Top 7 Guesstimate Interview Questions & Answers [For Freshers]

Updated on 13 May, 2024

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Guesstimate Interview Questions & Answers

Summary

In this article, you will learn about the 7 most common guesstimate interview questions & answers. Take a glimpse.

1. How many cups of tea were consumed in Mumbai last month?

2. How many iPhones are currently being used in India?

3. How many cars are there in Delhi?

4. What is the size of the laptop market in the USA?

5. How many ping-pong balls can fit inside a Boeing 747?

6. How many tennis balls can be fitted inside a room?

7. What is the total number of refrigerators being sold in India each year?

Read the full article to know more in detail on how to find answers to such questions.

If you plan on having a career in the consulting industry, you need to know how to guesstimate. Guestimation can feel like a daunting task, especially when you first look at the kind of questions asked. From the market sizes of large conglomerates to revenues and populations, calculating some of these quantities even close to a ballpark is realistically impossible.

However, it is here that you must realise that guesstimation is never about the answer. Guesstimate interview questions assess you according to the approach that you take in solving a certain question. This approach tells your prospective employer whether you are fit for the job you are applying for.

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You might be looking up stuff such as how to solve guesstimates, guesstimate cheatsheet, guess estimates guide, what is a guesstimate and how to frame a guesstimate approach. Read on to understand the topic in-depth and find top tips to tackle such questions.

Guesstimates are generally asked in the first round of consulting company interviews. Typically, this will be followed by a business case round and then a personal interview. Guesstimates require significant amounts of practice before you sit for the interview. Look up information using terms such as how to solve guesstimates, guesstimate cheat sheet, guess estimates guide, what is a guesstimate and how to frame a guesstimate approach. The use of a pen and paper in the guesstimation round will be permitted. Still, the aim must be to solve the question in such a way that the interviewer can understand your approach, regardless of whether the calculations were correct or not.

Key Points About Answering Guesstimation Questions

  • No correct answers: No guesstimate question has a correct answer. No guesstimate question also has a correct approach. When you start solving a guesstimate question, your aim must not be to reach a correct answer or apply a correct approach. If the question you have been asked seems realistic—such as the market size of a particular good—do not believe that you will be able to reach the correct answer or anywhere close to it through guesstimating.

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The aim must be to be logical. The approach you take toward solving the question, and every step you take after the previous, must follow and seem to lead toward a correct answer. Additionally, do remember that it is highly unlikely that the interviewer knows the correct answer either. You are being assessed purely based on how you are tackling the issue.

  • Don’t tie yourself up in knots: Scores of students and interviewees, in the endeavour to reach as close to a correct or realistic answer as possible, will end up assuming such quantities that can take minutes to calculate. Calculating 0.75% of 2.5 million can be hard in a crunch situation, with an interviewer assessing your every move and awaiting your next step. This is yet another reason why you must not look for correct answers.

The interviewer has likely provided a question without numbers—if you end up confusing yourself or having too many difficult numbers to calculate, it is probably your fault. Make sure always to round up or down when approaching guesstimate questions. Rounding up or down makes remembering numbers and calculating them very easily and can help you proceed to the next step much faster.

  • Write it down: You will likely be given a pen and a paper when you appear for the guesstimate round. If you aren’t and believe that the question asked will require one, you can ask for writing material. While you are solving the question, make sure to write every part down. If your question ever requires segmentation, make a flowchart showing the different segments you have created and conduct each segment’s calculation under the respective segment subhead.

Do not treat the piece of paper as a rough calculation sheet. The interviewer may eventually ask for this sheet and mark you down if your working seems illegible. What you write and how you write it are both essential parts of the question you are answering and can prospectively help you solve the question in a much better manner.

  • Speak up: Writing while speaking, and indeed vice versa, can be a challenging task. However, make sure that you are clearly and directly communicating your approach to the interviewer. Again, the interviewer is not looking for your answer; it is the approach that is being assessed. Do not treat the guesstimate question as a mathematical query; instead, consider it a logical one and focus on communicating the reasons you opt for each step to the interviewer.

An excellent method of avoiding writing while speaking can be to first inform the interviewer clearly of the next step and then move on to the quick calculation. Do not spend too much time on the calculation. The time you speak for should always be greater than the time you spend calculating.

  • Why the Focus on Guesstimate Questions?

Since guesstimate questions are framed on limited information and lesser details, the candidate needs to combine mental ability, wit, thinking as well as problem-solving ability. Of course, interview takers also judge the background knowledge a candidate has when the latter are given such questions.

  • What are the basics of guesstimation?

Guesstimation involves making an educated guess based on approximate calculations or reasoning, often without complete data. The basics include identifying key variables, breaking down the problem into simpler components, using logical assumptions, and applying basic arithmetic to estimate a ballpark figure. This skill is valuable for quick decision-making and problem-solving in various professional contexts.

  • How to crack guesstimate questions?
  • What is guesstimate for consulting interviews?

In consulting interviews, a guesstimate involves making reasoned estimates to answer complex questions with incomplete data. Candidates must logically estimate numerical values, like market sizes or revenue figures, using a structured approach. This tests their quantitative skills, problem-solving ability, and creativity, demonstrating how they handle real-world business problems under uncertainty.

  • What are the benefits of guesstimate?

Guesstimation sharpens critical thinking and problem-solving skills by requiring quick, logical reasoning with limited information. It enhances numerical intuition and helps in making informed decisions under uncertainty. Additionally, proficiency in guesstimation is valuable in fields like consulting and finance, where quick, accurate assessments are crucial for strategic planning and analysis.

Steps For Solving a Guesstimate Question

  • Step 1: Before jumping into the calculation, you must make all essential clarifications in the question itself. There is no limit to the kind of questions you can ask the interviewer. In general, try not to ask questions leading directly to an answer and stay away from questions whose answers might be numerical. Instead, try and stick to yes-or-no questions that it is easier for your interviewer to provide answers to.

However, do make sure that you get all your doubts clarified before you proceed with the calculation. You can ask questions during the solving process, but making the right start is equally important. Asking questions also brings you and the interviewers on a common platform regarding the question prerequisites and allows you some extra time to think about your approach.

  • Step 2: Break down the problem into smaller and small pieces through successive steps. Here, you must take no more than about 4-6 steps in reaching your final determination. If you break your problems into smaller pieces, but successive pieces are just not small enough, it will take too much time before you reach close to the metric you are required to calculate.
  • Develop an extremely clear understanding of the case at hand. Your structural clarity and the optimization of solving ability will help you reach the problem’s crux.
  • When breaking the case into smaller units, take each unit as a step and apply your problem-solving ability. Make sure you discuss every step with the interviewer. This will help you understand if you are moving in the right direction.
  • When solving guesstimation problems based on numbers, take up whole numbers. Especially those in 5 and 10’s multiples. You do not need to provide perfect calculations.
  •  Make sure you do not confuse yourself with too many calculations. Getting entangled in many figures is easy but far more difficult to find a way out.

At times, you will need to segment the problem into two or smaller pieces and then calculate separately for each segment. Make sure that each segment is assigned a proportion that is both logical and easy to calculate. Assigning a percentage share like 27% to a segment will make your calculation impossible, so stick either too simple fractions or tens of percentage points

  • Step 3: Only after you have determined your approach must you start solving. Do not begin solving before you have determined how you are going to reach your final answer. It communicates the wrong message to the interviewer concerning your strategy of tackling problems.

Additionally, once you have decided upon a strategy, it becomes easier to assign proportions that are calculable. Also, do not calculate in silence. Keep speaking and guiding the interviewer through your process, and ask any necessary questions. You may even stop to ask if your approach is logical.

  • Step 4: This is the final step of the guesstimate solving process when you reach the answer. Recheck your calculation and examine if any calculation seems off. Do not pay heed to how much the individual answers match a possible realistic answer in your mind. Add up all the individual pieces of the guesstimate and report a final answer.

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Guesstimate Interview Questions and Answers Examples

1. How many cups of tea were consumed in Mumbai last month?

First, clarify the question. Then, start solving.

As a first step, inform the interviewers that each day of the week is being considered equally. Tea consumption might likely decrease during the weekend as people do not go to the office—so you might consider that as well. We shall go with the first assumption.

The population of Mumbai is 18 crore; we shall round it up to 2 crores. 20% of this population is assumed to be children who do not drink tea. Another assumption is that of the remaining population, 20% are habitual drinkers, 30% are regular drinkers, 20% are occasional drinkers, and 10% are non-drinkers.

The habitual drinkers may be said to have three cups of tea in a day. Regular drinkers may be said to have one cup of tea in a day. The tea consumption of occasion drinkers maybe once a week, and that of non-drinkers none at all.

Calculating proportions-

Habitual – 3 x 0.2 x 7 = 4.2

Regular – 1 x 0.3 x 7 = 2.1

Occasional – 1 x 0.2 x 1 = 0.2

Non – 0

Total = 6.5

Total cups per week = 6.5 x 1.6 crore = 10.4 crore

2. How many iPhones are currently being used in India?

Clarify with the interviewers whether the question is about only a single version of the iPhone or all versions put together. Here, we shall assume that all iPhones put together are being talked about.

The first step toward solving this query will be segmentation. There are many ways in which India’s population can be segmented. Here, we shall first assume that only people who have attained a working age and are under the age of retirement own an iPhone. Children and old citizens do not own an iPhone. This removes 20% of the population as children and 20% as senior citizens.

The next assumption will be that only the upper stratum of India’s income range can afford an iPhone. This metric assumes that only 5% of the eligible citizens from the previous filter can own an iPhone.

Now, it is not necessary that every member of this upper stratum will own an iPhone. Other options, such as OnePlus, Samsung, etc., are also available. However, a fair assumption would be that 50% of the eligible population from the previous filter owns an iPhone.

Calculating the proportion of the population that owns an iPhone – 

0.6 x 0.05 x 0.5 = 0.015

Total iPhones in India = 0.015 x 130 crore = 1.95 crore

3. How many cars are there in Delhi?

Clarify whether the interviewer assumes just personal vehicles or all cars, as Delhi is also a government seat. The assumption in this solution will be that only personal vehicles are being talked about.

Firstly, the population of Delhi is 2 crores, rounding up. The average size of a family in Delhi may be said to be four people, it being an urban region mostly composed of nuclear families. Further segmentation may be as per income class or level. As is customary, 30% of people may be said to belong to the lower class, 50% to the middle class, and 20% to the upper class.

The calculation metric will be the number of cars per family. Among middle-class families, 50% may be said to own a car, and the other 50% own no car. Among the upper-class families, it may be said that all families own an average of two cars.

Calculating proportions-

Middle class families – 0.5 x 0.5 x 1 = 0.25

Upper class families – 0.2 x 2 = 0.4

Total = 0.65

Total cars in Delhi = 2 crore * 0.65/4 = 32.5 lakhs.

4. What is the size of the laptop market in the USA?

Make important clarifications such as the unit of measurement. Here, we shall assume that the unit of measurement is the number of laptops sold in a year.

The first step will be to make clear the USA’s population, which may be taken to be 300 million. Next, assume the proportion of this population that owns a laptop. The last determination will be the average span of the life of a laptop in the USA.

The USA population may be segmented into retirees, students, stay-at-home population, and working population. The working population may be said to be 50% of the total population. The retirees maybe 30% and students maybe 20% of the whole population.

Among the working population, it is assumed everyone owns a laptop. Among the retirees, a fair assumption would be that nobody owns a laptop. Among students, while younger classes do not require laptops, older classes do. So, half the students may be assumed to own a laptop.

Calculating the proportions of the population that own a laptop –

Working population – 0.5 x 1 = 0.5

Students – 0.2 x 0.5 x 1 = 0.1

Total – 0.6.

The average age of a laptop may be said to be 5 years. So, ⅕ of the total calculated population will change their laptops every year.

The market size of laptops in the USA is 350 million x 0.6 x 0.2 = 42 million.

5. How many ping-pong balls can fit inside a Boeing 747?

Begin by asking the interviewer the size of a ping pong ball. If you do not get an answer, assume a value.

To calculate the number of ping pong balls that fit inside a Boeing 747, we can begin by calculating the volume of a Boeing 747. First, assume the total number of seats on the plane. Then, account for the extra space—the aisles, the galleys, and the washrooms.

The additional space will be the space in the overhead compartments and the space above the passenger’s head. Now, divide the volume that you have calculated by the volume of the ping pong balls that you have assumed. Do not forget to account for the empty space between the balls.

Let’s say there are 400 seats in a plane. If we consider the aisle to occupy one seat’s space, and there are 40 rows with two aisles, that adds 80 more seats. Let us say the area above the seat is about the same as the seat itself. That makes 960 seats in total. The washrooms and galley might add space worth about 20 more seats, making the total count roughly 1000 seats.

Each seat can be said to occupy the amount of volume a human takes up in the sitting position. Assuming this to be 4 ft x 2 ft x 1 ft, the total seat area is 8 ft. Hence, the plane’s total volume becomes 8000 cubic ft or 13824000 cubics in. Let us say the area occupied by a ball is 4 cubic inches. The total number of balls hence becomes 3456000. Considering that balls can be packed only with about 70% efficiency, the total number of balls becomes 2419000. 

6. How many tennis balls can be fitted inside a room?

In order to answer this question, the very first thing that you need to do is know the tennis ball’s size. This can be done by questioning the interviewer about its size or by assuming it yourself. Next, calculate the room’s volume and divide it by the volume of the tennis balls. Here you must note that tennis balls are round in shape therefore, a regular arrangement would automatically leave some empty spaces because of their shape. Let’s assume that a room contains only 4 seats, but it may fit 5 chairs in horizontal direction and 10 in vertical. If the arrangement is repeated 10 times for filling the entire space of the room, it can roughly fill 500 seats.

Next, you need to consider the total space that the seat occupies as space. Therefore sp= (4 x 2 x 1)ft = 8 ft. This represents that the volume of the room may be in approximation sp x total seats that can be fitted inside the room = 8 x 500 = 4000 cubic ft.

The area that the tennis ball may occupy according to this is 4 cubic inches.

Now, in order to find out the number of tennis balls that can be packed in the room, divide the room’s volume by the total area that is occupied by the ball.

Room’s volume/ the occupancy of total area by the balls= 1000 balls.

But since the tennis balls due to their round shape can only be packed up to 70% the number of balls that would fit inside the room is 700.

7. What is the total number of refrigerators being sold in India each year?

To answer this question, make sure that you clarify whether you must consider only refrigerators of domestic brands or both international and domestic. If you are asked to consider both, make the inclusion of various segments on the basis of different factors. First, consider India’s total population and divide it by an average number of household members. For instance, 5 members each household.

Now make population segments by dividing it into urban, rural, and suburban. Make a classification of these segments on the basis of the availability of electric supply. 1.3 million of the total India’s population still doesn’t get access to electric supply. Also, exclude the people who remain below the poverty line. 

The final approximation must concern the yearly demand for new refrigerators as well as their replacements.

There are also some other factors that you must consider in your calculation such as the total lifespan of a refrigerator and the yearly projected refrigerator growth rate. 

India’s total population= 130 crore

No of members in each family= 5

Total households= 130/5= 26 crore

For urban areas ratio of the percentage of poor:middle:rich= 20%:60%:20%

For semi-urban areas  ratio of the percentage of poor:middle:rich= 40%:50%:10%

For village areas ratio of the percentage of poor:middle:rich= 60%:38%:2%

Therefore the market penetration 

  Poor% Middle class% Rich%
Urban 0 50 100
Sub urban 0 40 100
Villages 0 0 100

The absolute number of refrigerators= Total sum of penetration* total household in each segment

  Urban Suburban Metro
Households 0.2*32.5 = 6.5 Cr 0.15*32.5 = 4.875(Let’s approximate it 5) 0.65*32.5 = 21.125 (Let’s approximate it 21)
Refrigerator penetration 0.5*0.6+0.2 = 50% 0.4*0.5+0.2 = 30% 2%
sum 0.5*6.5 = 3.25 0.3*5 = 1.5 0.02*21 = 0.42

Thus total refrigerators= 5.17 crore

Let’s assume 10 years as the average life span of a refrigerator and the growth rate 5%

Total refrigerators  that may be sold in a year = New Demand due to growth+ refrigerators  due to replacement 

= (Total refrigerators ( i.e. market size) / Avg Life) + (Growth rate * Total machines (i.e. market size))

= (5.17/10)+(5.17*0.05) crore

= 0.775 crores

= 77.5 lakhs

Conclusion

The above guesstimate interview questions and answers will give you a firm insight into what guesstimates are and how to solve them. However, do always remember that the best way to solve guesstimate interview questions is by practice and practice alone. Be prepared to justify your conclusion with logic. You must have an argument backing your finding since the interview will need to see your analysis of the problem. Support your answer with the right points instead of looking for a perfect solution to the guesstimation question

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Frequently Asked Questions (FAQs)

1. What is Guesstimate?

The phrase guestimate is a combination of the words guess and estimate. Guesstimates are estimates based on the scant information provided. An estimate is a guess based on knowledge rather than an exact response. Overall, the term stands for an approximation based on accessible facts and a guess based on current knowledge. These questions are simple to answer if you break them down into four parts. The first step is to define any ambiguous words in the query. The second stage is to divide big numbers into smaller, more manageable chunks. The third step is to estimate each element based on previous experience. The final step is to bring all of the pieces together and present your findings.

2. How are market sizing questions different from guesstimate questions?

Guesstimate questions are those presented by interviewers in which the applicant is asked to estimate a figure based on very minimal information. Interviewers use these types of questions to discover applicants with strong mental math, logical thinking, problem-solving abilities, and background knowledge. Market-sizing questions are interview questions in which the applicant must estimate the market size of a product using minimal information, such as yearly gross sales, annual revenue, and so on. These questions need a strong grasp of arithmetic, logic, and problem-solving abilities, as well as a background in business, which aids interviewers in selecting qualified individuals.

3. What are the skills deciphered while answering guesstimate questions?

The purpose of guesstimates is not to find the exact answer to a question. When an interviewer asks for a guess, they are looking for logical thinking, problem-solving techniques, and analytical abilities like computation, speed, awareness, etc. Your problem-solving approach and logical skills are determined by the level of detail and depth you dig into an issue. All of these abilities are required for all sorts of professions, regardless of sector. The financial, marketing, retail, and banking businesses ask the most estimation inquiries. Overall, estimate questions need guesswork and practice to identify a wide variety of abilities.

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Meet Sriram, an SEO executive and blog content marketing whiz. He has a knack for crafting compelling content that not only engages readers but also boosts website traffic and conversions. When he's not busy optimizing websites or brainstorming blog ideas, you can find him lost in fictional books that transport him to magical worlds full of dragons, wizards, and aliens.

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This isn’t just a catchy headline meant to shock you, though that would be a justified reaction. If you are 25 years old, have graduated from a reputed institute in a traditional higher education discipline and are looking for a job, you may not be handed one on a platter any time soon. You may be cushioned within the famous Indian demographic that is supposed to yield a “dividend”, but unlike what you’ve been reading everywhere, this does not guarantee you employment. Between 1980 to 2010, 90% of world labour force growth occurred in developing countries and about 500 million new workers emerged in India and China alone (workers went from 260 million to 470 million in India, between this period). India, along with other developing counterparts, is all set to fuel 60% of the global growth in labour in the upcoming years. Keep in mind that enrolment in Indian higher education is only 24% right now. With India attaining almost universal elementary education and increased retention in secondary schools, the projected demand for higher education and jobs thereafter, will only escalate. By 2050, India will be home to more than a billion job seekers. This means providing jobs for over 12 million new entrants annually. There is also the challenge of finding jobs for the backlog, which reached 60 million by 2014. So isn’t this good news? India finally placed on the world map with a solid advantage where labour supply is concerned. Well, it may not all be good news. The new-age job-seeker must strive to acquire specific skill sets to be considered employable. Currently, only 43% of Indian youth are considered fully employable. Indian millennials are being touted as the future of jobs and the saviours of the working world. But this won’t hold true if in-demand skills are not imparted to the youth entering the workforce. The world of work is changing and industries are transforming. It’s a fact that we are moving towards a massive labour pool, but we are possibly riding a low-skill, low-wage cycle to get there. The country is on a trajectory that involves a surplus of millions of low-skill workers, whereas most nations, including India, will be increasingly demanding a high-skill workforce. Impacting Education: My Journey and UpGrad Most industries are replacing low-skill jobs with high-skill ones. Skills relating to upcoming technologies like cloud computing, social media, artificial intelligence, robotics, nanotechnology, etc, are gaining immense relevance. Unfortunately, our education system is not preparing students well enough to enter the workforce as high-skill workers or equipping them with skills in the mentioned emerging domains. Gone are the days when just holding a graduate degree was enough to get employers to clamour to hire you. Education is not enough. The new-age job-seeker must strive to acquire specific skill sets to be considered employable. Currently, only 43% of Indian youth are considered fully employable. Gone are the days when just holding a graduate degree was enough to get employers to clamour to hire you. Education is not enough. The positive connotation associated with our demographic shift has been taken for granted and assigned the term “dividend.” But if we don’t strategically harness this change, we could very easily be faced with a demographic disaster. We don’t want to be stuck in a situation where we have too many job-seekers with inadequate skills, and therefore not enough jobs for them. India is moving workers out of farm jobs at a very fast rate, and this will only add to the burden of providing jobs in other sectors. We need a wake-up call and more concerted efforts towards large-scale skill development and training. We may have a situation of too few high-skill workers and not enough jobs for medium- or low-skill workers. This needs to be rectified by adjusting the education and skilling system to ready ourselves for the jobs of tomorrow. UpGrad develops various programs such as Digital Marketing Certification Program, and Product Management Certification Program in collaboration with IIIT Bangalore, specially designed for working professionals looking to up-skill themselves.  Check out the free courses.
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by Mayank Kumar

20 Jun'16
Only 25% Of Indian Graduates Are Employable, And The Solution Is Obvious

6.57K+

Only 25% Of Indian Graduates Are Employable, And The Solution Is Obvious

Co-authored by: Apoorva Shankar, Business Development Associate, UpGrad The world today has enhanced productivity requirements. Due to this, the demand for highly skilled labour is growing. China and India are set to drive this demand. Globally, the share of low-skill jobs is likely to decline from 74% of employment in 2010 to 62% by 2020. On the other hand, the shortage of highly skilled workers with a tertiary level of education is expected to reach 18 million by 2020, globally. But due to its demographic dividend, India will have a labour surplus of 47 million by 2020. However, this surplus may only be of low-skilled labour. And while the demand for highly skilled labour is increasing, the supply isn’t quite keeping up. The challenge, as well as opportunity, that India faces is how to train such a large reserve of labour and convert low skills to high skills. One solution that immediately comes to mind is providing higher education for all. But at present only 24% of those meant to be participating in higher education, are actually enrolled. Plus, traditional college or university pedagogy has been increasingly criticized for being outdated and irrelevant to the jobs market. If you attended school or college in India, you will have first-hand experience of the ills that plague the system. Some of the reasons for this are: Absence of a customized or personalized approach to education (necessary as different students have different needs and learning capabilities). Restricted resources due to not-for-profit nature of educational institutes and over-regulation. Lack of technology infrastructure. Poor teaching quality. Lack of skills-based learning. Low focus on research and development. Minimal partnerships with industry/foreign academia. Outdated curricula not reflecting requirements of a dynamic market environment. Skill-intensive industries are expected to contribute more than 90% of India’s GDP by 2030. The opportunity is staring at us in the face. Only about 25% of Indian graduates are considered employable by the organized sector. Further, 48% of Indian employers said they were having difficulty in filling jobs, in 2012. Despite employers expressing difficulty in finding employable candidates, in 2009-10 the unemployment rates in India were higher for those who were more educated (graduates had more difficulty finding jobs than secondary or primary level graduates). [b_color background=”#EDFF3D”] Also Read – Technology will surely kill some jobs, but not all of them [/b_color] So Indian education, in its current form, hasn’t proved to be enough training for the incoming workforce. The numbers also prove that just completing higher education in any field is not all it takes anymore. This pinch is being increasingly felt as the world of jobs is turning upside down; which is why we need skill training. Skill-intensive industries are expected to contribute more than 90% of India’s GDP by 2030. The opportunity is staring at us in the face. It’s not just about the potential but also the responsibility we are tasked with — restoring balance to the global supply of labour. The country needs to invest in skill development and training for a large chunk of its population. Exploiting sheer numbers is therefore one major reason to skill our workers. Secondly, the demand for advanced skill-sets in emerging areas is growing. Knowledge-intensive roles such as finance, business, etc, and those related to information technology and entrepreneurship are gaining momentum. The reality that these skills must be acquired will take root for more and more individuals, including drop-outs from the mainstream education system and those who have completed such education. Currently, the actual supply of these workers falls drastically short of matching growing demand. Hence, the gaps in domain knowledge are another reason to scale up the skilling. You are likely to be at a disadvantage, in terms of skill training and thereby employability, when compared to someone your age in China, USA, South Korea… In China about 47% of the workforce has received some kind of skill training, 52% in USA, 68% in UK, 75% in Germany, 80% in Japan and 96% in South Korea. Comparatively, only about 10% of the Indian workforce received such training in 2008. India is seventh in the category of countries facing maximum difficulty in filling jobs, i.e., 58% difficulty, where the global average is 38%. These figures reflect that just belonging to the young Indian demographic is not enough. You are likely to be at a disadvantage, in terms of skill training and thereby employability, when compared to someone your age in China, USA, South Korea etc. To address these imbalances, India needs unprecedented increase in both education and job creation. At this point, there is no guaranteed advantage for India in the contest for high-skill talent. It will be dependent on skilling. Considering the state of higher education and the skill upgrade required to be carried out in the future, the process will not just be about learning for professionals, but rather unlearning and re-learning.
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by Mayank Kumar

13 Jul'16
7 reasons to watch UpGrad Talks today

5.19K+

7 reasons to watch UpGrad Talks today

There is really no secret sauce for success. Provided you have had the opportunity to view the exclusive online tete-e-tete sessions brought to you by UpGrad Talks. With an amazing roster of world-class speakers, some from the top 1000 companies of India such as Mahindra & Mahindra, Tata Sky, Coca Cola, JP Morgan, JWT to start-up poster children such as RedBus, Snadeal, Ola & Zivame and many more, Upgrad Talks provides insights into their formulae for success. The talks also share deep learning from situations that didn’t work out and many valuable nuggets of honest, down-to-earth and practical advice from successful entrepreneurs, experts and industry leaders. While some lip service has been paid to new-age technologies and skill sets, and the evolution of industries because of these, a deeper understanding of what this signifies is missing. Upgrad Talks intends to fill this gap by bringing together thought-leaders from different walks of life and raising the level of discourse in this area, as they share their experiences. Here are the top reasons why you must visit talks.upgrad.com today and make it your daily source of insights and motivation: Get Inspired Inspiration can come from many different sources. You may get inspired when you see a problem that needs a solution, which you are able to ideate, or get inspired when you hear stories of adversity being overcome by sheer willpower. Rarely does the simple existence of wealth inspire us. It may motivate us to work harder, but inspiration stems from a deeper place that needs real stories. Upgrad Talks are stories from the folks who have lived these stories, first hand. Not only does hearing someone’s complete story of challenges, thought process and subsequent outcome inspire, it also gives birth to new ideas and provides impetus to grow in your own space.  Moreover, inspiration also stems from well-put statements such as, ‘attitude will sail you through,’ by Harit Nagpal, CEO of Tata Sky. A key benefit of listening to industry leaders is that it also inspires us to think. ‘What we think, we become,’ is a quote by Buddha that sums up this well. Go ahead, face challenges It does not matter if you are a startup or an established financial organization; challenges, big or small, exist in every level of most businesses. Challenges faced, strategized and overcome is the rite of passage for almost everyone. Not only do Upgrad Talks cover challenges faced by leading industry veterans, it also covers it from various stages of businesses along with discussion of the solutions that helped overcome them. Upgrad Talks speakers’ discuss challenges faced by businesses in different spaces, which makes these talks an interesting listen. Furthermore, is quite motivating to hear the candid conversations of business leaders. So what is the common thought on challenges in the Upgrad Talks? No challenge is too big. It also strengthens the belief that challenges help you grow and become stronger and develops a sense of confidence to take on the next big challenge. Learn from influencers People who can motivate are great influencers. To hear success stories at Upgrad Talks, which have been driven by deep-rooted passion as well as courage of conviction can be a great influence on most people. It is likely to help you push yourself to greater heights and also follow your dreams a bit more diligently. To quote Snapdeal’s Kunal Bahl, ‘ there is a fine line between stubbornness and persistence.’ Upgrad Talks is likely to help you define the lines as an excellent selection of influencers talk also about the key soft skills required to make it a significant mark on the industry that you belong to. Mentoring As you listen to entrepreneurs, business leaders and experts on models that have worked, one can also start drawing parallels to one’s one business or profession. Mentoring of this kind is both subtle and effective as it helps you choose some key takeaways from the shared experiences that are most relevant to you. Follow the series to get premium access to the best mentors in the country as they talk about education, the emerging digital age and its impact on businesses, talent shortages and advice to youngsters. A bit of crystal gazing In the series of Upgrad Talks, one is likely to come across a vast amount of business knowledge which has been converted into digestible insights that can also help you choose the next steps in your career. Speakers’ at Upgrad Talks share their business mantras and what the future is likely to be.  This is crystal gazing of the finest variety and yet another reason to tune into the talks. A healthy dash of optimism One of the unique selling points of the Upgrad Talks is that they also brings out the combined optimism in business from key industry leaders. Apart from that one can learn what is next in the industry, and explore potential future opportunities in the workspace. The upbeat and positive nature of these talks makes them a must-listen. Easily available online Just in case you were wondering how far you would need to travel to listen to such a wide range of speakers, you can breath easy. Upgrad Talks are delivered online and you can listen to them at your own convenience. All you need to do is to long onto talks.upgrad.com and you can access high quality, pre-recorded sessions online. Upgrad is making content richer, bigger and better as it kicks off with 15+ talks delivered by entrepreneurs, experts & business leaders.  You definitely do not want to miss out on the educational transformation that UpGrad is fuelling in partnership with some of the greatest minds. Remember, one can never stop learning. So, if you always aspired to hear great advice and insights from the top Indian business leaders on how you can grow your business, choose a career goal or get inspired, do take a look at Upgrad Talks. They are truly the voices that impact. Join us today and be a part of it at talks.upgrad.com.
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by Omkar Pradhan

06 Aug'16
Evolving online education: Learning Together

5.36K+

Evolving online education: Learning Together

Technologies in online learning have been making promises since early 20th century. From radio to present day MOOCs,  multiple new technologies were seen as silver bullet in revolutionising education. These promises were indeed laudable, to make education accessible to everyone, affordable for everyone and more effective. Yet, the same history of unmet expectations has been repeated every time*. Although a lot has happened over the past decade in terms of growth and expansion of online education, there are many challenges yet to be solved before we can say online learning has truly arrived. We, at UpGrad, believe the following three challenges are the biggest hurdles to the success of online education. Isolation: Online learning is solitary experience   Acceptability: Online learning’s validity in the Job Market   Not Engaging: Interplay of distractions and motivations in learning online The dismally low completion rates and high failure rates are reflection of these challenges [1]. Our goal at UpGrad is to fight these challenges and provide an unmatched learning experience for the working professionals. We believe, with the flexibility of online learning, every working professional can “UpGrade” himself without going back to full-time formal education. Hence, we need to to make online learning mainstream. In this article we would be sharing how are setting the online learning as a ‘Social Experience’ for our students, ie the first of the three mentioned challenges. In 2000s, internet surfing was mainly an individual experience and on the other hand, in 2016 almost all of internet time is a social experience. We do not feel alone in 2016 version of internet. We believe online education will have much higher engagement and completion rates once it becomes a social experience. An average student’s e-learning journey is an individual experience making him/her feel isolated. Learners move through the course with limited interactions with both their instructor and classmates. We at UpGrad, are building a new learning platform specifically designed keeping our students and their needs in mind. We believe this would be key to provide the kind of engagement levels the students deserve. The perception of social presence (or lack of) is a big concern among students and teachers in online learning. Teachers develop courses in isolation and the students take the courses in isolation. Researchers have found strong correlation between the sense of social presence facilitated by the course and student’s perceived learning [3,4,5]. Also there is good re correlation between withdrawal in the course and student’s perceived lack of social interaction and instructor presence [3]. Lack of social interaction in e-learning increases the distraction, since a learner would look for social interaction elsewhere which is usually Twitter, Whatsapp or Facebook. If there is another learner doing the same course in my apartment building, there are limited chances that I would know about him. As learners of online courses, we are oblivious of everyone else’s presence except few replies on the discussion forum. They do form Facebook groups or Whatsapp groups organically, yet the whole online learning format ends up being mostly a solo experience. Here are the steps we are taking at UpGrad in making our online programs a social experience.: Profiles : The first step in ‘social’ e-learning is knowing your classmates. We have learner profiles with education and work history along with other details. Almost everyone is encouraged to fill in their full profile along with a descriptive ‘bio’ section. There are multiple points where learners are nudged to click on the profiles. To improve discoverability of relevant profiles we not only leverage cohort social graph but also use interest graph, performance graph, complementary skills graphs. Combined with other semi random** algorithms like who was recently online, learners bump into each other in interesting ways. In the first month of Data Analytics Program, an average engaged learner viewed peer profiles 110 times. Discussions: We have a discussion forum which is contextual and relevant to the course content. We designed it from the ground up to involve learners during the course. They help each other, solve doubts, ask questions, have healthy debates on the forum. Only when there is no consensus a Teaching Assistant gets involved in clearing the doubts. Last 3 months data shows that on a daily basis 50% of the students who are engaged on the platform, also engaged actively on the discussion forum. As most professionals have different backgrounds, sharing of experiences on the forum is much valuable to everyone in the cohort. We have seen learners fall into three buckets on the forum. First is the majority producers, the top 30% of forum content producers are responsible for around 70% of the discussions. The next 50% do the rest of 30% of the content but continue to voice their opinions through upvotes. Rest of the 20% are mere observers. These numbers are highly encouraging and we will be investing more time in finding out how student-student social interactions can help in overall engagement. Figure 1: Forum topic distribution in one of our programs. Share in the pie is (questions * votes) for each topic. Bigger share of the pie is a proxy for doubts. This lead us to start live sessions on those topics. Thought Leader AMAs: Initiating and maintaining engagement on the forum is hard. To set the ball rolling, we started the discussion forum for a new cohort with getting a thought leader to do an AMA on the platform. This way not only the students got a product onboarding experience but also the social expectation was set amongst the peers. In some months, the total content creation during AMAs ended up around 20% of the total cumulative content. We also observed a side benefit of starting the program with thought leader – that learners are more helpful, behave with more civility and show much more respect for each other. This is not very unusual because it is known that a group’s eventual social dynamics are very much impacted by behaviour in initial few days. In a way, it sets the trend which follows upto the end of the course. We also explored bringing in external motivations to see how does it impact on engagement levels. At times, there were small gifts for top forum contributors and at times we included forum participation in the grading. Our primary observations show that this is to be used cautiously. We are working on establishing a balance between extrinsic and intrinsic motivations for social involvement. Facebook Groups: For all cohorts we have Facebook groups for students apart from the platform discussion forum. We were not very confident how much our forum will be used for non academic discussions and generic social sharing. However, we found more and more discussions of generic nature and sharing of articles & blogs also started happening on the forum. Hence facebook group ended up becoming redundant. We are thinking of doing away with a cohort’s facebook group with this expanded use of discussion forum In summary, having a strong sense of community within the students is a big predictor of learning outcomes. This has been researched multiple times [7, 8]. Our platform’s usage data of course progress and social interaction activity strongly confirms this research. At a time, a learner who is socially engaged on our platform has usually completed 4 times (Figure 2) course materials than a learner who does not participate in social discussions. This high correlation has been repeated across multiple cohorts. Figure 2: At a snapshot of time course completion rates for learners active on forum vs non active. Apart from the student isolation e-learning content creators and facilitators tend to work in isolation, reflecting and sharing of best practices is minimal[6]. We at UpGrad are aware of this problem, and making sure different program teams collaborate and share solutions to common problems. We do not have complete solution to isolation in learning yet. We as a company are focussed on solving this problem, we are testing out few ideas and are willing to share the results with the community. With these changes we are expecting online learning experience to be more engaging, more involving and eventually pushing up the low completion rates of online learning. These are early days of online education and we have miles to go. Bibliography [1] http://collegequarterly.ca/2007-vol10-num03-summer/rolfe.html [2] Online Social Networks as Formal Learning Environments: Learner Experiences and Activities, The International Review of Research in Open and Distributed Learning, Vol 13, No 1 (2012) [3] Tello SF (2007). An analysis of student persistence in online education. International Journal of Information and Communication Technology Education [4] Herbert, M. (2006). Staying the course: A study in online student satisfaction and retention. Online Journal of Distance Learning Administration, 9(4). [5] Morris, T. A. (2009). Anytime/anywhere online learning: Does it remove barriers for adult learners. In T.Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices. Hershey, PA:IGI Global. [6] Duncan, H & Barnett J (2009) Learning to teach online. [7] Kaulback, B (2015). Learning Together : Community and Network from the perspective of designers of online learning. (Doctoral dissertation) [8] Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289.
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by Ankit Mittal

08 Aug'16
Skill deprivation: Education alone won’t guarantee a job, in-demand skills need of hour

898.95K+

Skill deprivation: Education alone won’t guarantee a job, in-demand skills need of hour

If you are 25 years old, hold a degree in a traditional arts discipline from a well-regarded institute and are looking for a job, you may not be handed one on a platter any time soon. You may be cushioned within the famous Indian demographic that is supposed to yield a ‘dividend,’ but unlike what you’ve been reading everywhere, this does not guarantee you employment. Between 1980 to 2010, 90% of world labour force growth occurred in developing countries and about 500 million new workers emerged in India and China alone (workers went from 260 million to 470 million in India, between this period). India is all set to power most of global growth in labour in the coming years. Enrolment in Indian higher education is 24% right now. With India attaining almost universal elementary education, and increased retention in secondary schools, the projected demand for higher education and jobs will only escalate. India has finally been placed on the world map with a solid advantage where labour supply is concerned. Impacting Education: My Journey and UpGrad It’s not all good news though. Indian millennials are being touted as the future of jobs and the saviours of the working world. But this won’t hold true if in-demand skills are not imparted to the youth entering the workforce. The world of work is changing and industries are transforming. It’s a fact that we are moving towards a massive labour pool, but we are possibly riding a low-skill, low-wage cycle to get there. The country is on a trajectory that involves a surplus of millions of low-skill workers, whereas most nations, including India, will be demanding high-skill workers more and more. Most industries are replacing low-skill jobs with high-skill ones. Skills relating to upcoming technologies in advanced areas – think AI, robotics, data science and mining – are gaining immense relevance. Unfortunately, our education system is not preparing students well enough to enter the workforce as high-skill workers nor equipping them with skills in emerging domains. Curricula is outdated and pedagogy poorly-developed. Gone are the days when just holding a graduate degree was enough to get employers to clamour to hire you. Education is not enough. The new-age job-seeker must strive to acquire specific skill sets to be considered employable (currently only 43% of Indian youth are considered fully employable). This applies to all sectors of the economy, as most industries and businesses are adopting new-age technologies and going digital within most functions. There’ll Be A Billion-Plus Job-Seekers By 2050! The positive connotation associated with our demographic shift has been taken for granted and assigned the term ‘dividend.’ But if we don’t strategically harness this change, we could easily be faced with a demographic disaster. We don’t want to be stuck in a situation where we have too many job-seekers with inadequate skills, and therefore not enough jobs for them. India is moving workers out of farm jobs at a very fast rate, and this will only add to the burden of providing jobs in other sectors. Realising this, even the government has begun focusing on skill development and training. Creating an entirely new Ministry and launching the Skill India Mission are clear indications of this. Another sign that skill training is gaining momentum is reflected in the growth of the Indian education and skills industry at an average rate of 13% over four years. From Rs 1.21 trillion in 2008 to Rs 2.35 trillion in 2012. However, these measures have not been enough to successfully skill India’s young. Only 2% of the Indian workforce has received some kind of formal skills training so far, and 8% have received informal training. Comparatively, 47% of China’s workforce is skill trained, 52% in USA, 68% in UK, 75% in Germany, 80% in Japan and 96% in South Korea. Almost half of Indian employers find it difficult to fill jobs and a similar proportion of employed youth suffer from some degree of skill deprivation. By 2050, India will be home to more than a billion jobseekers. This means providing jobs for over 12 million new entrants annually. There is also the challenge of finding jobs for the backlog, which reached 60 million by 2014. The pace of accretion to the labour market will keep increasing, given our demographic profile and declining age-dependency ratio. Our working age population (15-64 years) will peak in 2050 and till then pressures for jobs will only become worse. We need a wake-up call and more concerted efforts towards large-scale skill development and training. We may have a situation of too few high-skill workers and not enough jobs for medium or low-skill workers. This needs to be rectified by adjusting the education and skilling system to ready ourselves for the jobs of tomorrow. Article Source: http://www.firstpost.com/business/skill-deprivation-education-alone-wont-guarantee-a-job-in-demand-skills-need-of-hour-3020568.html
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by Apoorva Shankar

08 Nov'16
Why The Growth Of Higher Education In India Hinges On The Private Sector

5.13K+

Why The Growth Of Higher Education In India Hinges On The Private Sector

For the sake of simplicity, let’s say that the public sector’s role in education can be identified as a three-fold one. Firstly, it is tasked with universalizing access to education. Its next responsibility would be to regulate the sector and finally, to ensure quality education for all. In the context of the access provider role, estimates show that just in terms of physical infrastructure, more than a US $100 billion spends would be required in higher education alone, to double enrollment, from where it stands today (24%). Where regulation is concerned, bodies such as the University Grants Commission (UGC) and other higher education regulators are in-charge but leave much to be desired in terms of quality checks and monitoring, accreditation, etc. In fact, the UGC merely acts as a grants disbursing body now for universities and colleges, rather than a regulator. This is despite the fact that about 16% of the Ministry’s budget (2016-17) was allocated to UGC. Regarding quality, the government struggles to set standards and measure outcomes. Accreditation in the country is irregular and sub-optimal. In addition, unlike school education, where a certain level of learning outcomes may be gauged, this is difficult to do in higher education – especially assessing employability of a student post completing such education. So is there a role the government should prioritise? Further, because the government is entrusted with these roles, does it necessarily mean that they are its exclusive mandate? Or should the government act as an enabler and allow external participation if it means better execution and a higher success rate? The education and training industry is extremely large today and has strong further growth potential. With total educational spending of $2.7 trillion, the industry accounted for about 4.25% of the world’s GDP in 2010. In India alone, the spending on education and skilling has touched approximately Rs 74,000 crore. This may seem like a daunting figure but is still not sufficient. India spends about 4% of its GDP on all of education (about 1% on higher education), whereas globally the minimum recommended expenditure on education is 6% of GDP. Most of the public expenditure on higher education is used upon salaries and maintaining existing institutions, leaving very little to be spent on curriculum, research, and technology. However, spending on education still has enormous scaling to do and this is where the private sector comes in. Private players will have opportunities from rising demand in segments not well covered by the public education system (like adult education and vocational training). They bring in additional capital and are able to make huge investments, especially when government spending is insufficient and results in substantial infrastructure and investment deficit. For instance, the government had set a target of achieving a 30% enrolment ratio in higher education by 2020. The enrolment ratio currently is 24%. Judging by historical trends, and the current pace of rising enrolments, this target seems difficult to achieve. We may need a better, plan to succeed. Plus, the demand for higher education is only set to accelerate with growing population, higher enrolment as well as retention of students in schools. The private sector could play a crucial role in plugging these gaps and matching demand. In fact, it is already capturing the market in a big way, as can be seen in the adjacent graph. Enrolment in, and share of, private higher education institutions has surpassed that of government institutions (data as on 2013). Even the online education market in India expected to grow to US $40 billion by as soon as 2017. Unlike the education sector, which is legally mandated to operate on a not-for-profit basis, for-profit skill training institutes can be set up. This, coupled with initiatives of the National Skill Development Corporation, has encouraged the private sector to set up vocational training institutes. Corporate interest has also increased in the skill development space because of the benefits that accrue to businesses themselves, in the form of adequately trained manpower as a ready pool for future hiring. Majority of institutions offering professional disciplines are now in the private sector. There is a tendency of the public sector to view the private sector’s involvement in the education space with scepticism. But the private sector is necessary because of its ability to match industry demand for superior skilled manpower. It supplements infrastructure, facilities, technology and pedagogy and has an added advantage of escaping bureaucratic control and retaining autonomy to a large extent. Private players often collaborate with reputed international universities for faculty and other benefits which can be attractive to prospective students. They are also heavily investing in research-based education. As consumers of skilled manpower as well, the private sector is in a position to understand what type of skill training is to be imparted, and eventually benefit from it. This makes skill-training more efficient and effective. All three education-related roles of the government are equally important. However, while regulation should remain outside the purview of the private sector, nothing should stop them from assisting the public sector in maximising enrolments and improving quality of education. Public needs to work with private and create a level-playing field, in order to uplift the overall quality of education. Article Source: http://www.huffingtonpost.in/mayank-kumar/why-the-growth-of-higher-education-in-india-hinges-on-the-privat/
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by Apoorva Shankar

08 Nov'16