoos.
3M - Minnesota Mining and Manufacturing Company started off by mining the material corundum used to make sandpaper. There's no sauce in the world like hunger. -Miguel de Cervantes, novelist
Apple Computers - favorite fruit of founder Steve Jobs. He was three months late in filing a name for the business, and he threatened to call his company Apple Computers if the other colleagues didn't suggest a better name by 5 o'clock.
CISCO - it s not an acronym but the short for San Francisco.
Compaq - using COMp, for computer, and PAQ to denote a small integral object.
Corel - from the founder's name Dr. Michael Cowpland. It stands for COwpland REsearch Laboratory.
Google - the name started as a jokey boast about the amount of information the search-engine would be able to search. It was originally named 'Googol', a word for the number represented by 1 followed by 100 zeros. After founders - Stanford grad students Sergey Brin and Larry Page presented their project to an angel investor; they received a cheque made out to Google!
HCL - Hindustan Computers Ltd. started by Shiv Nadar.
Hotmail - Founder Jack Smith got the idea of accessing e-mail via the web from a computer anywhere in the world. When Sabeer Bhatia came up with the business plan for the mail service, he tried all kinds of names ending in 'mail' and finally settled for hotmail as it included the letters "html" - the programming language used to write web pages. It was initially referred to as HoTMaiL with selective upper casing.
HP - Bill Hewlett and Dave Packard tossed a coin to decide whether the company they founded would be called Hewlett-Packard or Packard-Hewlett.
Intel - Bob Noyce and Gordon Moore wanted to name their new company 'Moore Noyce' but a hotel chain already trademarked that, so they had to settle for an acronym of INTegrated ELectronics.
Java - Originally called Oak by creator James Gosling, from the tree that stood outside his window, the programming team had to look for a substitute, as there was another language with the same name. Java was selected from a list of suggestions. It came from the name of the coffee that the programmers drank.
LG - combination of two popular Korean brands Lucky and Goldstar.
Linux - Linus Torvalds originally used the Minix OS on his system, which he replaced by his OS. Hence the working name was Linux (Linus' Minix). He thought the name to be too egotistical and planned to name it Freax (free + freak + x).
Microsoft - coined by Bill Gates to represent the company that was devoted to MICROcomputer SOFTware. Originally christened Micro-Soft, the '-' was removed later on.
Motorola - Founder Paul Galvin came up with this name when his company started manufacturing radios for cars. The popular radio company at the time was called Victrola. Mozilla - When Marc Andreesen, founder of Netscape, created a broswer to replace Mosaic (also developed by him), it was named Mozilla (Mosaic-Killer, Godzilla). The marketing guys didn't like the name however and it was re-christened Netscape Navigator.
ORACLE - Larry Ellison and Bob Oats were working on a consulting project for the CIA (Central Intelligence Agency). The code name for the project was called Oracle (the CIA saw this as the system to give answers to all questions or something such). They kept the name Oracle and created the RDBMS engine. Later they kept the same name for the company.
Red Hat - Company founder Marc Ewing was given the Cornell lacrosse team cap (with red and white stripes) while at college by his grandfather. He lost it and had to search for it desperately. The manual of the beta version of Red Hat Linux had an appeal to readers to return his Red Hat if found by anyone!
SAP - "Systems, Applications, Products in Data Processing", formed by 4 ex-IBM employees who used to work in the 'Systems/Applications/Projects' group of IBM.
Sony - from the Latin word 'sonus' meaning sound, and 'sonny' a slang used by Americans to refer to a bright youngster.
SUN - founded by 4 Stanford University buddies, SUN is the acronym for Stanford University Network. Andreas Bechtolsheim built a microcomputer; Vinod Khosla recruited him and Scott McNealy to manufacture computers based on it, and Bill Joy to develop a UNIX-based OS for the computer.
Xerox - The inventor, Chestor Carlson, named his product trying to say 'dry' (as it was dry copying, markedly different from the then prevailing wet copying). The Greek root 'xer' means dry.
Yahoo! - The word was invented by Jonathan Swift and used in his book 'Gulliver's Travels'. It represents a person who is repulsive in appearance and action and is barely human. Yahoo! Founders Jerry Yang and David Filo selected the name because they considered themselves yahoos.
3M - Minnesota Mining and Manufacturing Company started off by mining the material corundum used to make sandpaper. There's no sauce in the world like hunger. -Miguel de Cervantes, novelist
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