Digital Learning Kit

Page 1


$

A1

Learning Technologies Group KNOWLEDGE

'dkYwm0efta&;oHk;yg; jynfaxmifpk rNydKuGJa&; wdkif;&if;om;pnf;vHk;nDnTwfrI rNydKuGJa&; tcsKyftjcmtmPm wnfhwHhcdkifNrJa&;

jynfolYoabmxm;

'dkYta&; 'dkYta&; 'dkYta&;

pD;yGm;a&;OD;wnfcsuf (4) &yf

jynfytm;udk; ykqdef½dk; tqdk;jrif0g'Drsm;tm;qefYusifMu/

pdkufysdK;a&;udktajccHí tjcm;pD;yGm;a&; u@rsm;udkvnf;

EdkifiHawmfwnfNidrfat;csrf;a&;ESifh EdkifiHawmfwdk;wufa&;udk

aESmuf,Suf zsufqD;olrsm;tm; qefYusifMu/ EdkifiHawmf\jynfwGif;a&;udk 0ifa&mufpGufzufaESmifh,Sufaom jynfy EdkifiHrsm;tm;qefYusifMu/ jynfwGif;jynfy tzsuform;rsm;tm; bHk&efoltjzpfowfrSwf acsrIef;Mu/

bufpHk zGYHNzdK;wdk;wufatmif wnfaqmufa&;/ aps;uGufpD;yGm;a&;pepf yDjyifpGmjzpfay:vma&;/ jynfwGif;jynfyrS twwfynmESifh t&if;tESD;rsm;zdwfac:í pD;yGm;a&; zGYHNzdK;wdk;wufatmif wnfaqmufa&;/ EdkifiHawmfpD;yGm;a&; wpf&yfvHk;udk zefwD;EdkifrIpGrf;tm;onf EdkifiHawmfESifh wdkif;&if;om;jynfolwdkY\ vuf0,fwGif&Sda&;/

EdkifiHa&;OD;wnfcsuf (4) &yf

vlrIa&;OD;wnfcsuf (4) &yf

EdkifiHawmfwnfNidrfa&;? &yf&Gmat;csrf;om,ma&;ESifhw&m;

wpfrsdK;om;vHk;\ pdwf"mwfESifhtusifhpm&dwÅ jrifhrm;a&;/

Oya'pdk;rdk;a&;/ trsdK;om;jyefvnfpnfvHk;nDnGwfa&;/ cdkifrmonfhzGJYpnf;yHktajccHOya'opfjzpfay:vma&;/ jzpfay:vmonfhzGJYpnf;yHktajccHOya'opfESifhtnD acwfrDzGYHNzdK; wdk;wufaom EdkifiHawmfopfwpf&yf wnfaqmufa&;/

trsdK;*kPf? Zmwd*kPfjrifhrm;a&;ESifh ,Ofaus;rItarGtESpfrsm;?

trsdK;om;a&; vu©Pmrsm; raysmufysufatmifxdef;odrf; apmifha&Smufa&;? rsdK;cspfpdwf"mwf &Sifoefxufjrufa&;/ wpfrsdK;om;vHk;usef;rmBuHhcdkifa&;ESifh ynm&nfjrifhrm;a&;/


$

A1

Learning Technologies Group KNOWLEDGE

þ Investing , Business, Management & Personal Development Digital Learning Kit ( DLK ) onf jref r mEd k i f i H \ Human hH y;vdak om Resource Development tm;wpfzufwpfvrf;rS axmufya &nf½G,fcsufjzifh pmzwfolrsm;xHodkU ]]tcr ]]tcrJh}} jzefUa0jcif;jzpfygonf/ xdkUaMumifh rnfolrqdkþ ( DLK ) wGif yg0ifaom taMumif;t&m rsm;tm; vufqifhurf;jzefUa0jcif;jzifh ukodkvf,lEdkifygonf/

]]vufqifhurf;jzefUa0ay;olrsm;tm;txl;yifaus;Zl;wif½Sdygonf/}}

odkUaomf rdrd\ukd,fusdK;pD;yGm;twGuf þ ( DLK ) tm; vnf;aumif;? þ ( DLK ) wGifyg0ifaom taMumif;t&mrsm;tm; vnf;aumif;? wdu k ½f u kd jf zpfap? oG,0f u kd í f jzpfap? bmomjyefíjzpfap a&mif;csjcif;rsm;udk rjyKMuyg&efav;pm;pGm arwÅm&yfcHtyfygonf/











$

A1

Learning Technologies Group KNOWLEDGE

1

The Globe: Investing in the Post-Recession World by Sage Newman, Courtney Rickert, and Ross D. Schaap Opportunities for corporate growth in 2011 seem to be both everywhere and nowhere. The global recession is officially over, but it’s still haunting much of the world. Government actions and contradictory economic trends further confuse the picture: Brazil is planning to spend while Australia is cutting back. Trade tensions are rising between the United States and China. Indonesia tempts inflation by keeping rates low.

Emerging market economies such as India are growing vigorously, offering hope for multinationals intent on expansion. Yet in virtually every country, negatives vie with positives, partly because of variation in how countries have managed the downturn. Are they stimulating their economies? Courting foreign direct investment? Imposing austerity?

Companies need a way to cut through the chaos and avoid pitfalls. Here we present a guide—based on an aggregation of political and macroeconomic factors—for determining where growth is likely, which governments are encouraging or impeding foreign investment, and which sectors in those countries provide the greatest opportunities.

Drawing on Eurasia Group’s political analyses and on economic databases from sources such as the International Monetary Fund, we assigned scores to countries on the state of the macroeconomy (which affects issues such as consumer demand, labor unrest, and exchange rate stability) and on foreign investment policy (which affects multinationals’ access to opportunities). We plotted the countries on a graph and divided them into four groups, ranging from least to most risky. Although other factors also matter to multinationals, we focused on those two issues because they are affected by political decisions, which can be difficult to comprehend and can change unexpectedly.


$

A1

Learning Technologies Group KNOWLEDGE

2

A Global Map of Opportunity and Risk (Located at the end of this article) Some of the results are surprising. Chile, with its stability and transparency, comes out ahead of perennial investment favorite Brazil. China has a more-favorable investment environment than India, but that gap is likely to close as India’s government implements a variety of policy changes.

How We Assigned Scores To assess a country’s macroeconomic condition, we drew on data that correlate with economic conditions, including GDP growth, inflation, exchange rate volatility, government budget balance, current account balance, and foreign exchange reserves. To evaluate a country’s policy environment, we used political data and analysis from Eurasia Group. We measured how hospitable the policy and regulatory environment is for foreign investment by assessing the extent to which government policies (such as regulation) and practices (such as corruption) inhibit economic activity. For both macroeconomic conditions and policy environment, we used scales of 1 to 10, with 1 representing the greatest degree of risk and 10 the lowest.

As an example, an analysis of Spain’s macroeconomic conditions reveals deterioration in several variables in the past year. For instance, the unemployment rate increased from 18% in 2009 to an estimated 19.9% in 2010. The exchange rate volatility of the euro also increased over this period, which decreases the stability of the macroeconomic environment. In addition, Spain’s real GDP growth is slow in comparison with that of other countries: The IMF estimates that Spain’s economy contracted 0.3% in 2010 and will grow only 0.7% in 2011. The government’s policies have not helped Spain’s macroeconomic condition: In January 2010 the government introduced austerity measures that included a decrease in public sector wages, increases in the valueadded tax, and income taxes on high-income earners. Although the government is implementing austerity to appease bond investors, these policies limit consumer demand, while spending cuts keep public expenditures from rising to offset the decrease in demand. Thus Spain’s macroeconomic score decreased over the past year. A variety of market indicators corroborate the deterioration in Spain’s macroeconomic environment, including a 5.3% decline in the country’s equity markets and a 16% increase in the government bond yield yearon-year to October 2010.

In the following pages, we will take you through a selection of emerging and developed markets where there is a potential for policy change or where our findings may contradict conventional wisdom.


$

A1

Learning Technologies Group KNOWLEDGE

3

Forge Ahead

Multinationals investing in these countries can feel confident: Governments are promoting foreign investment, and the relatively strong economies mean that domestic demand will probably be substantial and labor unrest will be limited. I n the Asia-Pacific region, Australia’s economy will continue expanding. In Europe, both Germany and Poland are expected to have positive macroeconomic and policy environments, but growth in Germany is expected to slow in 2011.

These countries are the most obvious choices for foreign investors, so competition for opportunities will be intense.

Australia Macroeconomics: Despite the expiration of stimulus measures, Australia’s economy is projected to grow by 3.5% in 2011, aided by booming commodity exports. Investment and consumer spending are slowly rebounding, but currency appreciation is a concern for exporters. Foreign Investment: Foreign investment will continue to play an important role. Contrary to popular perception, Canberra has not rejected any of China’s 200 investment bids in the past three years. Australia is also exploring trade agreements with most Asian economies.


$

A1

Learning Technologies Group KNOWLEDGE

4

Sectors: Although the investment environment is generally positive, an unclear carbon policy outlook clouds the prospects for the electricity and industrial sectors. And a proposed tax on coal- and iron-ore-mining companies could limit new mining investments.

Chile Macroeconomics: Chile’s economy continues to recover swiftly from the global financial crisis and the February 2010 earthquake. Growth is expected to be 6% in 2011. Inflation is predicted to remain low, at 3%, which gives the central bank room to raise rates gradually without threatening the recovery. Foreign Investment: Chile remains one of the most open economies and may have the most predictable policy environment in Latin America, a situation that is unlikely to change anytime soon. The stability and transparency of Chilean institutions attract foreign investors. Sectors: The government raised taxes on most large corporations in 2010 to finance $8.4 billion in postearthquake reconstruction, which is likely to provide opportunities for infrastructure investment. Chile’s currency appreciation hurts the competitiveness of exporters,especially in agriculture.

Germany Macroeconomics: During the recession, Germany had the resources to stimulate its economy, and so its recovery has been stronger than those of other EU members. Growth is projected at 2%, but the country’s eurozone trade partners are implementing austerity, which will constrain demand for German exports. Foreign Investment: Reliable contract and competition enforcement makes Germany a stable investment destination. The tax regime is complex, but the government may simplify the corporate tax code in 2011. Labor costs are competitive, despite somewhat rigid labor-market regulations. Sectors: The government plans to increase spending on education and research to 7% of GDP by 2015, in part through grants to domestic and foreign businesses. In addition, the government is financing research and development in energy technologies, such as offshore wind farms.


$

A1

Learning Technologies Group KNOWLEDGE

5

Mexico Macroeconomics: The Bank of Mexico estimates 2011 GDP growth of 3.2% to 4.2%. There are signs that internal demand is recovering, but inflation is high, at an estimated 4.4% for 2010. Foreign Investment: Owing to the government’s push for antimonopoly measures, Mexico will continue to attract multinationals. But organized crime makes it a riskier place for investment than other countries in the Americas. There were 12,000 drug-related deaths in 2010. Sectors: The government recently promoted telecommunications investment by allowing cable companies to provide phone services. In the energy sector, a 2008 law gives companies cash bonuses for technological transfers and timely contract fulfillment.

Poland Macroeconomics: Poland’s economy, forecast to grow by 3.7% in 2011, remains one of the strongest in the EU. Inflation remains in check, at 2.7% in 2010. The government will seek to avoid measures that would dampen consumer demand. Foreign Investment: Foreign firms have strong positions in a range of sectors because of Poland’s competitive corporate tax rates and substantial domestic demand. The government would like to implement additional market-friendly reforms but will wait until after the 2011 elections. Sectors: In preparation for hosting the 2012 European soccer championship, Poland has accelerated investments in stadiums, roads, hotels, and rail lines. State-controlled commodity firms are likely to look for foreign partners to help their technological development.

United States Macroeconomics: It is expected that growth will be below 3% until 2012 and that inflation will remain too low to be healthy. Consumers are likely to stay cautious as they cope with high unemployment and a decline in household wealth.


$

A1

Learning Technologies Group KNOWLEDGE

6

Foreign Investment: Although trade tensions with China will continue through 2011 and policy makers are reworking the corporate tax system, there is little risk that the United States will turn sour on foreign investment. Sectors: President Obama’s upcoming budget will seek to make permanent an R&D tax credit, which is most beneficial for high-tech industries. However, such tax credits are likely to be incremental rather than permanent, as policy makers focus on deficit reduction.

Tread Carefully

Macroeconomic conditions in these countries are good, but the political environments are less favorable for foreign companies.

In South America, Colombia is more eager for foreign investment than Brazil, which is enacting policies to favor domestic firms. In Asia, both India’s and Indonesia’s investment environments are improving. To penetrate these markets, multinationals may want to establish partnerships with local firms.

Brazil Macroeconomics: Brazil’s economy is forecast to grow by 4.1% in 2011, with moderate inflation of approximately 4.6%. Growth will be driven by domestic consumption as credit markets expand for the country’s ascendant middle class.


$

A1

Learning Technologies Group KNOWLEDGE

7

Foreign Investment: The government recently passed a measure allowing domestic companies to be favored in government contracting. And if the Brazilian real continues to appreciate, the government will face pressure to intervene again in currency markets—possibly by imposing additional capital controls. Sectors: The government has vowed to increase public investment in transportation and energy infrastructure—a commitment that will only increase as the country prepares to host the 2014 World Cup and the 2016 Olympics. Those areas are attractive opportunities for foreign investment.

China Macroeconomics: Consumer demand benefited from China’s stimulus spending. The country’s economic growth, forecast at 9.6% in 2011, will let policy makers guide the overheated property market to a soft landing. Rising domestic consumption and exports will drive expansion. Foreign Investment: Foreign investment continues to be a priority, but the government fails to protect intellectual property rights and limits market access for foreign firms in order to boost domestic ones. Sectors: The government unveiled a plan to make China the world leader in the electric vehicle market, earmarking $14.7 billion in investment over 10 years. The proposal has drawn criticism for favoring state companies while marginalizing foreigners and China’s private sector leaders.

Colombia Macroeconomics: Colombia’s economy is expected to grow by 4.6% in 2011. Inflation has remained comfortably within the central bank’s target and is expected to hold steady at around 2.6% throughout 2011. Consumer demand, especially in the retail sector, has been strong. Foreign Investment: The center-right government of President Juan Manuel Santos is likely to continue pursuing market-friendly economic policies aimed at attracting and retaining FDI, especially in the burgeoning oil and gas sector.


$

A1

Learning Technologies Group KNOWLEDGE

8

Sectors: Colombia is rising in the ranks of Latin America’s oil and mineral producers, thanks to a recent surge in FDI. The country’s improved security situation and favorable investment terms will continue to drive interest in oil, gas, and mineral exploration.

India Macroeconomics: India’s economy is expected to continue growing robustly in 2011, at 8.4%, according to the IMF. Meanwhile, the central bank has begun raising interest rates to slow core inflation, a measure that will dampen consumption and investment. Foreign Investment: Given India’s limits on foreign equity ownership, capital controls, and extensive licensing requirements, the investment environment can be difficult for foreign companies. However, the government may reduce corporate tax rates for foreign investors. Sectors: The government is poised to ease FDI restrictions in the retail and insurance sectors. India’s use of public–private partnerships to expand and improve the national highway system creates opportunities for foreign investment in infrastructure.

Indonesia Macroeconomics: Indonesia’s surprisingly strong growth in 2010 is expected to continue in 2011, with expansion forecast at 6.2%. Growth will give the government more resources to invest in infrastructure, but domestic consumption, which has been the economy’s main engine, could be hurt by resurgent inflation. Foreign Investment: Private investment is a critical element of the government’s growth strategy. President Susilo Bambang Yudhoyono has embarked on an ambitious three-year effort, including restructuring and privatization, to reform Indonesia’s inefficient stateowned enterprises. Sectors: The government is promoting investment in utilities, especially electricity. Another growth area is green industries, particularly geothermal energy. The government is planning $20 billion of investment in this sector by 2025 and has improved regulations to attract other investors.


$

A1

Learning Technologies Group KNOWLEDGE

9

Saudi Arabia Macroeconomics: Saudi Arabia’s macroeconomic outlook is generally positive, with growth forecast at around 4.5% for 2011. Inflation, projected at 5.3%, is likely to continue exerting pressure but will probably not have a significant impact on consumer demand. Foreign Investment: Although Saudi Arabia’s business environment ranked 13th in the world in 2010, it placed 140th on contract enforcement. Progress on judicial reform is critical. King Abdullah has pushed to clarify and codify the Saudi legal system, but his eventual successor could disrupt reforms. Sectors: Saudi Arabia recently implemented a five-year, $385 billion development plan in a bid to diversify its economy and place Saudis in skilled positions currently held by foreigners. The plan offers opportunities in engineering, architecture, and other industries involved in infrastructure and construction.

Pursue Opportunities

Macroeconomic conditions are weak in these countries, but governments are implementing policies that are favorable for foreign investors; external investment could eventually improve domestic demand. Compare Bulgaria and Spain: They have similar policy scores, but Bulgaria gets demerits for corruption and opaque policy making, whereas Spain’s score is partly a result of its slow response to fiscal problems.


$

A1

Learning Technologies Group KNOWLEDGE

10

With friendly policies and relatively inexpensive labor and other inputs, these countries may represent attractive sourcing locations.

Bulgaria Macroeconomics: Bulgaria is recovering slowly from the global financial crisis. The economy is expected to grow by 2% in 2011, and domestic demand will likely remain subdued. Inflation is forecast at 2.9%. Foreign Investment: Low tax rates (10%) and labor costs have attracted many investors from Western Europe, notably Italy. However, corruption remains a significant impediment to doing business. In addition, a lack of transparency surrounding the government’s budget and the country’s halting efforts on health care reform will continue to cloud the policy environment. Sectors: The government has recently shown interest in green initiatives, raising funds from European investors to develop renewable-energy projects and announcing the creation of a green building code that will require international expertise. Experts have identified Bulgaria’s potential for wind power, and the government hopes to promote opportunities for foreign investment in that area.

Hungary Macroeconomics: The IMF projects that Hungary’s economy will grow by just 2% in 2011, which is below expected regional growth of 3.1%. Household spending will be constrained by austerity measures and onerous mortgage payments on foreign currency-denominated loans. Foreign Investment: The economy is generally open to foreign investment, but the current government’s hostility toward FDI in certain sectors has dampened the policy environment. Politicians have criticized previous governments for giving away too much to foreigners and have adopted a populist, antimarket tone. Sectors: The most notable bright spot has been the auto industry; Audi and Opel recently announced new investments. Banking, by contrast, provides fewer opportunities: The government imposed a temporary 0.6% tax on bank assets through 2012. Telecom, energy, and retail were also recently targeted for a 50% tax rate on profits through 2012.


$

A1

Learning Technologies Group KNOWLEDGE

11

Ireland Macroeconomics: Ireland faces mounting challenges in 2011, including costly bank bailouts, a strict austerity budget, and a probable election in early 2011. Although GDP growth is projected at 2.3%, inflation is forecast at negative 0.5% in 2011, indicating weak consumer demand. Foreign Investment: Ireland’s low corporate tax rate of 12.5%, intended to woo foreign investors, has come under EU pressure. The government is unlikely to increase the rate in 2011, but the high budget deficit may force officials to reconsider. Sectors: The government’s recently unveiled strategy for promoting investment and trade is intended to generate 150,000 jobs in manufacturing, tourism, and trade-related services through 2015. Officials will encourage foreign investment by removing anticompetition regulation in the professional services, transport, and energy sectors. Existing incentives include a 25% tax credit for R&D.

Spain Macroeconomics: The IMF projects real GDP growth of just 0.7% in 2011, and the government is cutting social spending. Elevated unemployment and household debt, as well as reduced government expenditures and tax hikes, undermine consumer demand and the outlook for economic growth. Foreign Investment: The government perceives foreign investment as important for economic growth but will likely remain averse to foreign takeovers of strategic sectors such as utilities. Despite labor reform in 2010, high labor costs and complex wage agreements are likely to continue limiting efficiency. Sectors: The government prioritizes private sector R&D and continues, despite recent austerity measures, to fund programs that promote research. Spain provides financing, technical support, and identification of partners for domestic and foreign firms in innovative sectors—particularly health, automotive, renewable energy, and information and communications technology.


$

A1

Learning Technologies Group KNOWLEDGE

12

Think Long Term

Investing in these countries, where macroeconomic conditions are poor and government policies largely discourage foreign investors, involves taking on more risk.

Russia and Ukraine face some of the same uncertainties: Economic growth in both depends in part on external demand for their commodities—hydrocarbons and steel, respectively. But neither government is likely to substantially improve its foreign investment environment. The government of the Philippines is making slow progress toward improving the foreign investment environment. There may be strategic advantages to entering these markets now in pursuit of longterm opportunities.

Nigeria Macroeconomics: The economy is expected to grow by 7.4% in 2011, buoyed in part by a moderate uptick in oil production. Fiscal policy, however, will be challenged by growing pressure from state governments to draw down funds in an oil windfall account, as well as by electionrelated spending. Foreign Investment: Nigeria has pursued liberal economic policies to attract investment, but obstacles such as multiple taxation, power shortages, and overlapping levels of bureaucracy impede foreign investment. Strict local-content rules in the hydrocarbons sector are likely to tighten.


$

A1

Learning Technologies Group KNOWLEDGE

13

Sectors: It is unclear whether Nigeria’s new oil-sector legislation will be sufficient to reinvigorate industry enthusiasm for the deepwater oil sector. The power sector may provide more opportunities—a proposed reform would privatize generation and construct a new transmission network.

The Philippines Macroeconomics: Private sector investment, exports, and consumption will drive economic growth, projected to be 4.5% in 2011. Unlike other Southeast Asian countries, the Philippines depends on exported services (such as business process outsourcing and temporary workers abroad), which have been resilient. Foreign Investment: The government’s reforms will focus primarily on reducing the red tape constraining foreign investment. However, the current administration’s strong ties to domestic businesses argue against significant liberalization in many of the country’s major sectors. Sectors: Infrastructure—particularly toll roads and power—and mining could be among the majorgrowth sectors as related policies stabilize. Much of the improvement will be due to increased domestic investment in those sectors by influential local players, which will lead to demands for better and more-predictable regulation.

Russia Macroeconomics: Russia’s economy is continuing to recover; the IMF forecasts GDP growth of 4.3% in 2011. Inflation was projected to hit 8% to 9% in 2010 and is expected to remain high in 2011. But domestic consumption is strong, supported by solid growth in disposable income. Foreign Investment: Improving the investment environment—in particular, focusing on corporate governance, stemming corruption, and upholding the rule of law—is a top priority for President Dmitry Medvedev. Rhetoric notwithstanding, it is unlikely that there will be significant material improvement in the medium term. Sectors: The government has announced a broad but vaguely defined program to diversify the economy by, for example, increasing investment in knowledge-based industries. The government’s focus is on the renewable energy, IT, communications, biomedical, and nuclear sectors.


$

A1

Learning Technologies Group KNOWLEDGE

14

Ukraine Macroeconomics: Ukraine’s economy is expected to continue recovering from the worldwide downturn. The 4.5% growth in 2011 forecast by the IMF depends on external demand for steel and other exports. Higher natural gas and food prices are boosting inflation, potentially decreasing consumer demand. Foreign Investment: The government has taken few steps to advance its goal of improving the investment environment, leading to concerns about the government’s commitment to such policies. A reformed tax code (including reduced corporate-profit taxes), going into effect in early 2011, may help, but businesses are not happy with some changes. Sectors: The government has sought outside investment for infrastructure projects for the Euro-2012 soccer tournament, as well as for boosting energy efficiency. Direct budgetary and regulatory support has been minimal, however. Improved Ukrainian–Russian relations will lead to further Russian investment, possibly in telecommunications, aerospace, and chemicals.

Vietnam Macroeconomics: The IMF estimates that Vietnam’s 2011 growth will be 6.8%, but the economy’s expansion will depend on the global recovery. Much of the growth will come from greater trade and private investment. The government’s challenge is to create a favorable environment without stoking inflation. Foreign Investment: The government will continue its efforts to improve the climate for foreign investment. But progress will be uneven, in part because of the maneuvering between reformists and conservatives, who believe that slower reform will prevent shocks for domestic sectors and local interests. Sectors: Reform of state-owned enterprises and a public investment program will be among the most critical changes in 2011. The near bankruptcy of the country’s largest shipbuilder and frequent power outages have strengthened the push for reforms. Export industries will also continue to receive positive treatment from the government.


$

A1

Learning Technologies Group KNOWLEDGE

15

A Global Map of Opportunity and Risk Multinationals are emerging from the recession and beginning to look for opportunities to invest in global markets. But before targeting a specific country, managers need to understand the state of its macroeconomy and its friendliness toward foreign investment. This chart shows at a glance how various markets—emerging and developed—stack up. The arrows signal improvement or deterioration in countries’ foreign-investment policy environments.

Sage Newman is an associate director of corporate advisory services, Courtney Rickert is an analyst in comparative analytics, and Ross D. Schaap is the director of comparative analytics at Eurasia Group, a research and consulting firm specializing in political risk.


$

A1

Learning Technologies Group KNOWLEDGE

16

rdom;pkpD;yGm;a&;vkyfief;rSonf EdkifiHwumtqifhzGJUpnf;rIyHkpHodkU OD;at;ausmf ( MHR )

jrefrmEdik if rH mS rdom;pkp;D yGm;a&;vkyif ef;ta&twGu[ f m pkpak ygif;pD;yGm;a&;vkyif ef;rsm; ta&twGu&f UJ (92%)ausmf½SdwJhtwGuf olU&JUta&;ygrI[m ay:vGifaeygw,f/ 'Daqmif;yg;&JU &nf½G,fcsuf[m vuf½Sd rdom;pkvkyfief;awGudk ESpfvwfpDrHudef;umv ( Medium term ) rSmydkrdkpepfuscdkifrmwJh zGJUpnf;yHkawGtjzpf ajymif;vJEdkifjcif;tm;jzifh 2015aemufydkif; ( AFTA ) t& 0ifvmMur,fh tmqD,H(9)EdkifiHu pD;yGm;a&; vkyfief;awGudk taumif;qHk;,SOfjydKifEdkifzdkUjzpfygw,f/ qdkvdkwmu tcktcsdefavmufrSm udk,fh&JUrdom;pkpD;yGm; vkyif ef;yHpk u H kd ydrk akd umif;rGew f ?hJ ydrk pkd epfusxda&mufwhJ zGUJ pnf;rIypkH t H jzpf ajymif;vJEikd rf ,fq&kd if bmrSjyifqif xm;jcif;r½So d al wG MuD;MuD;rm;rm;tusemrJt h csderf mS ud, k u f aMumifusav;avmufomusrSmyg/ bmrSjyifqif xm;jcif ; r½S d o l a wG [uf w uf u G J r J h t csd e f r S m ud k , f u tvG e f a &mtuRH a &m yg;yg;av;yJ u G J r S m yg/ aemufwpfcsufu urÇmausmfpDrHcefUcGJrIynm½SifawGrsm;pGm vufcHtwnfjyKxm;wJh tcsufwpfcku ( Your Past Success does not Guarantee Your Future Success ) jzpfygw,f/ tJ'gaMumifh vuf½Sdtqifajyatmifjrif aerItay: tm;&wif;wdrfa&mifh&JjyD; arhavsmhraeapvdkwJh apwemaMumifh 'Daqmif;yg;av;a&;jzpfwmyg/ 1/

rdom;pkpD;yGm;a&;vkyfief;qdkwm yxrOD;qHk;od½Sdxm;zdkUvdktyfwJh tcsufuawmh rdom;pkpD;yGm;a&;vkyfief;vdkUqdkvdkufwmeJU tao;pm; I rJG oGm;zdUk jzpfygw,f/ bmjzpfvUkd vJ pD;yGm;a&;vkyif ef; ( Small Business ) udk ajymwmjzpfw,fqjkd yD; em;vnfrv qdkawmh rdom;pkkvkyfief;wdkif;[m tao;pm;pD;yGm;a&;vkyfief;awG r[kwfMu ovdk tao;pm;pD;yGm;a&; vkyfief;wdkif;[mvnf; rdom;pkvkyfief;awGr[kwf MuvdkUjzpfygw,f ( Not All Family Business are Small Business, and Not All Small Business are Family Business) qd k v d k w mu rd o m;pk p D ; yG m ;a&; vkyif ef;jzpfayr,fh tMuD;pm;vkyif ef;MuD; ( Large Size Business ) awG½MdS uovdk tcsdKUaom tao;pm;vkyif ef;awG[m rdom;pkvyk if ef;r[kww f hJ ( Not All Family


$

A1

Learning Technologies Group KNOWLEDGE

17

Business ) awGjzpfMuygw,f/ qdkvdkwmu tao;pm;vkyfief;av;

awGudk Partnership qdkwJh tpkpyfvkyfief;awGu ydkifqdkifMuwmrsdK; jzpfygw,f/ wu,fawmh rdom;pkpD;yGm;a&;vkyfief;qdkwm rdom;pkwpfpk ('grSr[kw)f rdom;pkEpS pf ?k oH;k pkuydik q f ikd w f phJ ;D yGm;a&; vkyif ef;vnf; jzpfygw,f/ aemufjyD; tJ'rD o d m;pk awGxu J rdom;pktzGUJ 0iftcsKd U&JU pdwfa&mudk,fyg jr§KyfESHxm;wJh pD;yGm;a&;vkyfief;vnf;jzpfygw,f/ jyD;awmhtJ'DpD;yGm;a&;vkyfief;udk ydkifqdkifwJhrdom;pktzGJU0if awGxJu tcsdKUuudk,fwdkifudk,fus tcsdefjynfh aeUpOfpDrHcefUcGJaeMuwJh oabm½Sdygw,f/ aemufwpfcsufu tJ'Drdom;pkpD;yGm;a&;vkyfief;xJudk ydkif½Sif tzGJU0ifjzpfzdkUqdk&if aoG;om;awmfpyfwJhaqGrsdK;om;csif; ( By Birth/ By Blood Tie ) awGeJU? vufxyfxdrf;jrm; vkdufvdkUawmfpyfoGm;olawG ( By Marriage ) wpfrsdK;rsdK;jzpfudk jzpf&ygr,f/

2/

rdom;pkpD;yGm;a&;vkyfief;awG&JU Oya't&ydkifqdkifzGJUpnf;rIyHkpH yk * ¾ v d u pD ; yG m ;a&;vk y f i ef ; awG u d k Oya't&yd k i f q d k i f z G J U pnf ; rI y H k p H (2)rsd K ;eJ U awG U ½S d & ygw,f / k yk zf Ukd twGuf yxrwpfrsdK;uawmh ( Non Corporate ) jzpfygw,f/ tJ'guawmh pD;yGm;a&;vkyif ef;wpfcv pD;yGm;a&;vkyif ef;tzGUJ tpnf; zGUJ pnf;cGi&hf ½Szd Ukd eJU pD;yGm;a&;vkyif ef;&JUemrnfukd todtrSwjf yKay;zdUk oufqikd w f hJ Xmeqdik &f mawGqrD mS cGijhf yKcsufavsmufxm;&,ljcif;r½Sw d hJ vkyif ef;rsdK;jzpfygw,f/ 'Dvkd ( Non Corporate ) vkyif ef;awGxrJ mS zGUJ pnf;ydik q f ikd rf yI pkH t H aeeJU wpfO;D ydik v f yk if ef; ( Sole Trader ) eJU tpkpyfvyk if ef; ( Partnerd gw,f/ tJ't D xJrmS rdom;pkp;D yGm;a&;vkyif ef;qdw k m[m wpfO;D ydik v f yk if ef; ( Sole Trader ship ) qdjk yD; (2)rsdK;½Sy k rH sKd ; trsm;qH;k jzpfMuygw,f/ 'Dae&mrSm ]]wpfO;D ydik }f }vdUk qdak yrJh rdom;pkwpfpk (odUk r[kw)f aqGrsKd ; awmfpyfwhJ ) yHp rdom;pkEpS pf ?k oH;k pkuydik w f mvnf;jzpfEikd yf gw,f/ 'kw, d zGUJ pnf;rIypkH jH zpfwhJ tpkpyfvyk if ef; ( Partnership ) yHpk eH UJ


$

A1

Learning Technologies Group KNOWLEDGE

18

rdom;pkp;D yGm;a&;vkyif ef;udk zGUJ pnf;xm;wmrsdK;uawmh enf;yg;ygw,f/ jrefrmEdik if H tpkpyfvyk if ef;Oya't& tenf;qHk;tpkpyf(2)OD;uae trsm;qHk; (20)OD;txd yg0ifzGJUpnf;vdkU&ygw,f/rsm;aomtm;jzifh aqGrsdK;awmfpyfolawGr[kwfMuwJh oli,fcsif;awG todrdwfaqGawGeJUtdrfeD;em;csif;awG pkaygif;zGJUpnf;jyD; pD;yGm;a&;vkyif ef;awG vkyw f mrsdK;uko d m trsm;qH;k awGU&avh½ydS gw,f/ Oya't& ydik q f ikd zf UJG pnf;rIypkH H (2)rsdK;xJu 'kw, d tkypf Mk uD;jzpfwhJ ( Corporate ) xJrSmrwlnDwJhzGJUpnf;rI yHpk H (3)rsdK;½Syd gw,f/ tJ'gawGuawmh trsm;ESirhf oufqikd af omukrP Ü D ( Private Limited Company )? trsm;ESihf oufqikd af omukrP Ü D ( Public Limited Company )eJU? or0g,rtoif; ( Cooperatives ) wdUk jzpfMuygw,f/ tJ'yD pkH (H 3)rsdK;xJrmS rdom;pkyikd pf ;D yGm;a&;vkyif ef;awGukd yxryHpk jH zpfwhJ trsm;ESirhf oufqikd af omukrP Ü D ( Prik eH UJ trsm;qH;k zGUJ pnf;vkyu f ikd Mf uwmawGU&ygw,f/ tenf;i,faom rdom;pkyikd pf ;D yGm;a&; vate Limited Company ) yHp vkyfief;tcsdKUudkawmh wwd,yHkpHjzpfwJh or0g,rtoif; ( Cooperatives ) taeeJUzGJUpnf;vkyfudkifwm enf;enf;yg;yg;½Sdygw,f/ jrefrmjynfrSmawmh rdom;pkydkifpD;yGm;a&;vkyfief;awGudk 'kwd,zGJUpnf;rIyHkpHjzpfwJh H umrSm trsm;ESio hf ufqikd af omukrP Ü D ( Public Limited Company ) yHpk eH UJ zGUJ pnf;wm vH;k 0r½Sad o;ygbl;/ Edik if w awmh rdom;pkwpfpk (odUk r[kw)f rdom;pkEpS pf u k trsm;ESio hf ufqikd af omukrP Ü D ( Public Limited Company ) &JU ½S,, f mtrsm;pkukd ykid q f ikd Mf ujyD; usefw½hJ , S , f menf;enf;yg;yg;udk trsm;jynfoal wG wpfa,mufenf;enf;pD ydik q f ikd w f mrsdK;½Syd gw,f/

3/

rdom;pkydkifvkyfief;awGrSm trsm;qHk;awGU&wJhoGifjyifvu©Pm&yfrsm; rdom;pkydkifpD;yGm;a&;vkyfief;awGrSm vkyfief;( Business ) eJU? rdom;pk( Family ) wdkU&JUaiGaMu;oHk;pGJrI a&maxG;aewmawGU&ygw,f/ OyrmtaeeJUajym&&if rdom;pkyikd pf wd;k qdik if ,fi,fav;wpfc&k UJ aiGxnfw h t hJ q H JG (odkUr[kwf) aowÅmyHk;av;xJuae tdrftoHk;p&dwf jzpfwJh vbuf&nf0,faomufwm? rkefU[if;cg; rSmpm;wmeJU qHyifn§yfcawGudk xkwf,loHk;pGJavh ½SdMuygw,f/ wu,fawmh pD;yGm;a&;vkyfief;&JU ukeaf &mif;&aiGawGukd tJ'v D yk if ef;twGuf uke0f ,fwhJ tcgeJU tJ'v D yk if ef;qdik &f m toH;k pm;&dwaf wGtwGuyf J xkwf,loHk;pGJ&rSmjzpfygw,f/ udk,fa&;udk,fwm udpöqkdif&m toHk;p&dwfawGudk vkyfief;&JUaiGxJu xkw, f o l ;kH pGv J Ukd r&ygbl;/


$

A1

Learning Technologies Group KNOWLEDGE

19

rdom;pkp;D yGm;a&;vkyif ef;wpfc&k UJ ydik ½f iS t f zGUJ 0ifawG[m rsKd ;½d;k pOfqufvufqifu h rf;vmcJw h hJ vkyif ef;tay: *kP, f rl ?I wefz;kd xm;rIeUJ tJ'v D yk if ef;twGuf tjcm;tusdK;tjrwfwpfcck u k kd pGeUf vTwt f epfemcHMuavh½w S mudk awGU&ygw,f/ aemufwpfcsufu tajrmuftrsm;xkwv f yk af &mif;csjcif; ( Mass Production ) vkyfEdkifyg&JUeJU vkyv f u kd &f ifvnf; atmifjrifMuD;yGm;wd;k wufrmS aocsmyg&JUeJU ]]awmfygjyD... igwdUk uawmhoal X;jzpftMuD;tus,f rvkycf sifygbl;/ wpfEikd w f pfyikd f rdom;pkvyk if ef;av;omaumif;ygw,f}} vdUk ajymqdMk uwmawmfawmfrsm;rsm; awGU&ygw,f/ aemufwpfcsuu f ]]igwdUk wpfawG[m rsKd ;½d;k pOfqufu, kd yf ikd pf ;D yGm;a&;vkyif ef;udyk J vkyv f mcJMh u ygw,f/ olrsm;qDrmS 0efxrf;vcpm;tjzpfvyk w f mrsdK; r½SMd uygbl;}} qdjk yD; *kP, f al useyfaeolawGvnf; trsm;MuD;awGU&ygw,f/ rdom;pkydkifpD;yGm;a&;vkyfief;awGrSm aemufxyfawGU&wJhtcsufuawmh OD;aqmif vkyu f ikd o f rl o d m;pktzGUJ 0ifawGxuf wpfO;D csif;pD&UJ ½Si;f vif;wduswJh vkyif ef;wm0efcaJG 0owfrw S cf suf( Job Description ) awG odyfr½SdMuygbl;/ MuHKwJholuMuHKovdk qHk;jzwfcsufcsay;vkdufwmrsdK;jzpfMuygw,f/ aemufxyfawGU½S&d wJt h csuu f rdom;pkp;D yGm;a&;vkyif ef; awmfawmfrsm;rsm;&JU ydik ½f iS o f al X;awG[m ynm½Sirf sm;&JU f yfEw HS mrsdK; ( Outsourcing ) tMuHOmPf&½Szd Ukd ( Consultant, Adviser, Professional Services ) awGukd tvkyt r½So d avmufu½kd mS ;ygw,f/ aemufjyD;awmh rdom;pkp;D yGm;a&;vkyif ef;ydik ½f iS af wG&UJ pDrcH efUcGrJ yI pkH [ H m ( Informal and Subjective )trsm;qH;k jzpfaeMuygw,f/

(qufvufazmfjyygrnf)


$

A1

Learning Technologies Group

20 KNOWLEDGE

Corporate Boards That Create Value E-book

(tydkif; - 2)


$

A1

Learning Technologies Group

21 KNOWLEDGE


$

A1

Learning Technologies Group

22 KNOWLEDGE


$

A1

Learning Technologies Group

23 KNOWLEDGE


$

A1

Learning Technologies Group

24 KNOWLEDGE


$

A1

Learning Technologies Group

25 KNOWLEDGE


$

A1

Learning Technologies Group

26 KNOWLEDGE


$

A1

Learning Technologies Group

27 KNOWLEDGE


$

A1

Learning Technologies Group

28 KNOWLEDGE


$

A1

Learning Technologies Group

29 KNOWLEDGE


$

A1

Learning Technologies Group

30 KNOWLEDGE


$

A1

Learning Technologies Group

31 KNOWLEDGE


$

A1

Learning Technologies Group

32 KNOWLEDGE


$

A1

Learning Technologies Group

33 KNOWLEDGE


$

A1

Learning Technologies Group

34 KNOWLEDGE


$

A1

Learning Technologies Group

35 KNOWLEDGE


$

A1

Learning Technologies Group

36 KNOWLEDGE


$

A1

Learning Technologies Group

37 KNOWLEDGE


$

A1

Learning Technologies Group

38 KNOWLEDGE


$

A1

Learning Technologies Group

39 KNOWLEDGE


$

A1

Learning Technologies Group

40 KNOWLEDGE


$

A1

Learning Technologies Group

41 KNOWLEDGE


$

A1

Learning Technologies Group

42 KNOWLEDGE


$

A1

Learning Technologies Group

43 KNOWLEDGE


$

A1

Learning Technologies Group

44 KNOWLEDGE


$

A1

Learning Technologies Group

45 KNOWLEDGE


$

A1

Learning Technologies Group

46 KNOWLEDGE


$

A1

Learning Technologies Group

47 KNOWLEDGE


$

A1

Learning Technologies Group

48 KNOWLEDGE


$

A1

Learning Technologies Group

49 KNOWLEDGE


$

A1

Learning Technologies Group

50 KNOWLEDGE


$

A1

Learning Technologies Group

51 KNOWLEDGE

Next issue wGifqufvufzwf&Iyg&ef


$

A1

Learning Technologies Group

52 KNOWLEDGE

[dkw,fpDrHcefUcGJtkyfcsKyfrIqdkif&m tawG;trQifwef;rsm; tydkif;(2) OD;oufEdkif0if; [dw k ,fprD cH efUcGt J yk cf sKyfrw I iG f ,HMk unfr?I tjyeftvSeaf v;pm;rI? txufatmufwm0efcrH ?I a&qH;k ? ajrqH;k NyD; qH;k onftxd wm0ef,al qmif&u G &f rIrsm;\ ta&;BuD;yHu k w kd ifjyvdyk gonf/ [dw k ,fwpfc\ k toufonf4if;tm; wm0ef,ltkyfcsKyfaom acgif;aqmif(0g)taxGaxGrefae*smay:wGif wnfrSDaeonf/ [dkw,ftaxGaxGrefae*sm\ tjrifpl;&SrIonf [dkw,f\t&nftaoG;udk xif[yfaeonf/ [dkw,frefae*smESihfol\ 0efxrf;rsm;tMum; wnf&Sdaom,HkMunfrIonf vGefpGmta&;BuD;onf/ yl;aygif;aqmif&GufrI toD;tyGihfrsm;u ,HkMunfrIudk wdk;yGm;aponf/ atmufajcao;i,faomudprö sm;xuf taxGaxGrefae*smonf ydkrdkta&;BuD;aomudprö sm;wGif yg0ifywfoufoihfonf/ &mxl;tvdkuf wm0efcGJa0xm;rIudk jrifhrm;pGmem;vnfxm;jcif;onf taxGaxGrefae*sm aumif;wpfa,muf\ t*Fg&yfwpfckjzpfonf/ taxGaxGrefae*smonf acwfrDae&rnf/ acwfrDonf[kqdk&mü jzpfysufajymif;vJ aeaomurÇmBuD;udk rsufajcrjywfyJ rnfokdUwdk;wufatmif vkyfaqmif&rnfudkBuHqae&rnf/ wm0efay;&müvnf; pdwfcsíaooyfpGm vkyfaqmifwwfaom 0efxrf;aumif;rsm;udk arG;NrLwm0ef ay;oifhonf/ pdwfaumif;&Sdolonf aumif;atmifawG;íaumif;atmifvkyf&eftNrJqE´&Sdaeonfudk rarhtyfay/ [dw k ,fvyk if ef;wGif pdw"f mwfaumif;í½d;k om;? BudK;pm;aom 0efxrf;rsm; tvd&k o dS nf/ [dw k ,favmuwGif &mxl;rSm y"mer[kwf? vkyfaqmifrIom t"duusonf/ ukrÜPDrSyk*Kd¾ vfxuf [dkw,f{nfhonfuydkodonf/ 0efaqmifrIudk vlu zefwD;onfqdkvQif vludkrnfodkUzefwD;rvJqdkonfh ar;cGef;rSmtusyf½dkufaponf/ xdkodkUqdkvQif rdrd0efxrf;tiftm;? {nfhonfrsm;udk zrf;pm;qkyfudkifxm;Edkifonfh t&nftcsif;wpf&yf vdkvmjyefygNyD/ trdefUay;rS vkyfudkifMujcif;xuftkyfcsKyfolrsm;rajymyJ udk,fhtodpdwfrsm;eJU vkyfMuudkifMuNyDqkdvQif xdk[dkw,ftvGefaumif; aeNyDqdkonfrSm oGm;Munfhp&mrvkdawmhay/

Hotel management also required to attend Training to upgrade their skills and knowledge


$

A1

Learning Technologies Group

53 KNOWLEDGE

[dkw,ftkyfcsKyfa&;ynmüNyD;cJhaom udprö sm;udkoHk;oyfjcif;? aemiftwGufpDpOfjcif;? BudKwifaqmif&Gufjcif; rsm;rSmvnf; ta&;BuD;aomtcef;rSyg0ifonf/ rSm;NyD;aomtrSm;rsm;udk xyfrrSm;oiho f vdk rrSm;oihaf omtrSm;rsm;udk BudKwifa&Smif&Sm;oifhonf/ [dw k ,fonf tdrEf iS w fh í l r& / odUk aomf tdrEf iS w fh al om 0efxrfaqmifru I awmhvo kd nf/ [dw k ,fukd [dw k ,f yHkpHusatmifpDrH&rnf/ rdom;pkyHkpHpDrHír&/ rdom;pkyHkpHpDrHcsifvQif [dkw,f0efaqmifrIudk csJum;í r& tp&Sdojzihf'GefwGJaeygonf/ [dkw,f{nfonfrsm;zufrS MunfhvQiftpkpyfydkifvm;? rdom;pkydkifvm;? ydkif&Sifb,fol odp&mrvd/k aumif;w,f? raumifb;l yJoo d nf/ vmrvm;? rvmbl;vm;yJ&o dS nf/ rajymaom {nfo h nf jyefrvm? jyóem&Smaom {nfo h nfjyefvmonfqakd om 0efaqmifrq I idk &f m Complaint ESihf ywfoufaomrSeu f efonft h qkrd mS tav;xm;oih f o nf / tqif r ajyaomf v nf ; bmrS r ajymbJ j yef o G m ;aom{nf h o nf r sm;rS m [d k w ,f u d k xm0&jyefrvmbJ trsm;udkroGm;&efwm;ayawmhrnf/ 4if;tcsufudk [dkw,ftkyfcsKyfa&; qdkif&mwm0ef&Sdaom yk*d¾Kvfwkdif;owdcsyfoihfonf/ 0efxrf;rsm;udk tjypfay;jcif;onf 4if;wdUk \wm0ef0wå&m;rsm;udk ydrk akd umif;rGev f m aprnfqo kd nfh t,ltqrSm a[mif;EGr;f oGm;NyD jzpfonf/ [dw k ,fwpfcw k iG 0f efxrf; tjypfay;&mxuf ynmay;jcif;udk OD;wnfoiho f nf pOfqufrjywfapmihMf unhf qHk;jzwfwwfonfh tavhtxudkOD;wnfoihfonf/ tjypfay;jcif;\qefUusifbufjzpfaom csD;ajr§mufjcif;udkvnf; rarhoihfay/ csD;ajr§muf[kqdkwkdif; vpmwdk;ay;? &mxl;wdk;ay;yJvkyfae&efrvdk/

Outstanding Awards makes your hotel staff happy and taking pride for their jobs.


$

A1

Learning Technologies Group

54 KNOWLEDGE

wpfcgwpf&Htrsm; a&SUwGif csD;usL;jcif;? *kPfjyKvufrSwfxkwfay;jcif;rsm; tcGifhoihfwkdif;vkyf&rnf/ tjcm;aom taxGaxGcsD;ajr§mufrIrsm;jzpfaom c&D; pkaygif;xGufjcif;? pkaygif;npmpm;jcif;? tm;upm;yGJpDrHjcif;rsm;udknDnGwfrI? pnf;vHk;rIESifh cGeftm;opfrsm;tjzpf zefwD;xm; &efvdkygonf/ [dw k ,f0efxrf;\ A[kow k ESiyfh nm&nfjrihrf m;rIonf [dw k ,f0efaqmifrt I m;rsm;pGm taxmuftuljyKonf/ xl;cRex f ufjrufaom 0efxrf;rsm;jzihf zGUJ pnf;xm;aom[dw k ,fonf ESmwpfzsm;tNrJomonf/ Market yd0k ifqefUonf/ csD;ajr§mufjcif;wGifxdkodkUoifwef;ESihf A[kokwrsm;jzefUa0ay;jcif;rSm ta&;ygonf/ vkyfief; pGrf;aqmif&nfudk wdk;wufaponf/ {nfhonf0efaqmifrIaumif;rGefa&;udk taxmuftuljyKonf/ [dkw,fwGif; jynfwGif;omru jynfywGifyg [dkw,fynmoifMum;a&;udk pDpOfoifhonf/ txl;ojzihf [dkw,fvkyfief;qdkif&m avhvma&;rsm; jyKEdkifatmif pDpOfyguydkrdkaumif;rGefayonf/ tcsKyfqkd&ygvQif vljzihf0efaqmifrIay;aom þ0efaqmifrIBuD;ü vlrsm;t&nftaoG;rDa&;? vlvlcsif;pnf;vHk;nDnGwfa&;? vlrSvltcsif;csif; 0efaqmifrIay;&mwGif EdkifiHwum tqihfrDa&;rSm [dkw,ftkyfcsKyfpDrHrIynm&yfrsm;\ ta&;BuD;aomtydkif;wpfydkif;[k rSwfxifrdygaMumif; a&;om;wifjytyfygonf/ / OD;oufEdkif0if; taxGaxGrefae*sm Mount Pleasant Resort Hotel


$

A1

Learning Technologies Group KNOWLEDGE

International Prospectus E-book

tydkif; ( 1 )

55


$

A1

Learning Technologies Group KNOWLEDGE

56


$

A1

Learning Technologies Group KNOWLEDGE

57


$

A1

Learning Technologies Group KNOWLEDGE

58


$

A1

Learning Technologies Group KNOWLEDGE

59


$

A1

Learning Technologies Group KNOWLEDGE

60


$

A1

Learning Technologies Group KNOWLEDGE

61


$

A1

Learning Technologies Group KNOWLEDGE

62


$

A1

Learning Technologies Group KNOWLEDGE

63


$

A1

Learning Technologies Group KNOWLEDGE

64


$

A1

Learning Technologies Group KNOWLEDGE

65


$

A1

Learning Technologies Group KNOWLEDGE

66


$

A1

Learning Technologies Group KNOWLEDGE

67


$

A1

Learning Technologies Group KNOWLEDGE

68


$

A1

Learning Technologies Group KNOWLEDGE

69


$

A1

Learning Technologies Group KNOWLEDGE

70


$

A1

Learning Technologies Group KNOWLEDGE

71


$

A1

Learning Technologies Group KNOWLEDGE

72


$

A1

Learning Technologies Group KNOWLEDGE

73


$

A1

Learning Technologies Group KNOWLEDGE

74


$

A1

Learning Technologies Group KNOWLEDGE

75


$

A1

Learning Technologies Group KNOWLEDGE

76


$

A1

Learning Technologies Group KNOWLEDGE

77


$

A1

Learning Technologies Group KNOWLEDGE

78


$

A1

Learning Technologies Group KNOWLEDGE

79


$

A1

Learning Technologies Group KNOWLEDGE

80


$

A1

Learning Technologies Group KNOWLEDGE

81


$

A1

Learning Technologies Group KNOWLEDGE

82


$

A1

Learning Technologies Group KNOWLEDGE

83


$

A1

Learning Technologies Group KNOWLEDGE

Next issue wGifqufvufzwf½Iyg&ef

84


MHR oifwef;ausmif;

85

1/ aemufcHordkif;tusOf;csKyf onf 1998 ckESpf? Edk0ifbmvwGif? jrefrmEdkifiH&if;ESD;jr§KyfESHrI aumfr½Si½f ;kH ü pDrcH efUcGt J BuHay;vkyif ef;? vkyif ef;uRrf;usifoifwef;rsm;ay;jcif;ESihf Ekid if w H umtqifyh nmay; a&;vkyfief;rsm; t"duxm;vkyfudkifrnfh trsm;ESifhroufqdkifaomukrÜPDtjzpf rSwfyHkwifzGJUpnf;wnfaxmif cJhygonf/ zGJUpnf;wnfaxmif&jcif;&nf½G,fcsufrSm (1) jrefrmwdkif;&if;om;vli,fvl½G,frsm; EdkifiHwumtod trSwjf yK acwfrpD ;D yGm;a&;pDrcH efUcGrJ I ynm&yfrsdK;pHu k jkd ynfwiG ;f rSmyif ukeu f sp&dwo f ufompGmjzifh oif,El idk af p &ef? (2) EdkifiHawmf\ vlUpGrf;tm;t&if;tjrpf zGHUjzdK;a&;vkyfief;rsm;wGif tkwfwpfcsyfoJwpfyGifhtjzpfyg0if ap&ef? (3) jrefrmwdik ;f &if;om;vli,fv½l , G rf sm; tvkyt f udik &f &SEd ikd pf rG ;f ( Employability ) ydrk jkd rifrh m;vmap&ef/ 1998 ckESpfrS 2001 ckESpf? Edk0ifbmvtxd tcef;(202)? tdkvHypfwm0g? Adkvfatmifausmfvrf;wGif (MHR) oifwef;ausmif;udk pwifzGifhvSpfcJhjyD;? 2001ckESpf 'DZifbmvrSpí ,aeUxdwdkifatmif tcef;(905)? 9vTm? oHaps;uGef'dk? vrf;rawmfwGif ajymif;a&TUzGifhvSpfxm;ygonf/ taxGaxGtkyfcsKyfa&;qdkif&mrI0g'rsm;? aps;uGuf&SmazGrIqdkif&mrI0g'rsm;ESifh 0ifaiG? toHk;p&dwfqdkif&m rI0g'rsm;udk MHR Co.,Ltd \'g½dkufwmtzGJUrS wm0ef,lqHk;jzwfjyD;? oifBum;a&;qdkif&mrl0g'rsm;udk principal Academic Advisor rsm;tm;wdkifyifum oifwef;ausmif;tkyfrS wm0efcHaqmif½Gufvkyfudkifygonf/ taxGaxG ½Hk;vkyfief;ESifhoifBum;rI taxmuftuljyKvkyfief;rsm;udk Centre Manager, Assistant Centre Manager, Training Coordinator, Course Counselor cum Receptionist wdkUrS 0efaqmiffrIay;BujyD; oifBum;a&; qdkif&mudpörsm;udk tcsdefjynfhESifhtcsdefykdif;uxdursm;? Course Manager rsm;? Study Guide rsm;u wm0ef,l oifMum;ay;ygonf/ Myanmar Human Resources (MHR)


2/

MHR rSaqmif½Gufaeonfh vkyfief;rsm;ESifhoifMum;ydkUcsonfhoifwef;rsm;

86 (1) UK EdkifiH]vef'efjrdKU}tajcpdkuf The Association of Business Execuk ½f u kd pf pfaq;csD;jr§iahf om Edik if w H umtodrw S jf yKpD;yGm;a&;pDrcH efUcGrJ yI nm 'Dyvdrk m(5)rsdK;udk tives tzGUJ MuD;rS wdu jrefrmEdkifiHqdkif&m yxrOD;qHk;aom todrSwfjyKausmif;cGJtjzpf 1998ckESpfrSpwifoifMum;ydkUcsjcif;? (2) 0efxrf;tqifhrsdK;pHktwGuf vkyfief;cGifuRrf;usifrIqdkif&m pD;yGm;a&;ynm&ufwdkoifwef;rsm; ( Public Training Courses )ydkUcsjcif;? (3) 0efxrf;tqifhrsdK;pHktwGuf vkyfief;cGifodkUvdkufvHoifMum;onfh pDrHcefUcGJrI ynm oifwef;rsm;( Corporate Training Courses ) ydkUcsjcif;ESifh pDrHcefUcGJrItMuHay;vkyfief;rsm; ( Management Consultancy ) udk vkyfudkifvsuf½Sdygonf/ MHR oifwef;ausmif;wGif

3/

ABE ( UK ) \ EdkifiHwumtodrSwfjyK 'Dyvdkrmrsm;qdkif&m tcsuftvufrsm;

(u) oifMum;rI? ppfaq;rIESifhpmar;yGJrsm; oif½dk;nTef;wrf;rsm; ( Syllabus )? enf;jyq&mvufpGJrsm; ( Lecture Guide )ESifh oifwef;om;oHk; zwfpmtkyfrsm; ( Study Manual ) udk ABE, UK tzGJUMuD;\ pmppfrI;csKyfrsm; OD;aqmifaomtzGJUrS EdkifiHwum tqifh jyKpka&;qGJjyD; pmar;yGJppfaq;jyD; 'DyvkdrmatmifvufrSwfrsm;\ t&nftaoG;udk xdef;csKyf xm;ygonf/ ZGefvESifh 'DZifbmvrsm;wGif wpfESpfvQifpmar;yGJ ESpfMudrf½Sdygonf/ pmar;yGJar;cGef;rsm; vufcHxdef;odrf;jcif;? pmar;yGJcef; MuD;Muyfjcif;ESifh tajzvTmrsm;jyefvnfay;ydkUjcif; vkyfief;wdkUudk British Council Examination Services Unit rS wif ; Muyf a ompnf ; rsOf ; pnf ; urf ; vk y f x H k ; vk y f e nf ; rsm;jzif h wm0ef,laqmif½Guf ay;vsuf½Sdygonf/

(c) oifwef;tqifhtvdkuf 0ifcGifhowfrSwfcsufrsm; touf(16)ESpjf ynfjh yD; wuúov kd 0f ifwef;atmifjrifjyD;olrsm;twGuf Certificate Level, touf(18)ESpf jynfhjyD; wuúodkvf'kwd,ESpf^vkyfouf(2)ESpf½SdjyD;olrsm;twGuf Diploma Level I, vkyfoufvHk;0r½Sdaom 0dZÆm^odyÜHbGJU&rsm;ESifh 2010ckESpfbGJU&rsm;twGuf Diploma Level II, vkyfouf½Sdaom 0dZÆm^odyÜHbGJU&rsm;ESifh pD;yGm;a&;wuúodkvf bGJU&rsm;twGuf Advanced Diploma, Manager / Executive / Officer vkyfouf(6)ESpfausmf aom bGJU&rsm;twGuf Postgraduate Diploma, vkyfouf? &mxl;tqifhESifh bGJUtrsdK;tpm;ay:rlwnfí pmar;yGJuif;vGwfcGifh ( exemption ) &½Sdygonf/ Business Management bmomwGJrSvGJí tjcm;txl;jyK bmomwGJrsm;wGif pmar;yGJuif;vGwfcGifhtwGuf oufqdkif&mvkyfief;e,fy,fESifh oufqdkifaom&mxl;qdkif&m vkyfouf½Sd&ef vdktyfygonf/


(*) ABE atmifvufrSwfrsm;\ t&nftaoG;ESifh &½SdrnfhtusdK;aus;Zl;rsm;

ynma&;0efMuD;Xme Ofqual tzGJU\ ppfaq;twnfjyKcsuft& 87 National Qualification Framework ( NQF ) Level 3 tqifh&½Sdojzifh Certificate Level atmifjrifolrsm;onf GCE / IGCSE / Pre-Uni / Foundation ponfwdkUwufa&muf&efrvdkbJ urÇmausmfwuúodkvfMuD;rsm;\ yxrESpf odkUwdkuf½dkufwufa&mufcGifh &½Sdygonf/ Advanced Diploma onf NQF Level 6 ( Pass Degree Standard ) tqifh&½Sdojzifh bGJY&xm;&efrvdkbJ urÇmausmfwuúodkvfMuD;rsm;\ MBA odkU wdkuf½dkufwufa&mufcGifh&½Sdygonf/ Postgraduate Diploma onf NQF Level 7 ( Master Degree Standard ) tqifh&½Sdojzifh EdkifiHwum urÇmausmfwuúodkvfMuD;rsm;\ MBA 'kwd,ESpfodkU ( 90 Credit Points Transfer ) jzifh wufa&mufcGifh &½dSygonf/ Certificate Level onf UK EdkifiH

(C) ABE ( UK ) odkUay;oGif;&rnfh ausmif;om;rSwfyHkwifaMu;ESifh pmar;yGJaMu;rsm Mu;rsm; Certificate Level twGuf ausmif;om;rSwfyHkwifaMu; (25)aygif? pmar;yGJaMu; (1)bmom (20)aygif? Diploma Level I twGuf

ausmif;om;rSwfyHkwifaMu; (50)aygif? pmar;yGJaMu; (1)bmom (28)aygif? FM Diploma Level I twGuf ausmif;om;rSwfyHkwifaMu; (60)aygif? pmar;yGJaMu; (1)bmom (28)aygif? Advance Diploma Level twGuf ausmif;om;rSwy f w kH ifaMu; (150)aygif? pmar;yGaJ Mu; (1)bmom (38)aygif? Postgraduate Diploma twGuf ausmif;om;rSwy f w kH ifaMu; (250)aygif? pmar;yGaJ Mu; (1)bmom (100)aygif/

(i)

MHR

\ atmifjrifrIrsm;

a'gufwmat;at;rm? rpef;aomfwmodu k (f tqdak wmf Moav;)? ud&k v J if;xGe;f ? udw k ef*ifatmif[ed ;f ? rjrwfrGefaZmf? a'gufwm&Jolatmif? raroef;? udkatmifjzdK;ausmf? rarjrwfjzLpif? rxufxufatmif? a'gufwmoufxGef;atmif?rqifhqifhatmif? udkvif;odkufnGefU(jrefrmhajr)? ruvsmpdk;? rat;ausmhrGef wdkUudk EdkifiHaygif; (100)ausmfrS ajzqdkolaygif; (6)aomif;ausmf½Sdonfh ABE ( UK ) rS wdkuf½dkufppfaq;aom EdkifiHwumtqifhpmar;yGJrsm;wGif urÇmhtrSwftrsm;qHk;qk½Sifrsm; ( World First - Top Paper Prize Winners ) tjzpf *kPf,latmifjrifpGm arG;xkwfEdkifcJhygonf/


88

ABE ( UK ) rS MHR \

oifwef;ausmif;tkyfq&m OD;at;ausmfudk jrefrmEdkifiHtwGuf wpfOD;wnf;aom Honorary Fellow tjzpfvnf;aumif;? q&mMuD;OD;ode;f atmifEi S hf *kPx f ;l aqmifygarmu© q&mrMuD;a':vSjrifh wdkUudk Fellow rsm;tjzpfvnf;aumif; *kPfjyKowfrSwfay;jcif;&½SdcJhygonf/ 2010ckESpf? pufwifbmv (14)&ufaeUwGif ABE ( UK ) rS MHR oifwef;ausmif;udk urÇmhtrSwf trsm;qHk;qk½Sif (15)OD; arG;xkwfEdkifcJhojzifh jrefrmEdkifiH\ ABE oifMum;rItaumif;qHk;oifwef;ausmif; tjzpf csD;jr§ifhaomqkudk &½SdcJhygonf/

4/

Business Management Diploma qdkif&m tcsuftvufrsm;

(u)

Certificate Level ( CBM )

þtqifhonf tajccHtusqHk;aom yxrtqifhjzpfygonf/ oifwef;umvrSm(6)vMumjrifhrnf jzpfjyD; ( Introduction to Business, Introduction to Business Communication, Introduction to Quantitative Methods, Introduction to Accounting ) ponfh bmom&yf(4)ck oif,l&ygrnf/ (c)

Diploma Part I ( DBM I )

þtqifhonf 'kwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Organisational Behavior, Financial Acconting, Economic Principles and their Application to Business, Quantitative Methods for Business and Management ) ponfh bmom&yf(4)ckoif,l&ygrnf/

(*)

Diploma Part II ( DBM II )

þtqifhonf wwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Marketing


89

Policy, Planning and Communication, Management In Action, System Analysis and Design, Managerial Accounting , Human Resource Management ) ponfh bmom&yf(5)ckudk oif,l&ygrnf/

(C)

Advanced Diploma ( ADBM )

þtqifhonf pwkx¬tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD;

( Corporate Strategy and Planning, Organisations International Business Case Study, Strategic Marketing Management, Strategic Human Resource Management for Business Organisation ) ponfh bmom&yf(5)ck oif,l&ygrnf/

(i)

Postgraduate Diploma ( PGDBM )

þtqifhonf tjrifhqHk;aom yOörtqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Strategic Business Management and Planning, Organisational Resource Management, Leadership and Change Management , Management of Financial Resources and Performance Corporate Management in Action ( Integrative Case Study Assessment ) ponfh bmom&yf(5)ck oif,l&ygrnf/

5/ (u)

Travel, Tourism & Hospitality Management Diploma qdkif&m

tcsuftvufrsm;

Certificate Level ( CTTH )

þtqifhonf tajccHtusqHk;aom yxrtqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnf jzpfjyD;

( Introduction to Business, Introduction to Business Communication, Introduction to Travel, Tourism &

Hospitality, Introduction to Accounting ) ponfh

(c)

bmom&yf(4)ckudk oif,l&ygrnf/

Diploma Part I ( DTTH I )

þtqifhonf 'kwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Organisational Behavior, Travel, Tourism & Hospitality, Economic Principles and their Application to Business, Financial Accounting ) ponfh bmom&yf(4)ckudk oif,l&ygrnf/

(*)

Diploma Part II ( DTTH II )

þtqifhonf wwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Marketing Policy, Planning and Communication, Travel, Tourism & Hospitality Operations Management, Customer Service Skills, Managerial Accounting, Human Resource Management ) ponfhbmom&yf(5)ckudk oif,l&ygrnf/

(C)

Advanced Diploma ( ADTTH )

þtqifhonf tjrifhqHk;tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Strategic Hospitality Management, Strategic Marketing Management, International Travel, Tourism and Hospitality, Managing in Organisations, Sustainable Tourism Planning and Development ) ponfh bmom&yf(5)ckudk

oif,l&ygrnf/


6/

Human Resource Management Diploma qdkif&m tcsuftvufrsm;

(u)

Certificate Level ( CHRM )

90

þtqifhonf tajccHtusqHk;aom yxrtqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnf jzpfjyD;

( Introduction to business, Introduction to Business Communication, Managing People, Personel Ad-

ministration ) ponfh

(c)

bmom&yf(4)ckudk oif,l&ygrnf/

Diploma Part I ( DHRM I )

þtqifhonf 'kwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Organisational Behavior, Economic Principles and their Application to Business, Human Resource Development, Human Resource Management ) ponfh bmom&yf(4)ckudk oif,l&ygrnf/

(*)

Diploma Part II ( DHRM II )

þtqifhonf wwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD;

( Employment Relations, Human Resource Management In Action, People planning and Resourcing, Personal Information Systems, Quantitative Methods for Business and Management ) ponf h bmom&yf ( 5)ck u d k

oif,l&ygrnf/ (C) Advance Diploma ( ADHRM ) þtqifhonf tjrifhqHk;tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD;

( Corporate Strategy and Planning, Performance Management and Reward, Strategic Human Resource Management for Business Organisation, Marketing in Organisations, Managing Organisational Change and Development )

ponfh bmom&yf(5)ckudk oif,l&ygrnf/

7/

Marketing Management Diploma qdkif&m tcsuftvufrsm;

(u)

Certificate Level ( CMM )

þtqifhonf tajccHtusqHk;aom yxrtqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnf jzpfjyD; ( Introduction to Business, Introduction to Business Communication, Introduction to Quantitative Methods, Introduction to Marketing ) ponfh bmom&yf(4)ckudk oif,l&ygrnf/ (c)

Diploma Part I ( DMM I )

þtqifhonf 'kwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Organisational Behavior, Economic Principles and their Application to Business, Quantitative Methods for Business and Management,Principles of Marketing ) ponfhbmom&yf (4)ckudkoif,l&ygrnf/

(*)

Diploma Part II ( DMM II )

þtqifhonf wwd,tqihfjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD;

( Marketing Policy, Planning and Communication, Marketing Information Systems, Marketing in Action, Human Resource Management, System Analysis and Design ) ponfhbmom&yf (5)ckudkoif,l&ygrnf/


(C)

Advanced Diploma ( ADMM )

91

þtqifhonf tjrifhqHk;tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Corporate Strategy and Planning, Strategic Marketing Management, International Marketing Strategy, Contemporary Issues in Marketing, Integrated Marketing Communications ) ponfh bmom&yf(5)ckudk oif,l&ygrnf/

8/

Financial Management Diploma qdkif&mtcsuftvufrsm;

(u)

Certificate Level ( CFM )

þtqifhonf tajccHtusqHk;aom yxrtqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnf jzpfjyD; ( Introduction to Business , Introduction to Financial Accounting, Introduction to Costs and Management Accounting ) ponfh bmom&yf(4)ckudk oif,l&ygrnf/ (c)

Diploma Part I ( DFM I )

þtqifhonf 'kwd,tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD; ( Financial Accounting, Managerial Accounting, Organisation Behavior, The Business Environment ) ponfh bmom&yf(4)ck udk oif,l&ygrnf/ (*)

Diploma Part II ( DFM II )

þtqifhonf wwd,tqifhjzpfygonf/ oifwef;umvrSm (6)v MumjrifhrnfjzpfjyD;

( Systems Management and Internal Financial Controls, Financial and Business Planning in a Global Context, Financail Mangement, Human Resource Management ) ponfh bmom&yf(5)ckudk oif,l&ygrnf/


(C)

Advanced Diploma ( ADFM )

Ăžtqifhonf tjrifhqHk;tqifhjzpfygonf/ oifwef;umvrSm (6)vMumjrifhrnfjzpfjyD;

92

( Corporate Strategy and Planning, International Business Finance, Strategic Human Resource Management for Business Organisation, Global Business Operations, International Financial Management ) ponf h

bmom&yf(5)ckudk oif,l&ygrnf/


$

A1

Learning Technologies Group KNOWLEDGE

CREATIVE ADVERTISEMENTS

93


$

A1

Learning Technologies Group KNOWLEDGE

94


$

A1

Learning Technologies Group KNOWLEDGE

95

Bill Gates (bDvf*dwf(pf)) William Henry Gates III [KBE]

tar&duefvlrsdK; BoZmwduúrBuD;rm;aom? pD;yGm;a&; vk y f i ef ; &S i f o l a X;BuD ; ? 0D v sH [ if e &D * d w f u d k 1955 ck E S p f ? atmufwb kd mv 28 &ufwiG af rG;onf/ ]bDv*f w d }f [kom vlord sm; aom olonf? vlom;tusKd ;jyK y&[dwvkyif ef;? toif;tzGUJ rsm;ESihf EGr;f yg;aomolrsm;twGuf &ufa&mpGmaxmufyv hH LS 'gef;olvjJ zpf\/ Gates rSm aygvft,fvif [Paul Allen] ESit hf wl wnfaxmifcahJ om rdu k cf &dak qmh(zf) ukrP Ü D [ Microsoft Software Co.ltd] \OuúXvJjzpf pma&;q&mvnf;jzpfjyD; wpfOD;xJa&m ? yl;wGJa&;ygpmtkyfrsm; a&;om;cJo h nf/ Bill Gates rSm urÇmt h csrf;omqH;k yk*Kd¾ vfrsm;pm&if;xJwiG f

tpOfwpdkufazmfjycH&jyD;? 1995ckESpfrS 2009ckESpftxd (2008ryg) urÇmt h csr;f omqH;k jzpfco hJ nf/ Microsoft wGiv f yk cf phJ Ofu CEO [ Chief Executive Officer] ukrP Ü \ D tBuD;tuJEiS hf software ynm&Sicf sKyw f m0efrsm;udk xrf;aqmifc\ hJ / vuf&v dS J stock tpkp\ k 8 &mcdik Ef eI ;f txufyikd q f ikd o f nf/ wpfO;D csif;ydik q f ikd rf I trsm;qH;k tpk&iS jf zpf\/ Bill Gates rSm uGeyf sLwmjzpfay: wd;k wufajymif;vJrw I iG f OD;aqmifO;D &Guv f rf;azmufcahJ om xif&mS ;onfyh *k Kd¾ vfrsm;teuf wpfOD;tygt0ifjzpf\/ olUudkvlawmfawmfrsm;rsm;u ESpfoufav;pm;Buaomfvnf;? twGif;odrsm;url? ,SOjf ydKiv f mvQif qwfqwfxrd cHaom? udpw ö csKd UrSm w&m;½H;k odUk a&mufonftxdjzpf&aom ol\pD;yGm;a&;qdik &f m t,ltqESihf vkyif ef;vkyyf u kH ikd yf rkH sm;udk oabmrusBuay/ aemufyikd ;f wGif Gates rSm y&[dwvkyif ef;rsm;udk ydí k wpdu k rf wfrwf vkyu f ikd v f mcJo h nf/ 2000ckESpfwGif Bill & Melinda Gates Foundation udkxlaxmifí olydkifaiGaBu;ajrmufrsm;pGmudk ZeD;jzpfoEl iS t hf wl y&[dwvkyif ef;tzGUJ tpnf;rsm;? odyq HÜ ikd &f mokawoevkyif ef;rsm;udk vSL'gef;cJo h nf/2010I x f u G jf yD; software ynm&Sicf sKyf [ Chief Software Architect ] ckEpS Zf efe0g&DvwGif ukrP Ü \ D (CEO) tjzpfrES w tjzpfqufvufvkyfudkif\/ 2006-ckESpfZGefvwGif y&[dwvkyfief;rsm;rSm ydkítcsdefay;vkyfudkifEdkif&ef h nf/ ol\wm0efrsm;udk ]a&;atmhZ}D [Rayozzie] ESihf ]ca&(*sf)ref'}D [Craig Mundi] wdUk tm;vTaJ jymif;ay;cJo Microsoft wGif Gates aemufq;kH vkyu f ikd cf ahJ om &ufprJG sm;rSm (27 ZGev f 2008) jzpf\/


$

A1

Learning Technologies Group KNOWLEDGE

96

Gates udk

tar&duefjynfaxmifpk taemufajrmufyikd ;f uae'gEkid if eH ,fpyfEiS hf xdpyfaeaom 0g&Siw f efjynfe,f qDtufw(J vf) [Seattle] NrdKUwGif t*Fvyd ?f *smref? paumh-tdik ;f &pf [scotch-Irish] aoG;rsm; a&maESmaeaom rdbrsm;rSarG;zGm;cJo h nf/ zcif William H-Gates rSmxif&mS ;aom a&SUaewpfO;D jzpfí? rdcifar&Druf0v J *f w d f [Mary Max well Gates] rSm first Interstate bank system ESihf The United Way \ 'g½du k w f mtzGU0J ifjzpf\/ tzd;k jzpfol J.W Maxwell rSmvJ trsKd ;om;bPfwpfc\ k OuúXjzpf\/ Gates wGif tr ]c&pfpwD} [Kristi] ESifh nDri,f]vpfbD} [libby] wdkU&Sd\/ Gates \ tjcm;emrnfwpfcrk mS ]xa&;}[Trey] jzpf\/ rdbrsm;rSm Gates udOk ya'vdik ;f odUk vdu k af p&efpw d u f ;l &Scd BhJ u\/ Gates 13ESpw f iG f ]vdyq f u kd }f [Lakeside] ausmif;odUk wufa&mufco hJ nf/ 7wef; od k U a&muf a omtcg? ausmif ; \rd c if r sm;toif ; u ausmif;aps;a&mif;yGJrS &aomaiGrsm;jzifh [ASR-33 teletype] [Genernal Electric] uGefysLwmwpfvHk;udk ausmif;om;rsm; twGu0f ,fay;cJo h nf/ þonfrmS yif Gates \uGeyf sLwmc&D;tp[k ajymí&avmufonf/ GE pepf\ Basic Programming udk Gates tvGefpdwf0ifpm;cJhonf/ olwufaeaom ocsFmwef;rsm;udkjypfí pdwf0ifpm;&maemufodkU vdkufavawmh\/ xdkpufay:rSmyif ol\yxrqHk;uGefysLwmy½dk*&rfudk a&;om;xnfhoGif;cJhonf/ oknESiBhf uufajccwfrsm;udk wvSnphf x D nfí h uGejf yLwmESiv hf , l OS jf ydKiu f pm;&aom tic-tac-toe upm;enf;jzpf\/ ,if;uGeyf sLwmrSma[mif;EGr;f í oif,pl &mrsm;ukecf rf;oGm;aomtcg computer center Corporation ydkif PDP-10 uGey f sLwmbufoUkd vSnBhf ujyef\/ CCC onf lakeside ausmif;om; ]*dw}f [ Gates ], ]aygvft,fvef} [ Paul Allen ], ]&pf(cf)a0vif;} [Ric Weiland] ESihf ]uJeUf tufAif} [Kent Evans] wdUk 4OD;udk waEGv;kH uGey f sLwmroH;k & wm;jrpfxm;avonf/ f nfukd rdomG ;aomaBumifjh zpf\/ taBumif;rSm tcsed yf b kd uftm;oH;k í&zdUk uGeyf sLwm\ System udk jyif&efvyk o wm;jrpfcsdefvGefaomtcg ausmif;om;rsm;u CCC &Sd software rsm;\csdKU,Gif;csufrsm;udk 0kdif;½Smay;&ef urf;vSr;f &m CCC rS vu©HíuGefysLwmoHk;cGifhudk jyefcGifhjyK\/


$

A1

Learning Technologies Group KNOWLEDGE

97

,if;aemufwpfEpS w f iG f Imformation Sciences , Inc rS ,if; Lakeside ausmif;om;(4)a,muftm; COBOL jzifh Program wpfcq k aJG y;&efimS ;&rf;avonf/ ,if;twGuf uGeyf sLwmoH;k cGiEhf iS hf &mcdik Ef eI ;f aBu;rsm; &&SBd uav\/ Gate \ Programming a&;Ekid af omtpGr;f tpudk ausmif;rSvBl uD;rsm; wpfpwpfpodvmaomf Gates rSm twef;rsm;xJ½aSd usmif;om;rsm;udk cefUcGaJ om Progamme wpfcu k akd &;&av\/ aemifwiG f Gates u“atmifjrifjcif;qdkwmudk jywfjywfom;om;awGUae&awmh? uRefawmhfrSm'Dpufuae cGJcGmoGm;zdkUqdkwm h / awmfawmfcufcJwJhudpö jzpfcJhw,f” [kjyefajymif;ajymcJ\ 17ESpo f m;wGif Intel 8008 Processor udk tajccHí Traf-o-Data [kac:aom Project wpfck udk Allen ESifhwGJívkyfonf/ 1973 wGif Lakeside ausmif;rS Gates atmifjrifco hJ nfh t&nftcsif;ppfpmar;yGJ SAT [standard Assessment Task] trSwf 1600 teuf 1590 &í [m;Awf [Harvard] aumvdyo f Ukd ,if;ESpaf qmif;OD;aygufwiG f Gates a&mufvmonf/ Gates \tcse dt f rsm;pkrmS ausmif;uGeyf sLwmrsm;wGio f m ukeq f ;kH avonf/ Allen ESiu hf m; tquftoG,rf jywfay/ 1975wGif MITS ukrP Ü u D Altair f u kd af vonf/ ,if;udk Gates 8800 udk Intel 8800 CPU wGif tajccHíxkwv ESifhAllen wdkUu udk,fydkif software ukrÜPDwpfck wnfaxmif&efom hf aomtcg tcGit hf vrf;wpfct k jzpfjrifav\/ Gates rS rdbrsm;tm;zGi[ 4if;wdUk uvnf; 0dik ;f 0ef;axmufyahH y;Buav\/ Gates

BASIC

1975 Zefe0g&Dvxkwf Popular Electronics pmapmifyg Altair 8800 udzk wfjyD;aom Gates u ,if;udkzefwD;ol MITS [Micro Instrumentation and Telemetry System] ukrÜPDudkqufoG,fí ,if;ESifh k af v\/ wu,fawmh 4if;wdUk wGif Altair vJr½Sd? bm udu k n f o D nfh programme udak &;om;aeaBumif;ajymvdu coade rSvnf;ra&;&ao;ay? MITS \pdwf0ifpm;rIudk prf;oyfvdkufjcif;omjzpfav\/ MITS OuúX kd o f nf/ owif;ygwftenf;i,ftwGi;f rSmyif tufa&mbwf [Ed Roberts] uolwUkd ESiahf wGU&ef oabmwlvu rnfonfu h eG yf sLwmESirhf qdk oH;k Edik af om [Altair emulator] software] udak &;om;jyD;pD;í uGeyf sLwm\ System udkajymif;vJay;Edkifonf/ BASIC programme udkyg atmifjrifpGmwnfaqmufEdkifcJhonf/ ,if;udk hJ / ]tJvb f mumcfu}D [Alburquerque] ½Sd MITS \ ½H;k cef;rSmatmifjrifpmG prf;oyfjyoEdik cf \


$

A1

Learning Technologies Group KNOWLEDGE

,if;aemuf Altair BASIC taeESifh jzefUcsdcGifhudk MITS ESihf oabmwlnrD &I cJjh yD;? Allen udk wpfcgxJtvkycf efUvdu k af v\/ Gates rSm Harvard rScGifh,lum ]tJvfbmug('f)uD} ½Sd MITS ü wGí J vkyaf vonf/ 1975 Ed0k ifbmvwGif olwUkd \yxrqH;k ‘Micro-soft’ ½H;k cef;udk ]tJvb f mug('f)uD} wGizf iG v hf pS cf o hJ nf/

98 u Allan ESifh

MITS

wpfEpS t f wGi;f rSmyif tv,frS (-) udNk zKwfí? 26Ek0d ifbm-1976wGif “ Microsoft '' trnfukd e,l;ruúqu D kd jynfe,f [NewMexico] wGif rSwfyHkwifonf/ Gates rSm [m;AwfoUkd b,faomtcgrS jyefra&mufawmh acs/ Microsoft \ BASIC udk uGefysLwm0goem&Sifrsm; BudKufESpfouf Buonf / ok d U aomf aps;uG u f w G i f ; ra&muf r D S r S m yif tBuD;tus,faumfyrD sm;yGm;í jzefUa0jcif;cH&av\/ 1976 azz0g&DvwGif Gates u MITS owif;pmapmifrS wqifh 0goem&Sirf sm;odUk tdwzf iG ahf y;pmwGi?f ,if; Software twGuf aiGaBu;r&½Syd guMITS rS t&nftaoG; jrifah om Software udq k ufvufxw k af 0jzefUcsdEikd rf mS r[kwaf Bumif;ajymBum;cJo h nf/ ,if;pmukd 0goem&Sif trsm;pku oabmrusMuay/ Gates url Software a&;om;oltaejzifh aiGaBu;&&rnf[ktcdkiftrm JG u G í f uGeyf sLwm System trsdK;rsdK;twGuf Program ,HBk unfxm;onf/ 1976ckEpS u f ek cf geD;wGif MITS rScx S f Zefe0g&Dv 1&ufaeUwGif ukrP Ü u D kd ming Language Software rsm;udk qufvufa&;om;cJah vonf/ 1979ckEp 0g½Sifwef&Sd ]b,fvfbl;} [Bellevue] odUk ajymif;vJa&TUcJah vonf/


$

A1

Learning Technologies Group KNOWLEDGE

IBM

99

ESifh yl;aygif;rdjcif; 1980 wGif IBM rS Microsoft odUk csOf;uyfí?

ol\vmrnfh Personal Computer, IBM PC twGuf BASIC Programme udak &;om;apcJo h nf/ xdt k wGi;f IBM \ ud, k pf m;vS,rf S Operating System wpfcv k t kd yf k w k v f yk o f nf/ DRI [Digital aBumif;ajym&m ? Gates u4if;udk vltoH;k rsm;aom CP/M operating System udx Research] ESihf qufo, G af y;vdu k o f nf/ IBM ESihf DRI rSmaqG;aEG;aomfvnf; oabmwlnrD I wpfpw kH pf&mr&cJah y/ xdt k aBumif;udk IBM ud, k pf m;vS,f *sufqrJ f [Jack Sams] u Gates ESiahf wGUaomtcgajymav\/ owif;ywf f yk af om twefi,fBumaomtcg? ]wifyufwmqif} [Tim Paterson] \ SCP [seattle (compter Products ] rS xkwv 86-DOS (QDOS) udo k ;kH &ef ]*suq f rJ }f tm; Gates rStqdjk yKav\/ ,if; system rSm DRI \ CPIM ESiw hf al vonf/ Microsoft rSm SCP ESihf

tay;,ljzpfí SCP \oD;oefUud, k pf m;vS,jf zpfvmjyD;? aemiftcg 86k ;kH 0ydik q f ikd cf iG &hf av\/ ,if; operating system udk personal computer rsm;ESio hf ;kH íjzpf&ef jyefvnf DOS udv f aJ y;aiG a':vm 50,000 ESiahf y;vdu k o f nf/ jyKjyifrrG ;f rHjyD; PC-DOS tjzpf Microsoft rS IBM odUk wpfBudrx Gates taeESihf rlyi kd cf iG hf [copyright] udv k aJT jymif;ay;vdu k &f efuu kd m; rurf;vSr;f cJah jc/ taBumif;rSm tjcm;hardware a&mif;csorl sm;rSIBM \ System udk aumfyyD mG ;Buvdrrhf nfukd wGurf jd yD;jzpfaomaBumifjh zpf\/ xifonft h wdik ;f vJ k yk if ef;e,fy,fü ta&;ygaomt"dua&SUaqmifae&modUk ydUk vdu k af v\/ jzpfcjhJ yD; MS-DOS onf Microsoft udv ZGefv25-1982 wGif ukrÜPDudk0g½SifwefüjyefvnfzGJUpnf;cJhjyD; Gates udk Microsoft \ OD;aqmiftBuD; tuJtjzpfa&m? bkwt f zGUJ \OuúXtjzpfyg wifajr§mufvu kd af v\//

Next issue

wGifqufvufzwf½Iyg&ef


$

Learning Technologies Group

Learning Technologies Group A1 KNOWLEDGE

Develop Your Leadership Skills

(tydkif; 1)

100


$

A1

Learning Technologies Group KNOWLEDGE

101


$

A1

Learning Technologies Group KNOWLEDGE

102


$

A1

Learning Technologies Group KNOWLEDGE

103


$

A1

Learning Technologies Group KNOWLEDGE

104


$

A1

Learning Technologies Group KNOWLEDGE

105


$

A1

Learning Technologies Group KNOWLEDGE

106


$

A1

Learning Technologies Group KNOWLEDGE

107


$

A1

Learning Technologies Group KNOWLEDGE

108


$

A1

Learning Technologies Group KNOWLEDGE

109


$

A1

Learning Technologies Group KNOWLEDGE

110


$

A1

Learning Technologies Group KNOWLEDGE

111


$

A1

Learning Technologies Group KNOWLEDGE

112


$

A1

Learning Technologies Group KNOWLEDGE

113


$

A1

Learning Technologies Group KNOWLEDGE

114


$

A1

Learning Technologies Group KNOWLEDGE

115


$

A1

Learning Technologies Group KNOWLEDGE

116


$

A1

Learning Technologies Group KNOWLEDGE

117


$

A1

Learning Technologies Group KNOWLEDGE

118


$

A1

Learning Technologies Group KNOWLEDGE

119


$

A1

Learning Technologies Group KNOWLEDGE

120


$

A1

Learning Technologies Group KNOWLEDGE

121


$

A1

Learning Technologies Group KNOWLEDGE

122


$

A1

Learning Technologies Group KNOWLEDGE

123


$

A1

Learning Technologies Group KNOWLEDGE

124


$

A1

Learning Technologies Group KNOWLEDGE

125


$

A1

Learning Technologies Group KNOWLEDGE

126


$

A1

Learning Technologies Group KNOWLEDGE

127


$

A1

Learning Technologies Group KNOWLEDGE

128


$

A1

Learning Technologies Group KNOWLEDGE

Next issue

wGifqufvufzwf½Iyg&ef

129


$

A1

Learning Technologies Group

130 KNOWLEDGE

rjynfYpHkMuaomfvnf; a'gufwmaeZifvwf 21th December , 2010

avmuwGif NyD;jynfYpakH omol[í l r½Sw d wfao;/ awmif;&rf;pm;aomufMuaomolrsm;rS or®wrsm; txdyg0ifonf/ Ak'¨u b0wpfckpwif&vmonfrSpí ‘'ku©[laomt&mudk &½SdvmMuonf[ka[mawmf rlcYJ onf/ 'kuo © nfyifrjynfYprkH w I pfc[ k k oG,0f u dk f t"dymÜ ,f ,laumufEkdifrnfjzpfonf/ edAÁmefr&rcsif; oHo&mvnf Mu&OD;rnf? b0aygif;rsm;pGmudk jzwfoef;Mu&OD;rnf? 'kur© sm;pGmudk cHMu&OD;rnf? rjynfYpakH omb0rsm;udk BudK;pm; jznfYqnf;Mu&OD;rnf jzpfonf/ b,fvb kd 0rsdK;udk b,fvkd todÓPfrsdK;ydkifqkdifí jzwfoef;Mu&OD;rnfudk rnfolrQ BudKwifrodEidk af cs/ (31) bHük vlYb0onfom trGejf rwfq;kH ESifh edAÁmefjyKEkdif&m[kqdkonf/

]]BudK;pm;aomf&\}} uH? ÓPf? 0D&, d onf ypfy,fí&aomt&mr[kw/f ]uH} onf b0aygif;rsm;pGmu jyKcJYaomukov kd ?f tukov kd w f Ykd \ tusdK;qufEiS Yf jzpfqb J 0? vkyq f aJ omtvkyw f Ykd \ tusdK;&v'fjzpfonf/ ÓPfonfvnf; þt,ltqESiYf ruif;? wpfb0wnf;uHjzifY xl;jcm;aomtodÓPfwYkdukd r&Ekid ?f rydik q f idk Ef ikd /f BudK;pm;rIuawmY vuf½b dS 0ESiYf ydí k oufqikd o f nf[k ,lqEkid o f nf/ BudK;pm;jcif;onf 0D&, d xm;jcif;jzpfonf/ wpfc½k o dS nfrmS BudK;pm;í c&D;aygufaomolrsm;½So d vdk BudK;pm;aomfvnf; vk&d mc&D;raygufaomolrsm; udv k nf;ywf0ef;usifü rsm;pGmawGYjrifEidk rf nfjzpfonf/ twdwu f w H Ykd EiS Yf vnf; wpfpyd w f pfyikd ;f oufqidk af om aMumifYjzpfonf/ xif½mS ;onfrmS BudK;pm;íxDx;kd aomfvnf; raygufMuolrsm;ESihf wpf&w H pfcgrSxx D ;kd olrsm; xDaygufjcif;udk owdxm;íavhvmvQif ]uH} \tusdK;ay;udk odompGmawGYEidk rf nf jzpfonf/ odYk aomfvnf; pmar;yGu J kd BudK;pm;usufrw S o f El iS Yf rBudK;pm;bJajzqdo k w l Ykd \ &v'frmS rwlEidk Mf ujyefacs/ xdYk aMumifY tcsdKYaom tvkyw f Ykd wiG f BudK;pm;rI\tzd;k tconf wpfpw kH pf&mwkeYf jyefru I akd y;aMumif; awGY&ygonf/


$

A1

Learning Technologies Group

131 KNOWLEDGE

]]pdwfaumif;xm;}} pdw\ f pGr;f tm;onf ½kypf rG ;f tm;xuf rsm;pGmydí k c&D;a&mufonf/ apwemESifY ,SOfaomtvkyfudk]uH} [k bk&m;ua[mcJYNyD;jzpfí apwemonfpw d af Mumifh jzpfvm&aom t&mjzpfonf/ rjynfph MkH uaomfvnf; pdwaf umif;xm;jcif;jzifh wpfpw kH pf&maom csr;f omjcif;udk &Ekid Mf uaomfvnf; pdwaf umif; wdYk EiS Yf a0;uGmygu ½ky0f w¬Kcsr;f omjcif;oufoufjzifY csr;f omrI h pm; pdwaf umif;xm;Ekid jf cif;aMumifh tusKd ;ay;wdYkrwlEikd Mf uacs/ udk &Ekid rf nfr[kwaf cs/ olawmif;pm;yif jzpfvifu ta<uwpfapY xnfYxnfY? rxnfYxnfY pdwaf umif;xm;Ekid af om olawmif;pm;u qkawmif;ay;\? arwåmydYk\/ xdkYaMumifh olUawmif;cGufwGif xnfh0ifaiGwcsdKUudk awGUEkdifrnfjzpfonf/ wcsdKUu aiGrxnfhvQif qkawmif;ray;wwfMu? rsuaf pmif;yif xk;d wwfMuao;onf/ olYawmif;cGuw f iG f enf;yg;aomtvSLaiGuo kd m awGY&rnfjzpfonf/ þjzpf&yfonf pdwaf umif;xm;jcif;aMumifh uGjJ ym;aomtusKd ;&½Syd u kH kd vlwikd ;f awGUEkid af om tajccHjrifuGif;jzpfygonf/ pdwfaumif;xm;jcif;qdkonfrSm rSefuefaomapwem jzpfonf/ rSefuefaom apwemonf tusKd ;ay;\/ ]ukov kd }f vnf;jzpfonf/ tiftm;vnf; BuD;rm;onf/ vG,v f , G f rawG;oifYaomt&mjzpfonf/ þaumif;aompdwfxm;? rSefuefaomapwemonf wpfcsdefcsdefwGif trSefwu,ftusdK;ay;wwfygonf/ D nfw h ek Yf jyefryI ifjzpfonf/ tcsdKU tusdK;ay;qdo k nfrmS acwfpum;ESiYf qv kd Qif Equal Reaction [laom wlno tusKd ;ay;wdYk rmS NyKvkyNf yD;rMumrD&½SEd ikd Mf uNyD; tcsKd UtusKd ;ay;wdYk rmS umvtweftoifMh umrS &½Sw d wfMuonf/ csufcsif;&aom tusdK;rsm;rSm rdrdjyKcJYonfESifYyrmPrsm;pGm ruGmjcm;aomfvnf; umvMumwGifrS&aom tusdK;ay;wdYk rmS wpfcgwpf&H ydí k BuD;rm;pGm&½Scd pH m;Edik Mf uygonf/

]]udk,fYb0udk,f auseyfEdkifzdkYvdkonf}} bmrSrBudK;pm;bJ xdik í f auseyfcikd ;f jcif;rsKd ; r[kwyf g/ wcsKd Uenf;enf;BudK;pm;NyD; rsm;rsm;t&mxif Muolrsm;udkawGUEdkifMuNyD; tcsdKUrsm;rsm;BudK;pm;aomfvnf; enf;enf;rQom t&mxifEdkifMuolrsm;udkvnf; awGYMu&rnfjzpfonf/ twdwfuHvnf;yg0ifovdk BudK;pm;yHkjcif;rwlnDaomaMumifh? ÓPft&mrwlnD aomaMumifhvnf; jzpfygonf/ odkYaomf bmrSrvkyfcJY? rBudK;pm;cJYvQium; bmrSjzpfrnfr[kwfacs/ a&wpfyu G pf mrQavmuf wdak wmif;aomb0wpfcu k kd jzwfoef;&mwGif wpfpw kH pf&mauseyfrw I Ukd jzifYjzwfoef; Edik &f efvykd gonf/


$

A1

Learning Technologies Group

132 KNOWLEDGE

onf/ þodYk aom auseyfrrI sKd ;jzifY b0udak useyfEikd cf iG hf ½Sad eygonf/ þodYk aom qifjcifEikd rf ?I vufcEH ikd rf u I kd todÓPf? ynmESi, hf OS í f om &½Scd pH m;Edik Mf u&monf/ todynmenf;yg;olwYkd taejzifY &vmaom&v'f? jzpfvmaomb0ESiYf tajctaewdYk ay:wGif b,fawmYraS useyfEikd Mf uonf? vufcEH ikd Mf uonf r½Sw d wfygacs/ udk,fYb0udk,f auseyfEdkifMu&efBudK;pm;zdkYvdkovdk todredrfYzdkY? avmu\oabmobm0udk odzdkY? em; vnfEikd pf rG ;f ½Szd Ykd vdyk gonf/ avmuBuD;wGif vufrcHEikd Mf uolrsm;? rauseyfEikd Mf uolrsm;u ta&twGut f m;jzifY ydkírsm;rnfjzpfonf/

]]rjynfYpHkaomfvnf; auseyfEdkif}} awmif;pm;olvnf; awmif;pm;oltavsmuf? ola|;vnf; ola|;tavsmuf jynfph EkH ikd jf cif; r½Sad y/ ]vlYtvdkewfrvdkufEdkif} \oabmonf b,fawmYrSrjynfYpHkEdkif? qE´rjynfYEdkifonfudk &nfñTef;ygonf/ b0wdYk \ rjynfYpEkH ikd rf ?I qE´wYkd \ rjynfYpEkH ikd rf o I bm0udk od½o dS nfEiS Yf trQ jzpf&mb0wdYk wiG af useyfEikd rf I wpfpw kH pf&mawmY &Edik af umif;Muygonf/ rwnfNrJaom tedpo ö abmonfvnf; auseyfEikd rf ?I vufcEH ikd rf t I wGuf taxmuftyHrh sm;jzpfygonf/ auseyfonfqdk&mwGifvnf; rSefuefaom auseyfrI? ppfrSefaomauseyfrI? vufcHEdkifrIwdkYjzpf&ef vdyk gonf/ qifjcifrpI ;kd pdrQr½Sad om vufcaH useyfrrI sdK; rjzpfoifYacs/ auseyfrw I iG f a,bl,stm;jzifY ESpyf ikd ;f ½Sv d mEdik \ f / wpfyikd ;f u ]aqmif½u G rf t I ay: auseyfr}I ESiYf aemufwpfyikd ;f u ]&v'ftay: auseyfr}I jzpfonf/ aqmif½u G rf t I ay: wcsKd Yursm;pGmtm½Hrk xm;MubJ &v'f tay:arQmfvifYcsufBuD;pGm xm;Muonf/ aqmif½u G rf I xufyakd om &v'ftay:&,lcpH m;vdMk uolrsm;onf aumif;pGmauseyfEikd Mf uolrsm; r[kwEf ikd Mf uyg/ todÓPf ydí k jynfYpMkH uolrsm;um; aqmif½u G rf u I Ó kd PfEiS Yf0&D , d tjynfYt0toH;k cscMhJ uNyD;rS jzpfvmaom&v'ftay:wGif vufcEH ikd Mf uonf/ xdo k w l Ykd rmS auseyfEikd pf rG ;f ½SMd uawmY\/ twdwu f H rwlMuaomaMumifY aqmif½u G rf w I Ml uolwYkdwiG f &v'frwlnED ikd Mf uyg/ ÓPfEiS Yf0&D , d uGjJ ym; jcm;em;aomaMumifYvnf; c&D;wpfcktwGuf aygufajrmufEdkifyHkjcif;vnf; rwlnDEdkifMuyg/ þobm0? þoabmudk aumif;pGmÓPftjrifjzifY qifjcifEikd Mf uvQif jzpfvmaomb0wGif &aom&v'fwYkdukd vufcEH ikd í f ud, k Yfb0udk auseyfEikd Mf uygvdrYfrnf/ auseyfEikd v f Qif csr;f omjcif;rnfí rauseyf? vufrcHEikd v f Qif qif;&Jjcif; jzpfygonf/


$

A1

Learning Technologies Group

133 KNOWLEDGE

]]avmuonf ,lp&m? ay;p&m}} avmuBuD;onf ouf½SdoufrJYwdkYaMumifY jzpfvm&\/ t½G,ftwdkif;twm? tajctae wpfpw kH pf&mtxd vlwYkdonfavmuBuD;xHrS &,lMu&\/ t½G,jf ynfph ?kH todjynfYpo kH nfh tajctaewpfco k Ykd a&mufvmvQif avmuBuD;udkjyefvnfay;qyfMu&onf/ arG;onfrS aoonftxdavmuBuD;xHrS &,lvdkolrsm;onf twåBuD;olrsm;jzpfonf/ udk,fhb0udk auseyfrI&EdkifMuaomolrsm; r[kwfwwfMu/ avmuBuD;rS &,l&aomtcg? &,lvdkaom pdwfqE´½Sdonfhtcsdefonf auseyfrIESifh reD;pyfMuao;onfh tajctaejzpfonf/ todjynfhpHk? t½G,f&ifhusufí qifjcifrIrsm; ½SdvmMuonfhtcsdefwGif avmuBuD;udk ay;qyfvdkpdwfudk wcsdKUuvufcHvmMuawmYonf/ tvGefenf;yg;aomolwdkYxHüom jzpfEdkifaompdwf? t&nftcsif;jzpfonf/ xdktajctaeESifh jynfhpHkvmaomtcsdef\ aemufydkif;wGif wpfpwpfp½SdqJb0? &onfh&v'fwdkUudk vufcHEdkifpGrf;½SdvmNyD; b0udkwpfpHkwpf&m auseyfEdkifpGrf;½Sdvm&ygawmYonf/ &,lvdkaomqE´onf qif;&Jjcif;udkjzpfapí ay;qyfvdkaompdwf\oabmonf auseyfESpfoufjcif;? csrf;omjcif;udk &½SEd ikd o f nf/ avmuBuD;qdo k nfrmS rsdK;qufopfrsm;jzifh zGUJ pnf;xm;aomt&mjzpfonf/ rsdK;qufopfwYkd r½Sv d Qif avmuBuD;vnf; ½SdEdkifawmYrnfr[kwf/ avmuudkcHpm;EdkifMurnfh olrsm;r½Sdíjzpfonf/ avmuwGif trSew f u,f jynfph o kH nfo h [ l í l wpfO;D wpfa,mufrQ r½Spd aumif;? ½Sí d vnf;r&acs/ tawmrowfEikd af om avmbaMumifh jzpf\/ tawmowfEikd af om ]tavmb} udk vufcEH ikd o f nft h cgü rjynfph MkH uaomfvnf; auseyfrIwpfpHkwpf&mudk &½SdvmEdkifMuygonf/ þoabmw&m;ESifY t&m&monftodESifY qifjcifEdkifpGrf; wdYk ay:wGio f m rlwnfygonf/ wpfO;D wpfa,mufjynfph ½kH jkH zifh vHak vmufonfr[kw/f “Knowledge Society” [laomynmtajcjyK vlYtzGJYtpnf;wpf&yfudk wnfaxmifEdkifaomtcgwGif t&m&monfrjynfYpHkEdkifao; aomfvnf; auseyfrw I pfpw kH pf&mudk &½SEd ikd af omb0rsm;udk ydik q f ikd Ef ikd Mf urnfjzpfygonf/ /


$

A1

Learning Technologies Group KNOWLEDGE

134

The Leader Behavior Checklist Purpose The Leader Behavior Checklist is a self-improvement tool to help people in leadership positions recognize and improve critical behaviors that are known to be effective in setting direction and inspiring others in an organization.

How This Instrument is Different This instrument is designed to measure “leadership” behaviors as opposed to “management” behaviors. Examples of management behaviors are the tasks involved in planning, budgeting, organizing, staffing, controlling and problem solving. Leadership behaviors are characteristically different. As Bemis has said, leaders define what the future looks like, align people with that vision, and inspire them to make it happen despite the obstacles. Managers ensure organizations run smoothly; leaders create change. In most leadership positions, people must be effective as both a manager and a leader. The most effective people are those who can easily switch back and forth between these two roles. The purpose of this instrument is to help people focus and improve their performance in the leadership role required by their position.

Factors Measured by the Checklist The factors assessed by this instrument are derived from a leadership model based on the following definition of leadership:

Leadership is an interpersonal influence process of setting direction and inspiring others to achieve goals. The factors on this instrument all help define the kinds of behaviors involved in “setting direction” and in “inspiring others,” and is based on published research, the ideas of various authors in the leadership literature, and our own experience in observing and developing leaders in organizations across a variety of industries for the last fifteen years.

Instructions The following Leader Behavior Checklist will ask questions about behaviors you may or may not exhibit. You will rate yourself on a scale from 1-4, based on the degree to which you perform each behavior. The behaviors are divided into several categories so you can determine your strengths and weaknesses in the various different aspects of leadership. Once you complete the assessment, you can call or email Cornelius & Associates for interpretations of your score and for help identifying areas you may want to improve.

NOTE. This instrument is designed to be generic enough to be applicable for all levels of leadership. Therefore, a senior executive, a department head, a supervisor, and even a team leader should be able to fill out this checklist. The word “organization,” as mentioned on several items, should thus be interpreted to refer to a company, division, department, or team, depending on your leadership role in the organization.


$

A1

Learning Technologies Group KNOWLEDGE

The Leader Behavior Checklist Instructions: Place a checkmark in the appropriate column.

135


$

A1

Learning Technologies Group KNOWLEDGE

136


$

A1

Learning Technologies Group KNOWLEDGE

137


$

A1

Learning Technologies Group KNOWLEDGE

138

Scoring the Leader Behavior Checklist Step 1. Calculate the total number of points for each of the nine factors measured on this instrument. Enter each score, called the “raw” score, in the space provided in the table below.

Step 2. Determine a “Converted Score” for each Factor by looking up the raw score range in the columns of the Table below. Table entries are raw score ranges for each Factor.

Step 3. Enter the Converted Score for each Factor in the Table below.


$

A1

Learning Technologies Group KNOWLEDGE

139

Your Leader Behavior Profile The Leader Behavior Profile is a graphical representation of your scores on the Leader Behavior Checklist. To draw your profile, plot the “Converted Score” for each Factor by circling the appropriate number below. To complete your “picture,” draw lines to connect the circles. A. Communicating Purpose and Direction

1

2

3

4

B. Communicating and Behaving According to Values

1

2

3

4

C. Showing Enthusiasm for People

1

2

3

4

D. Instilling in People the Belief They are Powerful

1

2

3

4

E. Being Consistent in the Face of Adversity

1

2

3

4

F. Planning and Leading Change

1

2

3

4

G. Releasing Potential and Energy

1

2

3

4

H. Creating a Flexible and “Ready-for-Change” Culture

1

2

3

4

I. Developing Leaders in the Organization

1

2

3

4

Interpreting and Using Scores From the Leader Behavior CheckList

Purpose The purpose of this document is to provide guidance in both interpreting scores from the Leader Behavior Checklist and using the scores from this instrument to set self improvement goals.

Background The Leader Behavior Checklist is a self-improvement tool to help people in leadership positions recognize and improve critical behaviors that are known to be effective in setting direction and inspiring others in an organization. The factors assessed by this instrument are derived from a leadership model based on the following definition of leadership:

Leadership is an interpersonal influence process of setting direction and inspiring others to achieve goals.


$

A1

Learning Technologies Group KNOWLEDGE

140

All factors on this instrument help define the kinds of behaviors involved in “setting direction” and in “inspiring others.” The factors are based on published research, the ideas of various authors in the leadership literature, and our own experience in observing and developing leaders in organizations across a variety of industries for the last fifteen years. A fundamental philosophy in the development of this tool was to design a measure of “leadership” behaviors as opposed to “management” behaviors. Examples of management behaviors are the tasks involved in planning, budgeting, organizing, staffing, controlling and problem solving. Leadership behaviors are characteristically different. As Warren Bennis has said, “leaders define what the future looks like, align people with that vision, and inspire them to make it happen despite the obstacles.” In most leadership positions in organizations, people must be effective as both a manager and a leader. The most effective people are those who can easily switch back and forth from these two roles, i.e., they are effective both as a manager and as a leader. The purpose of this instrument is to help people focus and improve their performance in their role as a leader. INTERPRETING AND USING SCORES FROM THE LEADER BEHAVIOR CHECKLIST

Part One: How to Interpret Scores The items on this checklist are clustered under the following nine categories of leadership behaviors: A. B. C. D. E. F. G. H. I.

Communicating Purpose and Direction Communicating and Behaving According to Values Showing Enthusiasm for People Instilling in People the Belief They are Powerful Being Consistent in the Face of Adversity Planning and Leading Change Releasing Potential and Energy Creating a Flexible and “Ready-for-Change” Culture Developing Leaders in the Organization

Scores on each factor range from Level Four (the highest) through Level One (the lowest). In terms of leadership effectiveness, factor scores of 3 and 4 indicate areas of strength, whereas scores of 1 and 2 indicate opportunities for improvement. In general, the more scores of 3 and 4 that an individual has, the more likely it is that they are engaged in behaviors that are known to be characteristic of effective leaders. Brief interpretative notes on each factor are given below: A. Communicating Purpose and Direction. This factor measures the extent to which a leader is engaging in the behaviors that are needed to ensure that the organization has a clear understanding of its purpose (mission) and direction (vision). Further, this factor assesses if the leader has done those things that are needed to ensure that the organization stays focused on the items with the highest priority. Scores of 3 or 4 indicate that the


$

A1

Learning Technologies Group KNOWLEDGE

141

leader has introspected about these issues and has spent time figuring out the best way to communicate these important concepts of purpose and direction throughout the organization. B. Communicating and Behaving According to Values. There is considerable evidence that people admire and are inspired by leaders that behave consistently according to values, and in particular, the value of integrity. This factor on the checklist measures the extent to which a leader is doing those things that will ensure that others in the organization unambiguously understand the principles for which the leader stands. Scores of 3 or 4 indicate the leader has communicated and acted according to values, and that people in the organization understand those values. C. Showing Enthusiasm for People. Many effective leaders have an ability to show support and enthusiasm for people in the organization. This factor on the checklist captures those behaviors that best characterize this trait. Leaders with scores of 3 or 4 on this factor are more likely to show trust in people, show enthusiasm for people, fight for resources people need to be successful, and use expert power and reference power to influence people rather than position power, reward power, or coercive power. D. Instilling in People the Belief They Are Powerful. Research has shown that one main effect that extraordinary leaders have on people is to make them feel as if they can accomplish anything. This checklist factor measures the extent to which the leader engages in the behaviors that will help people feel important and powerful. Leaders with scores of 3 or 4 are more likely to spend time on arranging conditions so that people experience success. This includes putting the right people in the right jobs, putting in place the support they need to be successful, and then giving people the discretion to act. E. Being Consistent in the Face of Adversity. This factor was included based on research showing that people tend to admire and follow leaders who hold to a course of action, even in the face of adversity. Thus, leaders with scores of 3 or 4 on this factor tend to persevere during difficult times and take stands on issues, even when their decision might not be the easiest or most popular course of action. F. Planning and Leading Change. The checklist items on this factor assess the extent to which a leader carries out the behaviors needed to produce change in organizations. Most leadership authorities understand that leading change is a quintessential leadership role. Leaders who score 3 or 4 on this factor tend to effectively communicate a vision and reason for change, as well as a sense of urgency for the change. They also act to involve key stakeholders, ensure that expectations and roles are defined, and that the support structure is in place for change to be successful. G. Releasing Potential and Energy. This factor assesses the extent to which the leader carries out the actions needed to “release” the full potential and energy of the organization. These behaviors include tearing down internal “silos” in the organizations, improving communication across the organization, and ensuring that people have interesting and challenging things to do. Leaders with score of 3 or 4 have the ability to create “intrinsic” motivation in an organization, which includes providing autonomy for people in their jobs, encouraging the use of the variety of talents that group have, and helping people feel a sense of “ownership” in the organization.


$

A1

Learning Technologies Group KNOWLEDGE

142

H. Creating a Flexible and “Ready-for-Change” Culture. This factor measures a different aspect of the leader’s role in leading change than measured by Factor F. The emphasis on this checklist factor is on leader behaviors that are needed to create a business literate organization that is better able to understand and react quickly to any change. Leaders who score 3 or 4 on this factor are those who are able to install the cultural elements that are needed to allow change to “emerge” from anywhere in the organization. I. Developing Leaders in the Organization. This factor measures the extent to which the leader understands that a critical leader role is to teach, coach and develop the talent within the organization. Leaders who score 3 or 4 on this factor put an emphasis on developing others and spend time teaching and coaching their staff and peers.

Part Two: Using the Leader Behavior Profile for Self-Improvement Profile Interpretation Look first at the factors with the highest scores. These are the leadership strengths that you have, particularly those that have a score of 4. Next, look at the factors with the lowest scores. These are the areas where you could make improvements. As effective you are as a leader, these are the areas that, if you can develop them, will help make you even more successful. Improvement Goals In the space below, list the two or three leadership factors in which you would like to further develop as a leader. These should be your three lowest scores from the profile. 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________

Action Steps To help you identify more specific behaviors you can work on, return to the individual items under each Factor on the Checklist that you want to develop. Use the lower scores on these items to help you develop specific action steps you can carry out. For example, if under the Releasing Potential and Energy Factor, you scored low on #6- “I demonstrate listening by seeking input and following through on discussions.” Then, an action item might be: “I will work over the next 3 months to seek input from my staff and follow-up on action items that result from meetings with my staff.”


$

A1

Learning Technologies Group KNOWLEDGE

143

List below one or more specific actions you can take to make improvements in the leadership areas specified in your improvement goals above. Be sure to include a timeframe in which you intend to work on the items so you can monitor your improvements. 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________

Final Advice It is helpful to ask someone in your organization to brainstorm with you other action steps you can take. In addition, we recommend that you ask this person to help hold you accountable for carrying out these steps. We recommend that you fill out this instrument again in three months to check on your progress.


$

A1

Learning Technologies Group KNOWLEDGE

Time Management

144

tydkif; ( 3 )

PRIORITIZATION • • • •

Do Delegate Delay Delete

Importance Priority 2

Priority 1

Priority 4

Priority 3 Urgency

Tips for you… The best time to set priorities is the afternoon or evening before-not the morning. That way, you can sleep on your priority list and then review it in the morning. You may spot some things you want to change.


$

A1

Learning Technologies Group KNOWLEDGE

145

Use a to-do list

• • • •

Find out what is urgent and important. Put them in order of preferences. One completed delete them from your list. Find out a To-do list format which is really suitable for you.

Day & Time

MON

TUE

WED

THU

FRI

SAT

SUN

Remark

Meeting

9-9:30

Class

Class

10-10:30

Appointment

Meeting

Class

Class

10:30-11

Appointment

Class

Class

9:30-10

Sample

11-11:30 11:30-12

To-do

12-12:30 12:30-1 1-1:30

Workshop

Workshop

1:30-2

Workshop

Workshop

List

2-2:30 2:30-3 3-3:30 3:30-4 4-4:30 4:30-5 Comment

Format


$

A1

Learning Technologies Group KNOWLEDGE

Be Flexible • Allow time of interruptions and distractions. • Save larger block of time for priorities. • Ask yourself questions and get back to your goal.

• Find out which is the best time for you study • Are you a morning person? • A night owl? • Late Afternoon?

146


$

A1

Learning Technologies Group KNOWLEDGE

Am I trying to Tick when my Work With Your Body Cycles not Body Against Them Wants to Tock?

We have biological clocks that regulate many functions and activities, including sleep, temperature, metabolism, alertness, blood pressure, heart rate and hormone levels and immunities. About every 24 hours our bodies cycle through metabolic and chemical changes. These rhythms are reset by sunlight each morning.

Cognitive Tasks 8am - 12 noon

Cognitive, or mental, tasks such as reading, calculating, and problem solving are performed most efficiently in the morning.

Short term memory 6 am - 10 am

Short term memory tasks such as last minute reviewing for tests are best performed early in the morning.

147


$

A1

Learning Technologies Group KNOWLEDGE

Long term memory 1 pm - 4pm

Using your hand 2 pm to 6 pm

Longer term Memory tasks such as memorizing speeches and information for application are best performed in the afternoon.

You are most efficient at tasks involving the use of your hands such as keyboarding and carpentry in the afternoon and early evening.

Physical Workouts 4 pm to 9 pm

It is best to engage in physical activity in the evening when your large muscle coordination is at its peak. Studies show you will perceive the workout to be easier in the evening. Exercising about 5 hours before bedtime improves the quality of sleep.

148


$

A1

Learning Technologies Group KNOWLEDGE

Do Right Things Right • Doing the right things is Effectiveness • Doing things right is Efficiency • Focus first for Effectiveness • Concentrate on Efficiency

Concentrate on the task at hand Focus on your goal Tune out interruptions

149


150

Weekly Schedule Determine how you spend a typical week As you enter the hours or parts of hours for each activity, that amount is subtracted from each day's total:

Hours left in each day:

Mon

Daily Activities: Praying: Learning: Sleeping: Exercise/sports: Work/internship: Family commitments: Personal care/grooming: Meal preparation/ eating/clean-up: Transportation (school, work, etc): Relaxation: TV/ video games, etc.: Socializing & friends: Classes or Other:

Tues

Wed

Thu

Fri

Sat

Sun


Welcome to " Green Learning Society "

151

A 1 Learning Technologies Group rS jzefUa0aom Investing, Business & Management Digital Learning Kit (DLK) udzk wf½o I l pmzwfy&dwo f wfrsm;xJrS pdw0f ifpm;ol rnforl qdt k m; Green Learning Society Member tjzpf0ifa&mufEikd &f ef zdwaf c:tyfygonf/ Member Requirements: (i)

G &f ygrnf/ Member Form tm; jynfph pkH mG jznfph u (Ä jyxm;aomae&mrsm;ü rjzpfraejznf&h ygrnf/ jynfph pkH mG jznfx h m;aom Member Form rsm; udo k m “ rJEdIuf&mwGi”f xnfo h iG ;f pOf;pm;ygrnf/

(i i ) jznfph u G jf yD;aom Member Form rsm;udk A 1 Learning Technologies Group odUk vlu, kd f wdik jf zpfap? pmwdu k rf jS zpfap? E-mail (a1.digitallearningkit@gmail.com) odUk jzpfap ay;ydUk Edik yf gonf/ (i i i ) ay;ydUk aom Member Form rsm;tm; Member Card No. rsm;ESit hf wl Investing, Business & Management Digital Learning Kit wGif azmfjyjyD;aemuf A 1 Learning Technologies Group ü "gwfyw kH pfyEkH iS t hf wl vlu, kd w f ikd v f ma&muf xkw, f El ikd yf gonf/ Member Benefits

(i)

Green Learning Society Member rsm;xJrS 10 issue jyD;wdkif;rJEIdufí rJaygufoludk “ Green Learning Society Lucky Member qk” udak y;tyfrnf jzpfygonf/

(ii)

A 1 Learning Technologies Group rS tcgtm;avsmfpmG Seminar rsm;wGiv f nf; “tcrJh”

wufa&mufEikd rf nf jzpfygonf/ (iii) A 1 Learning Technologies Group rS tcgtm;avsmfpmG aqmif&u G af om Social Activity

rsm;wGiv f nf; yg0ifEikd rf nf jzpfygonf/


$

A1

Learning Technologies Group KNOWLEDGE

Green Learning Society Member Form

NRC.No

Date of Birth Photo

Father’s name Education

Other Qualification

Current Job

Address

Phone No.

E-mail

152


153


154


155


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.