Thursday, April 01, 2010

Should you buy and iPad?

See the flowchart given by Guy Kawasaki. (c) 2010

Wednesday, March 31, 2010

Top habits of Millionaires

1. Millionaires think long-term:
a) Thinking day to day, the way poor people do, is where you will find day laborers and street beggars.
b) Thinking week to week, the way poor people do, is living paycheck to paycheck and barely make ends meet.
c) Thinking month to month, the way middle class people do, is being concerned with monthly liabilities such as mortgage loan, car loan, credit card payment and household expenses.
d) Thinking year to year, the way rich people do, is where people learn about fiscal responsibility, financial literacy and investment.
e) Thinking decade to decade, the way very rich people do, is where you will find business plans that reach far into the future.

2. Patience is a millionaire's asset; impatience is a liability of the middle class:
a) Rich people has the discipline of delayed gratification because they want more freedom in life.
b) Middle-class people want instant gratification because they want more comfort in life.

Millionaires talk about ideas:
a) Rich people talk about great ideas and realizing them. They own car companies, sports teams and vacation spots. They produce movies, television shows and music and earn from them. They choose fortune over fame.
b) Middle-class people talk about things from rich people's ideas and daydream on them. They talk about things like sports cars, soccer teams and holidays. They indulge in movies, television shows and music and spend on them. They are easily impressed by fame.

4. The rich loves to compliment others and gain their help and support; the poor loves to tear down others only to be alienated.
5. People who complain are literally cursing themselves. Always ask yourself what is life trying to teach you when you feel like complaining upon a challenge or hardship.
6. For the comfortable middle-class people, change is feared; for the confident rich people, change is opportunity. Fear blinds you to opportunities; confidence let you discover opportunities.
7. Fear is inevitable. The rich overcomes it with knowledge; the poor submits to it with negligence.
8. If you can live with the worst thing happening from your decision and the most likely thing to happen will lead you to the best thing happening, go for it!
9. We can't please everyone and rejection is imminent; if you failed, you may be rejected but if you succeeded, you may still be rejected.
10. The rich plays to win; the poor plays to not lose only to lose in eventuality.
11. People often wish they would take more risks in life if they could live all over again, meaning that people have more regrets over things they didn't do than the things they did.
12. Knowledge is priceless; negligence is costly:
a) Investment on a $20 book read may well worth a $20 000 idea and a $1 000 seminar attended may well worth a $1 million business plan.
b) Being penny-wise and pound-foolish by saving a $50 banknote for shopping instead of buying a good book may cost a loss of an undiscovered $50 000 idea. Worst off, craving for free advices may cost even greater loss when one listens to the opinion of another who thinks he knows something even when he has no real life experience.

13. The rich work for profits instead of wages; the poor trades their time for wages.
14. Happy millionaires are generous because they believe they will receive more in return.
15. Millionaires develop multiple income source by passive income from business that requires little personal management. They build teams of great people that complement one another, not compete with one another, to run their business, believing that those people will do even better than them.
16. Learn to increase your net worth the way rich people do, not learning to increase your paycheck only to be taxed more.
17. Rich people increase their investment and assets when their income increases; poor people increase their spending and liabilities as their income increases.
18. The rich makes money, spends money, then pay taxes; the poor makes money, pay their tax and left with little to spend.

Monday, March 29, 2010

நல்ல செறிவான கவிதைகள்!

நல்ல செறிவான கவிதைகள்!

Paraphrasing WriterPayon.


குழந்தைகள் செய்வது
என்கிறார்கள் பெரியவர்கள் 

அன்பே நீ
தாம்பரத்தில் வேலை செய்கிறாய்
சிதம்பரத்தில் இருக்கிறேன் நான்
இல்லறம் நடத்துவது எப்படி?

உரைநடை போல இருந்தால்
பக்கத்து நாட்டுக்காரனுக்கு என்ன
பக்கத்து வீட்டுக்காரனுக்கே கோபம்!


The Deming System of Profound Knowledge

The Deming System of Profound Knowledge

"The prevailing style of management must undergo transformation. A system cannot understand itself. The transformation requires a view from outside. The aim of this chapter is to provide an outside view—a lens—that I call a system of profound knowledge. It provides a map of theory by which to understand the organizations that we work in.
"The first step is transformation of the individual. This transformation is discontinuous. It comes from understanding of the system of profound knowledge. The individual, transformed, will perceive new meaning to his life, to events, to numbers, to interactions between people.
"Once the individual understands the system of profound knowledge, he will apply its principles in every kind of relationship with other people. He will have a basis for judgment of his own decisions and for transformation of the organizations that he belongs to. The individual, once transformed, will:
  • Set an example;
  • Be a good listener, but will not compromise;
  • Continually teach other people; and
  • Help people to pull away from their current practices and beliefs and move into the new philosophy without a feeling of guilt about the past."
Deming advocated that all managers need to have what he called a System of Profound Knowledge, consisting of four parts:
  1. Appreciation of a system: understanding the overall processes involving suppliers, producers, and customers (or recipients) of goods and services (explained below);
  2. Knowledge of variation: the range and causes of variation in quality, and use of statistical sampling in measurements;
  3. Theory of knowledge: the concepts explaining knowledge and the limits of what can be known (see also: epistemology);
  4. Knowledge of psychology: concepts of human nature.
Deming explained, "One need not be eminent in any part nor in all four parts in order to understand it and to apply it. The 14 points for management in industry, education, and government follow naturally as application of this outside knowledge, for transformation from the present style of Western management to one of optimization."
"The various segments of the system of profound knowledge proposed here cannot be separated. They interact with each other. Thus, knowledge of psychology is incomplete without knowledge of variation.
"A manager of people needs to understand that all people are different. This is not ranking people. He needs to understand that the performance of anyone is governed largely by the system that he works in, the responsibility of management. A psychologist that possesses even a crude understanding of variation as will be learned in the experiment with the Red Beads (Ch. 7) could no longer participate in refinement of a plan for ranking people."[21]
The Appreciation of a system involves understanding how interactions (i.e., feedback) between the elements of a system can result in internal restrictions that force the system to behave as a single organism that automatically seeks a steady state. It is this steady state that determines the output of the system rather than the individual elements. Thus it is the structure of the organization rather than the employees, alone, which holds the key to improving the quality of output.
The Knowledge of variation involves understanding that everything measured consists of both "normal" variation due to the flexibility of the system and of "special causes" that create defects. Quality involves recognizing the difference to eliminate "special causes" while controlling normal variation. Deming taught that making changes in response to "normal" variation would only make the system perform worse. Understanding variation includes the mathematical certainty that variation will normally occur within six standard deviations of the mean.
The System of Profound Knowledge is the basis for application of Deming's famous 14 Points for Management, described below.

Key principles

Deming offered fourteen key principles for management for transforming business effectiveness. The points were first presented in his book Out of the Crisis. (p. 23-24)[22]
  1. Create constancy of purpose toward improvement of product and service, with the aim to become competitive and stay in business, and to provide jobs.
  2. Adopt the new philosophy. We are in a new economic age. Western management must awaken to the challenge, must learn their responsibilities, and take on leadership for change.
  3. Cease dependence on inspection to achieve quality. Eliminate the need for massive inspection by building quality into the product in the first place.
  4. End the practice of awarding business on the basis of price tag. Instead, minimize total cost. Move towards a single supplier for any one item, on a long-term relationship of loyalty and trust.
  5. Improve constantly and forever the system of production and service, to improve quality and productivity, and thus constantly decrease costs.
  6. Institute training on the job.
  7. Institute leadership (see Point 12 and Ch. 8 of "Out of the Crisis"). The aim of supervision should be to help people and machines and gadgets to do a better job. Supervision of management is in need of overhaul, as well as supervision of production workers.
  8. Drive out fear, so that everyone may work effectively for the company. (See Ch. 3 of "Out of the Crisis")
  9. Break down barriers between departments. People in research, design, sales, and production must work as a team, to foresee problems of production and in use that may be encountered with the product or service.
  10. Eliminate slogans, exhortations, and targets for the work force asking for zero defects and new levels of productivity. Such exhortations only create adversarial relationships, as the bulk of the causes of low quality and low productivity belong to the system and thus lie beyond the power of the work force.
  11. a. Eliminate work standards (quotas) on the factory floor. Substitute leadership.
    b. Eliminate management by objective. Eliminate management by numbers, numerical goals. Substitute leadership.
  12. a. Remove barriers that rob the hourly worker of his right to pride of workmanship. The responsibility of supervisors must be changed from sheer numbers to quality.
    b. Remove barriers that rob people in management and in engineering of their right to pride of workmanship. This means, inter alia," abolishment of the annual or merit rating and of management by objective (See Ch. 3 of "Out of the Crisis").
  13. Institute a vigorous program of education and self-improvement.
  14. Put everybody in the company to work to accomplish the transformation. The transformation is everybody's job.
"Massive training is required to instill the courage to break with tradition. Every activity and every job is a part of the process." [23]

Seven Deadly Diseases

The "Seven Deadly Diseases" include
  1. Lack of constancy of purpose
  2. Emphasis on short-term profits
  3. Evaluation by performance, merit rating, or annual review of performance
  4. Mobility of management
  5. Running a company on visible figures alone
  6. Excessive medical costs
  7. Excessive costs of warranty, fueled by lawyers who work for contingency fees
"A Lesser Category of Obstacles" includes
  1. Neglecting long-range planning
  2. Relying on technology to solve problems
  3. Seeking examples to follow rather than developing solutions
  4. Excuses, such as "Our problems are different"
  5. Obsolescence in school that management skill can be taught in classes[24]
  6. Reliance on quality control department rather than management, supervisors, managers of purchasing, and production workers
  7. Placing blames on workforces who only responsible for 15% of mistake where the system desired by management is responsible for 85% of the unintended consequences
  8. Relying on quality inspection rather than improve product quality
Deming's advocacy of the Plan-Do-Check-Act cycle, his 14 Points, and Seven Deadly Diseases have had tremendous influence outside of manufacturing and have been applied in other arenas, such as in the relatively new field of sales process engineering.[25]

Quotations and concepts

In his later years, Dr. Deming taught many concepts, which he emphasized by key sayings or quotations that he repeated. A number of these quotes have been recorded.[26] Some of the concepts might seem to be oxymorons or contradictory to each other; however, the student is given each concept to ponder its meaning in the whole system, over time.
  • "There is no substitute for knowledge." This statement emphasizes the need to know more, about everything in the system. It is considered as a contrast to the old statement, "There is no substitute for hard work" by Thomas Alva Edison (1847–1931). Instead, a small amount of knowledge could save many hours of hard work.
  • "The most important things cannot be measured." The issues that are most important, long term, cannot be measured in advance. However, they might be among the factors that an organization is measuring, just not understood as most important at the time.
  • "The most important things are unknown or unknowable." The factors that have the greatest impact, long term, can be quite surprising. Analogous to an earthquake that disrupts service, other "earth-shattering" events that most affect an organization will be unknown or unknowable, in advance. Other examples of important things would be: a drastic change in technology, or new investment capital.
  • "Experience by itself teaches nothing."[26] This statement emphasizes the need to interpret and apply information against a theory or framework of concepts that is the basis for knowledge about a system. It is considered as a contrast to the old statement, "Experience is the best teacher" (Dr. Deming disagreed with that). To Dr. Deming, knowledge is best taught by a master who explains the overall system through which experience is judged; experience, without understanding the underlying system, is just raw data that can be misinterpreted against a flawed theory of reality. Deming's view of experience is related to Shewhart's concept, "Data has no meaning apart from its context" (see Walter A. Shewhart, "Later Work").
  • "By what method?... Only the method counts."[26] When information is obtained, or data is measured, the method, or process used to gather information, greatly affects the results. For example, the "Hawthorne effect" showed that people just asking frequently for opinions seemed to affect the resulting outcome, since some people felt better just being asked for their opinion. Dr. Deming warned that basing judgments on customer complaints alone ignored the general population of other opinions, which should be judged together, such as in a statistical sample of the whole, not just isolated complaints: survey the entire group about their likes and dislikes. The extreme complaints might not represent the attitudes of the whole group. Similarly, measuring or counting data depends on the instrument or method used.
  • "You can expect what you inspect." Dr. Deming emphasized the importance of measuring and testing to predict typical results. If a phase consists of inputs + process + outputs, all 3 are inspected to some extent. Problems with inputs are a major source of trouble, but the process using those inputs can also have problems. By inspecting the inputs and the process more, the outputs can be better predicted, and inspected less. Rather than use mass inspection of every output product, the output can be statistically sampled in a cause-effect relationship through the process.
  • "Special Causes and Common Causes": Dr. Deming considered anomalies in quality to be variations outside the control limits of a process. Such variations could be attributed to one-time events called "special causes" or to repeated events called "common causes" that hinder quality.
  • Acceptable Defects: Rather than waste efforts on zero-defect goals, Dr. Deming stressed the importance of establishing a level of variation, or anomalies, acceptable to the recipient (or customer) in the next phase of a process. Often, some defects are quite acceptable, and efforts to remove all defects would be an excessive waste of time and money.
  • The Deming Cycle (or Shewhart Cycle): As a repetitive process to determine the next action, the Deming Cycle describes a simple method to test information before making a major decision. The 4 steps in the Deming Cycle are: Plan-Do-Check-Act (PDCA), also known as Plan-Do-Study-Act or PDSA. Dr. Deming called the cycle the Shewhart Cycle, after Walter A. Shewhart. The cycle can be used in various ways, such as running an experiment: PLAN (design) the experiment; DO the experiment by performing the steps; CHECK the results by testing information; and ACT on the decisions based on those results.
  • Semi-Automated, not Fully Automated: Dr. Deming lamented the problem of automation gone awry ("robots painting robots"): instead, he advocated human-assisted semi-automation, which allows people to change the semi-automated or computer-assisted processes, based on new knowledge. Compare to Japanese term 'jidoka' (which can be loosely translated as "automation with a human touch").
  • "The problem is at the top; management is the problem." [21] Dr. Deming emphasized that the top-level management had to change to produce significant differences, in a long-term, continuous manner. As a consultant, Deming would offer advice to top-level managers, if asked repeatedly, in a continuous manner.
  • "What is a system? A system is a network of interdependent components that work together to try to accomplish the aim of the system. A system must have an aim. Without an aim, there is no system. The aim of the system must be clear to everyone in the system. The aim must include plans for the future. The aim is a value judgment. (We are of course talking here about a man-made system.)" [21]
  • "A system must be managed. It will not manage itself. Left to themselves in the Western world, components become selfish, competitive. We can not afford the destructive effect of competition." [21]
  • "To successfully respond to the myriad of changes that shake the world, transformation into a new style of management is required. The route to take is what I call profound knowledge—knowledge for leadership of transformation." [21]
  • "The worker is not the problem. The problem is at the top! Management!" [27] Management's job. It is management's job to direct the efforts of all components toward the aim of the system. The first step is clarification: everyone in the organization must understand the aim of the system, and how to direct his efforts toward it. Everyone must understand the damage and loss to the whole organization from a team that seeks to become a selfish, independent, profit centre." [21]
  • "They realized that the gains that you get by statistical methods are gains that you get without new machinery, without new people. Anybody can produce quality if he lowers his production rate. That is not what I am talking about. Statistical thinking and statistical methods are to Japanese production workers, foremen, and all the way through the company, a second language. In statistical control, you have a reproducible product hour after hour, day after day. And see how comforting that is to management, they now know what they can produce, they know what their costs are going to be." [28]
  • "I think that people here expect miracles. American management thinks that they can just copy from Japan—but they don't know what to copy!" [28]
  • "What is the variation trying to tell us about a process, about the people in the process?" [21] Dr. Shewhart created the basis for the control chart and the concept of a state of statistical control by carefully designed experiments. While Dr. Shewhart drew from pure mathematical statistical theories, he understood that data from physical processes never produce a "normal distribution curve" (a Gaussian distribution, also commonly referred to as a "bell curve"). He discovered that observed variation in manufacturing data did not always behave the same way as data in nature (Brownian motion of particles). Dr. Shewhart concluded that while every process displays variation, some processes display controlled variation that is natural to the process, while others display uncontrolled variation that is not present in the process causal system at all times.[29] Dr. Deming renamed these distinctions "common cause" for chance causes and "special cause" for assignable causes. He did this so the focus would be placed on those responsible for doing something about the variation, rather than the source of the variation. It is top management's responsibility to address "common cause" variation, and therefore it is management's responsibility to make improvements to the whole system. Because "special cause" variation is assignable, workers, supervisors or middle managers that have direct knowledge of the assignable cause best address this type of specific intervention.[8]
  • (Deming on Quality Circles) "That's all window dressing. That's not fundamental. That's not getting at change and the transformation that must take place. Sure we have to solve problems. Certainly stamp out the fire. Stamp out the fire and get nowhere. Stamp out the fires puts us back to where we were in the first place. Taking action on the basis of results without theory of knowledge, without theory of variation, without knowledge about a system. Anything goes wrong, do something about it, overreacting; acting without knowledge, the effect is to make things worse. With the best of intentions and best efforts, managing by results is, in effect, exactly the same, as Dr. Myron Tribus put it, while driving your automobile, keeping your eye on the rear view mirror, what would happen? And that's what management by results is, keeping your eye on results." [2]
  • "Knowledge is theory. We should be thankful if action of management is based on theory. Knowledge has temporal spread. Information is not knowledge. The world is drowning in information but is slow in acquisition of knowledge. There is no substitute for knowledge." [21] This statement emphasizes the need for theory of knowledge (see: epistemology, Shewhart cycle, C. I. Lewis).
  • "The most important figures that one needs for management are unknown or unknowable (Lloyd S. Nelson, director of statistical methods for the Nashua corporation), but successful management must nevertheless take account of them." [22] Deming realized that many important things that must be managed couldn't be measured. Both points are important. One, not everything of importance to management can be measured. And two, you must still manage those important things. Spend $20,000 training 10 people in a special skill. What's the benefit? "You'll never know," answered Deming. "You'll never be able to measure it. Why did you do it? Because you believed it would pay off. Theory." Dr. Deming is often incorrectly quoted as saying, "You can't manage what you can't measure." In fact, he stated that one of the seven deadly diseases of management is running a company on visible figures alone.
  • "By what method?" [26] When information is obtained, or data is measured, the method, or process used to gather information, affects the results. Dr. Deming warned that basing judgments on customer complaints alone ignored the general population of other opinions, which should be judged together, such as in a statistical sample of the whole (Sampling (statistics)). Changing the method changes the results. Aim and method are essential. An aim without a method is useless. A method without an aim is dangerous. It leads to action without direction and without constancy of purpose. Deming used an illustration of washing a table to teach a lesson about the relationship between purpose and method. If you tell someone to wash a table, but not the reason for washing it, they cannot do the job properly (will the table be used for chopping food or potting plants?). That does not mean just giving the explanation without an operational definition. The information about why the table needs to be washed, and what is to be done with it, makes it possible to do the job intelligently.