3 Tips For Surviving Commercial Driver Shortage

The shortage of commercial drivers is no longer a news. In 2015, there was a report of over 30 000 empty seats which needed to be filled in the United States and the problem has kept escalating since then. It so surprising that there is a shortage of commercial drivers when commercial driving schools, as well as trucking companies, have been pumping out newly trained drivers. Statistics have shown a good number of certified commercial drivers who are unemployed but they aren’t lining up to fill the empty seats in trucking companies. As a trucking company, the following tips can enable you to survive the shortage of commercial drivers.Tip 1 – Creating Opportunity for Growth in your CompanyWorking for a company and remaining in the same position for several years can be discouraging. One of the ways to reduce the turnover of drivers and attract new ones is by providing growth opportunities. Based on the performance of the driver, they can be promoted to other roles such as team captains and supervisors. However, the criteria for promoting the drivers should be made known to every driver on the field in other to prevent those who went promoted from getting frustrated and upset. Also, a company where there are growth opportunities are quite attractive to the younger generation of drivers. Better equipped trucks, automatic transmissions, and improved sleeping cabins are few of the other ways to attract young drivers who seek more comfort and convenience.


Tip 2 – Offering Better Compensations and Performance-Based Incentives. Offering better compensations to drivers is not an added expense but a means of reducing cost. It reduces your cost of recruiting and training because you get to attract more experienced drivers while reducing the turnover of your existing drivers. Also, drivers who do their job well, arrive on time, drive safely, and are efficient and productive should be given bonuses. This keeps them motivated.Tip 3 – Making the Job EasyThere are new technologies such as the route optimization software which helps in planning accurate and well-optimized routes. This ensures that drivers never get stuck on the road. It assists them in increasing their productivity and timeliness thus making the job easy and seamless. Also, the software comes with a tracking device which enables the company to know the location of their drivers in real time. This enables the company to be able to send assistance to the driver in case of any problem or breakdown of the vehicle while on the road.


The shortage of commercial drivers does not only increase the cost of operating a company but it also decreases the revenue of the company. Irrespective of what you choose to do in other to mitigate the impact of commercial driver shortage on your company, the best tip is to start as soon as you can. If you have any question concerning how your truck company can survive the shortage in commercial drivers, you can always call or contact a Truck Driver Company.

Small Business Owners: Utilizing Technology to Improve Profits

If you really want to become more profitable and improve operations in your company, you have to shift your focus from the following limiting thoughts about technology.

  1. If I buy the latest production software we will be in good shape
  2. We don’t do that here
  3. We are unique, we don’t have competition that use technology to help them generate profits
  4. The plan is in my head, people will steal it off the computer
  5. All I need is more sales to make more profits

You’ve got to get the right mindset by eliminating restricting thoughts, and then you’ll be ready to improve people, processes and profitability.

Do you ever wonder how a company can start out with just one idea, a passion and a vision, then 10 to 20 years later have thousands of employees and millions in sales?

  1. What did these companies do to become so successful
  2. Are the owners smarter than you?
  3. Do they work harder than you?
  4. Did they have better equipment or people than you?

No. But they do use better technology tools to drive operation (the people and the process). Operations represent about 60% or 80% of all your overhead costs but they’re the least understood by US businesses.

For decades, the Japanese have focused on operations that have driven innovation and a culture of continuous improvement. In the right small business owner hands, operations and technology can be a competitive weapon.

Now, ask yourself how can your small company— with just a handful of employees and limited resources — turn operations and technology applications into a powerful weapon to beat competition and learn to grow and thrive!

Why invest in technology / What are the benefits

The bottom line is, if you’re suffering from tight cash flow, exhausted lines of credit and top-line growth, then you have weak operations and have underutilized the technology applications onsite or off-the-shelf that can help you.

First step to rapid profit improvement is to start by questioning your employees. They usually know where costly blocks and bottlenecks are hidden.

Technology can store employee survey results that help you to plan profitability.

Employee Questionnaire(sample)

  1. Are your interests and ambitions being challenged
  2. Does each department in this company have measurable standard designed to increase profitability? Does each area have documentation of process flows and procedures of how it should work?
  3. Does everyone in this company share the goal of improving the company profits? Does the CEO hold town hall meetings about ‘planned profits’?
  4. Are you regularly told when you do good work?
  5. Do you get the help you need to do a good job?
  6. As an employee, do you feel you can trust your direct supervisor/manager?
  7. Are owner/managers open and honest with employees?
  8. Does the company provide you with continual training in areas that will make you a better employee? Has it trained you on how to cut operating expenses or increase revenue to improve profits in your area?
  9. Are your responsibilities generally explained, well planned and organized?
  10. Is poor performance tolerated by management? i.e., worker performance, operations bottlenecks and customer relations.

The following are other ways business productivity software drives business processes more efficiently to gain optimal results:

Create an open and communicative environment.

By storing appraisal information within a formal database, managers can more easily communicate business strategy and create measurable goals for their employees that will support overall company objectives. In allowing employees to see the whole picture and understand better how individual goals fit into the company’s business objectives. This can create a energized and engaged employees, thereby raising the business productivity of the company.

Motivate your employees using technology.

Based upon the information gathered in an online performance evaluation, managers can compare current skills with those required for advancement or other recognition or reward opportunities that present themselves as the manager tracks progress on employee goals throughout the year. You may also find you need to redirect employees to different departments if you feel their business productivity could increase elsewhere. If there are impediments to better performance, the company should review why it is happening and try to eliminate these through better allocation of resources or additional training.

Monitor business productivity and employee progress on goals.

Business productivity software solutions enable managers to more easily track progress during every phase of goal completion and offer immediate reinforcement or coaching to keep performance and deadlines on track in daily operations, and utilize performance measurements for strategic planning.

Electronic Commerce

There are many business applications related to e-commerce, from setting up your online storefront to managing your supply chain to marketing your products and services. These technologies fall into three main categories:

Business to Business(B2B)

  • Purchasing indirect supplies
  • Look for catalogue-based websites offered by suppliers for corporate purchases, similar to business-to-customer websites, for purchasing indirect supplies such as office furniture, pens, paper, and general office equipment.
  • Leveraging your existing Web presence
  • Improve your existing business-to-customer e-commerce website. Greater sophistication can be added into your online store to target your business clientele.

Business to Customer(B2C)

The global reach of the Internet has allowed many businesses to sell their products and services online, both at home and abroad. An electronic storefront is a website with many pre-built e-commerce components like electronic shopping carts and secure payment gateways that you can use to set up an online store.

Internet Marketing

Everything you do to promote your business online is Internet marketing. For example, Internet marketing strategies include (but are not limited to) website design and content, search engine optimization, directory submissions, reciprocal linking strategies, online advertising, and email marketing.

How to Implement Technology to increase profits

IT implementation can be a valuable tool for increasing workplace productivity, but without a careful selection of the right technologies for your specific industry and comprehensive employee training, it can also serve to reduce productivity, profitability and employee satisfaction. The return on investment will depend on whether the technologies implemented are right for a given business’ needs and how prepared employees are to use them.

Step 1

Brainstorm a list of business process improvements you may be able to realize from a technological implementation. Your list should include three categories: improvements that you know to be possible, and which are core requirements for your expense; a wish list of things you would like to have, but which may be future development efforts; and a list of things which would transform the way you do business, but which may not be possible. These three targets provide you with a present-day implementation goal, as well as a future development target–and it may be that your transformational goals could be far easier to reach than you expect.

Step 2

Determine whether you intend to develop these technologies using in-house resources, or through outside consultancies. Nearly every major workflow technology requires extensive customization, implementation procedures and training. Small businesses can sometimes get by cheaply using staff members technologically proficient–but mistakes made at the beginning of the process can ramp up costs later on when you turn to professional outside support.

Step 3

Avoid specifying particular technologies if you do not have the technical expertise to evaluate them properly. The purpose of the managerial process at this stage is to define goals and budgetary constraints; non-technical managers who wed themselves to specific technologies too early can miss out on substantial cost savings, and choose a technology not the best suited for the work.

Step 4

Circulate your request for proposals among outside consultants and implementors, or establish an internal process for doing the same among your staff if you are keeping the work in-house. Major technological implementations will not succeed if they are added to the existing workload of an employee. Proper technological implementations can be more than a full-time job in and of themselves. Staff members shifted to technology implementation should have their existing duties moved to other staff resources.

Step 5

Negotiate a time frame, budget and implementation benchmarks with your external or internal staff resources. If you are working with an outside consultant, your contract should include protections against running over budget and over schedule. Likewise, the consultant will protect his own firm by setting specific terms of the work to be completed, and charging you extra if you change them over the course of the contract.

Step 6

Develop an implementation timetable, including the following steps: test deployment to review the work; training, if necessary; a transition phase from the current workflow to the new technology; and production deployment of the completed technology. This last phase is typically followed by an iterative process, in which improvements to the technology are collected from the staff who have direct experience working with it. When budget and time allow for it, apply a new cycle of upgrades to your technology to ensure that you are getting the most out of it.

If Technology Is Effective in the Classroom – Why Do Some Students Dislike It So Much?

The effectiveness of technology use in the classroom has become a controversial issue. While many teachers and students feel that it’s best to use technology because it enhances teaching many others feel that it causes too many challenges and that it is a waste of time. If technology is as effective in the classroom as many teachers believe it to be; why do some students dislike it so much?

In order to objectively respond to this question, 3 articles were examined. 2 out of the 3 relate how the use of technology in the classroom frustrates students while the last one translates the thoughts of students who feel that technology in the classroom has responded to their need. So the issue is not that technology is not effective but rather that some teachers need to be mindful about technology use in the classroom and others need to be trained in order to properly use technology to teach so that students do not view technology as obstruction learning but as an enhancing tool.

After summarizing the 3 articles that have been reviewed we will be able to prove that there are 2 groups of students who claim to dislike technology in the classroom: Those who are improperly exposed to it by their teacher and those who did not give themselves enough time to familiarize themselves with it. We will then be able to get to the logical conclusion that those same students would appreciate the value of technology in the classroom if their teachers used it properly. Let us first summarize the articles that we are referring to.

The article “When good technology means bad teaching related that many students feel that teachers and professor use technology as a way to show off. Students complain of technology making their teachers “less effective than they would be if they stuck to a lecture at the chalkboard” (Young) other problems related by students include teachers wasting class time to teach about a web tool or to flab with a projector or software. When teachers are unfamiliar with the technological tools, they are likely to waist more time trying to use them the technological software that is used the most according to students is PowerPoint. Students complain that teachers use it instead of their lesson plan. Many students explain that it makes understanding more difficult “I call it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.

Another problem reported in the article with the use of technology in the classrooms is that many schools spend time to train their staff about how to use a particular technology but it does not train them on “strategies to use them well” (Young). The writer believed that schools should also give small monetary incentives to teachers and professors to attend workshops.

In an interview made with 13 students, “some gave their teacher a failing when it came to using Power Point, Course Management systems and other classroom technology” (Young ) some of the complains were again about the misuse of PowerPoint’s and the fact that instructors use it to recite what’s on the scale. Another complaint was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than teaching. The last complain mentioned is that some teachers require students to comment on online chat rooms weekly but that they do not monitor the outcome or never make reference to the discussion in class.

Similarly, the article “I’m not a computer person” (Lohnes 2013) speaks to the fact that students expectations as far as technology is concerned is very different. In a study done with 34 undergraduate university students, they advise that technology is an integral part of a university students life because they have to do must everything online from applying for college or university, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, etc. technology is also widely used to teach and is valued by higher education.

Those students, however, feel that technology poses a barrier to success as they struggle to align with the ways in which the institution values technology.” A student explains that technology is used in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide range of other administrative task including tracking the next school bus. This particular student whose name is Nichole says that she does not own a laptop but shares a family computer. She has a younger brother who also uses the computer to complete his school work so she consequently has to stay up late to complete assignments. She states “technology and I? We never had that connection” (Lohnes). Nichole dislikes the fact that her college requests that she had more contact with technology than she is conformable with. Nonetheless, she explains that as she started doing those school online assignments so frequently she came to realize that they were not that bad.

One of her issues though with technology is that she had come from Puerto Rico about a year prior entering college and that she never had to use the computer so much there. The articles relates that other college students like Nichole have admitted that they are “reluctant technology users” (Lohnes) The article wants to explain, in essence, that although most people would expect that college students prefer technology and are already familiar with it,” that assumption is faulty” (Lohnes).

On the other hand, the article “What Screenagers Say About… ” High school age students were asked about what they thought of technology but most expressed liking it. One of them said about PowerPoint: “My history teacher did a good job with Power Points. He would put them online, which made for really great reviews.” (Screneagers, 2011) Others expressed how technology was really who they are and that teachers should understand for example that when they text in class, they are not being rude but that they have gotten used to multi tasking. Another student invites teachers to not be afraid of technology “Teachers shouldn’t be afraid of technology. Understand that it’s how we live our lives. So don’t just push it out. Learn to cope with us and how we work.” (Screenagers, 2011)

Another student however, expressed how she prefers simpler technology that her teacher is comfortable with rather than high tech that the teacher does not manipulate well “The most important thing for teachers is to be comfortable with what they’re using. It doesn’t have to be super high tech. My math teacher used a projector, and it was one of my favorite classes. Then I would go to this other class where the teacher used Power Points and the SMART board, but I didn’t get any more out of it because she wasn’t comfortable with the technology” (Screenagers, 2011) Students spoke about their appreciation for virtually all types of technology used in the classroom. Another said “One of my teachers used Skype. That’s face-to-face interaction. If I had a problem with some math problem I was working on, I could take a picture of it and put it on the Skype screen. She could see where I was making my mistake. It really helped.” (Screenagers, 2011) The bottom line is that those high school students wanted to let teachers know that they really like technology and that it is already a great part of their daily routine but that it had to be used properly in order for them to enjoy it.

Similarly, they summarize a few things that they dislike as well. Among the list, they said: reading on the computer, paying a lot for an online textbook and the fact that they often forget everything else when they get caught up with using technology.

Nonetheless, they had much more positive things they liked in technology like for example that some teachers would text a question for them to think about before class, so if they do not know they answer, they would communicate with classmates to discuss the possibility for the answer before class. This allows them to go to class prepared. They also like using Skype, emailing their teachers instead of going to speak to them in person. They also enjoy discussion boards. The advice they would like to convey to their teachers is to make sure that they are comfortable with whatever technological tools they are using, to give them more freedom to use the good sites and those in the middle range when they are surfing the net using school computers and to understand that technology is part of their lives.

After summarizing those articles, we can see that the students mentioned in Youngs, 2004 dislike technology because their experience with it was not satisfactory. In other terms, a group of students dislike technology because some teachers are not mindful about technology use or they need additional training. For example, some students are frustrated because they feel that instructors waist their time when they are not properly trained to use the technological tools. Others disliked the fact that some teachers had PowerPoint presentations which were either not meaningful or they would just read whatever they wrote and add no additional comments. Those examples are called “bad teaching (Young, 2004) and they are in fact terrible examples that teachers should not follow because technology is not meant to help teachers do the least work or to adopt poor teaching practices. Somme students related that PowerPoint was widely used by teachers so they even call it PowerPoint abuse.

I can relate to what is being expressed by those students. I observed a Teaching Assistant teach a grammar class recently. He purchased a device to allow him to monitor the screen without touching the computer. He was able to walk throughout the class while changing slides. It all looked so impressive but despite all of this show, students were left so confused at the end of the lesson. When they asked questions, he went back to the slide that had the grammar rule and read it over to the class. The PowerPoint was a duplication of the textbook chapter. The same examples of the book were used. At the end of the course, he felt that he had done a great PowerPoint when in fact, it was not meaningful. It was a copy/paste project from the text book to the screen. This example shows that we need to use common sense when using technology. When teaching grammar, a teacher has to be able to come up with examples other than those in the book, you have to write on the board, have student practice what they have learned. PowerPoint use was a real bad idea, in my opinion, for teaching this course. It was just not the right technological tool for the lesson.

Students in that class may decide that they hate Power Points because it confuses them more while the issue is not with the use of PowerPoint but instead with the teacher’s poor choice of technology. The point I also want to make here is that teachers may sometimes be unaware of their improper use of technology. This is why, as educators, we sometimes need to ask students for their feedback so we may make corrections where needed.

We can then conclude that those students dislike technology as a result of improper technological use by teachers, and also because many teachers do not attend workshops or training sessions to help them obtain a broader knowledge of technology since they are so busy. Like suggest (Youngs, 2004) and (Lohnes, 2012), those same busy teachers would have attended those trainings if there were given an incentive. In the article “Technology Standards in a Third-Grade Classroom” (Kovalik, 2001), it is related how a study done on a 3rd grade class of 25 showed that students were properly using technology. There is no indication that those students dislike using technology. The article also mentioned how the teachers were highly trained because the Ohio board pays incentive to teachers to participate in technology training which teaching them not only how to use technology by teaches them strategies on when to use them.

Boards from other states should consider doing the same thing to ensure that their teachers are responding to the technological need of their students and that they are teaching them according to the standards. The Ohio school mentioned above met the standards as far as technology is concerned because of the technology coaching received by the teachers. If teachers learn how to properly use technology in the classroom, it will be a less frustrating experience for them and for the student who will less likely dislike technology since it will meet its purpose to enhance teaching.

The other groups of students who dislike technology are those who were not exposed to it for long enough. The College Freshman, Nichole advises that she was not exposed to so much technology while she was in high school in her home country; consequently, it seemed to be a burden to her to have to need a computer to complete most of her school assignments but also to interact with her classmate via a discussion board. What is interesting though is that even though she claimed to dislike technology so much, she advised that once she started to spend so much time using it, she realizes that it is not so bad. Even though it is likely that some people do not like the telephone and texting so much, the computer and some website have become part of most people daily routine. In Nichole’s case, she does not own a laptop and has to wait for her turn to use the family computer which means that she has no attachment to this media because her use of it is controlled. However, once she gets to own her own computer, it is a guaranteed that her view of technology will change.

I returned to school after about 12 years. When I was in college the 1st time around, nothing was electronic but when I contacted USF to apply, they told me that everything was online. At first, I asked why everything was online but once I got used to it, I started to understand the value of having the convenience to do a lot of things without having to live my home.

Therefore, Nichole will certainly not continue to dislike technology that much once she gets more familiar and more attached to it. The fact is that she stated that she started to realize that it was not that bad once she started doing so many assignments. She came to the conclusion that the computer was not yet a friend but that it was no longer an enemy; it became to her an acquaintance.

With this understanding, depending on the background of some ELL students and depending on whether or not they were exposed to technology in their home country, they may not like technology at first but this should not be a sign that they will never come to appreciated it. As teacher, we will need to allow them time to familiarize themselves with it while we continue to properly use it so that we do not advocate against it or involuntary send missed information about its true value.

On the other hand, the last article testifies to the fact that the new generation is technology driven and that when used properly, they benefits from it in the classroom, there are several examples of how teachers originally used technology to teach which are appreciated by students. What should the conclusion be then?

We have proven that technology use is effective in the classroom but that teachers need to take some actions in order to make this tool useful to students. It is necessary that they received some training if they lack it, and like a student suggested in the Screenager article, they should refrain from using complicated tools if they are not sure about how to use them. It’s best to properly use something much simpler that they are familiar with like a high school student suggested.

In addition, it is important for teachers to screen the countless technological tools and to research them before introducing them to their teaching. Should they test some that do not work well, they have to stop using them and seek one that is more appropriate. Most importantly, technology is not always the answer this is why teachers should be balanced when using it. If it is required that we use the board and chalks to help students better understand, this is what we should do. Doing so, we will ensure that more students appreciate the use of technology in the classroom for what it is worth.

Work Cited

Kovalik, Cindy, Lynn Smolen, and Jazmine Toddy. “Technology Standards In A Third-Grade Classroom.”
Journal Of Research On Computing In Education 33.5 (2001): 1-17. Academic Search Premier.
Web. 9 Aug. 2013

Lohnes Watulak, Sarah. “‘I’m Not a Computer Person’: Negotiating Participation in Academic
Discourses.” British Journal Of Educational Technology 43.1(2012):109-118. OmniFile Full Text
Mega (H.W.Wilson). Web.9Aug. 2013.

Young, Jeffrey R. “When Good Technology Means Bad Teaching” Chronicle Of Higher Education
51.12(2004): A31-A31. Academic Search Premier. Web.9Aug.2013.

What Screenagers Say About… (2011). Educational Leadership, 68(5), 44-46 Wed. 9 Aug.2013.

By

NICK MYRCA MALEBRANCHE- GAUTHIER

Subject: Classroom Technology
8/9/13

Patents: A Tool for Technological Intelligence

Patents are the largest source of technological information. Patent are given to the inventor as a reward for its innovation in the form of the exclusive right of the monopoly for a period of 20 years from the priority date of the invention. Due to advancement in the IT sector and internet, now these valuable documents are in the reach of the general public. Any person skilled in the art can go through various patent databases and after a search can get the patent document of their need. There are different patent databases viz, USPTO, EPO, JPO, etc freely open for the public access. If we go through the patents related to a specific technological area, we will be able to find the lots of information about the life cycle of the technological innovation viz.,

o evolutionary path of a specific technology,

o technological development,

o technological diversification,

o technology merges,

o major players in specific technological area,

o key points of the specific technology,

“The World Intellectual Property Organisation (WIPO) revealed that 90% to 95% of all the world’s inventions can be found in patented documents.”

Patent analysis can reveals very valuable informations, which is not available anywhere. After patent search the crucial part is the patent analysis, and one have to be very concise about their objective of the study. The information in the patent documents can be utilized in different form according to the need and mapped accordingly to get the picture of the entire analysis in snapshots.

Patent data can be used for the preparation of technological landscapes. Logistic mathematics and circle mathematics can be very useful in the plotting of the technological landscape. It can reveal the evolutionary trend of a technology, how it is evolved from a basic technology, along with the period of the technological diversification and its nature. These maps will also give the detailed overview of the merging of the different technologies to give rise to break-through technologies. These types of maps will be very useful for the R&D personals to evaluate the position of their research and technology, and also they will find way to more innovate more advanced and valuable technology.

In the today’s global context firms need to know what technologies can competitors choke easily, and may be attempting to. They also need to know the spaces in technologies where competition is intense, and the areas where competitors are concentrating their IP development and their R&D efforts. They need to be able to track patent acquisition and development strategies and chart out the competitive landscape. To evaluate technology before making any investment decision, firms need to know the pace of patenting activity in the technology, which patents embody fundamental ideas in the technology and how vulnerable the firm’s technologies are to patent infringements. This will give them much needed information in deciding between technology development and technology acquisition.

The ability to extract relevant information from patent literature is a crucial success factor for anyone involved in technological innovation. The technology mapping technique’s that can be used to transform patent information into knowledge that can influence decision-making.

Patents are an important source of technological intelligence that companies can use to gain strategic advantage. Technology Intelligence is a can be used for gathering, analyzing, forecasting, and managing external technology related information, including patent information. Computational patent mapping is a methodology for the development and application of a technology knowledgebase for technology and competitive intelligence. The primary deliverables of patent mapping is in the form of knowledge visualization through landscape and maps. These maps provide valuable intelligence on technology evolution/revolution, nature of various types of pioneering; big; pure; and emerging players, state-of-the-art assessment, etc.

These types of technological maps will prove to be a valuable multiplier in R&D and commercialization activities, in various ways including the following:

o Developing further insights in response to strategic requirements and policy formulation in the organization

o Forecasting and identifying technological activities and trends in the industry

o Aiding in the visualization of alternative development and growth paths available to the organization

o Enabling pre-emptive recognition and action on potential licensing opportunities

o Identifying prospective partners and clients

o Identify technology discontinuities and areas of opportunities in their chosen technologies

o Monitor and evaluate the technological process of competitors and potential competitors

o Support decisions on foray and investment into particular technologies and sub-technologies

o Surveillance of technological progress of competitors as well as to alert oneself to new entrants to the field

o Spotting of white spaces or opportunity areas within a dense technological domain

o Creative tool to simulate new ideas and create new IP

o Complementing corporate IP filing strategies

o Support technology proposals for large scale national and international level projects

o Support investment and technology due diligence on companies

Patent mapping can be an integral part of IP management. It can uncover valuable information hidden in patents and can provide useful indicators for technical trends, market trends, competitors changes and technological profile and innovation potential of a company. Patent maps are visual representations of patent information that has been mined and aggregated or clustered to highlight specific features. There is a high degree of flexibility in visualization, which may be in the form of time-series or as spatial maps. We provide a more market and technology oriented analysis of the complete set of patent portfolio assets via our patent mapping services. Patent mapping can be used to ascertain the quality of patents with respect to prevailing technology and the extent to which patents affect the technology. This is a valuable input in technology sourcing/development and R&D decisions. Patent mapping can be indispensable for both firms that have an under-utilized patent profile and are looking to license/assign it at the most favorable terms, as well as to firms that are looking at developing patent portfolio strength in a particular technological field.

Mere subject specialization is not enough for this, but analytical thinking and innovations are very essential. Today lots of software resources are available for mapping the patent data, but almost all are confined to bibliographic informations. The machine work cannot be compared with that of human intelligence. Patent mapping requires many skills. First and foremost among these is an ability to understand the complex scientific ideas protected by the patents themselves. Although it is possible to create a patent map by analyzing the relationships between patents without understanding the subject matter, such a map is often useless and needs to be refined by someone who understands the intricacies of the particular scientific discipline that is the basis of the invention. Thus, I expect that the need for people with scientific (and engineering) expertise in the field of patent mapping is on the increase. That’s why today lots of KPO firm are looking for the right individual and there is a huge demand today, which will certainly increase in the near future.