Monday, June 28, 2010

The Middle Path-->Most difficult Path


|"The main dangers in this life are the people who want to change every thing or nothing."
-- Lady Nancy Astor

It may seem opposite to the theme on which this blog is based, but the real truth is that, the middle path is most difficult to follow! We have been blinded by the system thinking -where people use to take extreme position in their decision making/thinking...

Let us ask few questions to ourselves, and this dilemma would disappear:
--> Are you always honest?
--> Do you understand gray areas/fuzzy situation?
--> Whom to blame for current environmental mess?

And most of us tend to take extreme positions in these kind of questioning, but seldom we really understand the importance of reading/understanding between the lines.

He is fool...You are genius...and now the same genius proved to be big fools (take wall street mess as a case in point: Although you can find millions of such examples!)

No one saves us but ourselves. No one can and no one may. We ourselves must walk the path-The Middle Path...
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Sunday, June 27, 2010

Peace within/outside: Politics



| “Until the sole objective of the politics is to do good to everybody, we can not have peace within/outside”


Post written by Anshul Gupta. Follow me on twitter.


First of all, it is a misconception that large number of political parties works well (like in countries like India!), Because behind this seemingly working joint venture between multiple political parties is a compromised contract for sharing the profits proportionally . Till they work withing the bindings stated in that unspoken contract, they stay together, other-wise we what happen (take the case in point-Pakistan). and neither small number of parties are going to do any good with the society, leaving behind a limited number of choices to the people. It then becomes a matter of choosing one cheater out of the possibilities!


This simplistic explanation by

essica Hagy

(as shown in the picture above), of the relationship between factions and ease of coup is a little bit naive!( Take Britain as a case in point!).

Actually the relationship is so complexin nature that, even a single thought of greedy nightmare can result in a coup(take again Pakistan as a case in point!).


Moral of the wisdom:: “Until the sole objective of the politics is to do good to everybody, we can not have peace within/outside…”


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Friday, June 25, 2010

Quality: Indian perspective


| "If you consistently chase perfection, somewhere in the way you will catch excellence..."

Post written by Anshul Gupta. Follow me on twitter.

Quality: The most important word for every aspect of life; be it social activities, government, business world, education, training, writing, etc.

For different things, quality may be defined as:
Teacher: Degree of Head-Hand & Heart coordination
Customer: What constitutes customer's delight
Student: degree of learning, Placements, infrastructure, etc...

Over quality/ less quality, is bad quality; for example if a customer comes to buy a watch and finds that the watch is can show time with a error of .000001 sec in a year. That might be a bad quality for normal customer (except NASA or something like that), because the price of that watch may range between $1 million to $ 10 million! Similarly if the watch shows the time with an error of 1 hour per day!, than again its a bad quality, because with this much variation any one guess the time by observing sun or moon!!!

India has been very lazy in understanding the true importance of the word. Specially the public sector enterprises (PSUs) are very dissatisfying when it comes to quality of service delivery. Indian government has awarded Navratnas and Maharatnas (Symbol of excellence) status to these PSUs, but with reference to whom? PSUs would be the real Maharatnas when they are ready to face the competition (Global).

When it comes to service quality; attitude of service provider is a major factor. And today half of Indian economy is constituted by service sector only! Even the product manufacturing and then selling involves lots of service component in it; be it after sales services, or customer care handling.

The fundamental premise on which the pillars of quality are constituted can be told in Tom Peter's words:

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Thursday, June 24, 2010

How to Judge Your True Potential?


|“Your past is not your potential. In any hour you can choose to liberate the future.”
-Marilyn Ferguson

Post written by Anshul Gupta. Follow me on twitter.

What do you think your true potential is? You will never know... Because you have a limited ability to judge that. And as Marilyn Ferguson said, you can never forecast your true potential (which is-your ability to do things in future) by looking at your past.

Those who are known by the society for their worst human potential, are actually not putting their best; hence not showing their true potential. A great organization is one which can create extraordinary from the ordinary... and a great leader is one who helps an organization in doing that...

You all are creative, logical, innovative by nature. What is needed is a little scratching of the outer belief that this society has imposed on you, with their dogmatic and impotent parameters.

We all have possibilities we don't know about. We can do things we don't even dream we can do. We all have possibilities we don't know about. We can do things we don't even dream we can do. We all have possibilities we don't know about. We can do things we don't even dream we can do.

And Questions provide the key to unlocking our unlimited potential.

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Wednesday, June 23, 2010

'Customer' -As Defined by Gandhi


Mahatma Gandhi's wisdom has been relevant and stood the test of time for more than a century! Let's see, how he defined a 'customer': 

Saturday, June 19, 2010

Raping of Indian Education System


Post written by Anshul Gupta. Follow me on twitter.
Read the following excerpts taken from the speech given by Thomas Babington Macaulay at British parliament in 2 Feb 1835 on Indian Education system, which set the tone for raping of Indian Education system and finally the value system of India during later years... [You can read the full Minute here]
[30]The fact that the Hindoo law is to be learned chiefly from Sanscrit books, and the Mahometan law from Arabic books, has been much insisted on, but seems not to bear at all on the question. We are commanded by Parliament to ascertain and digest the laws of India. The assistance of a Law Commission has been given to us for that purpose. As soon as the Code is promulgated the Shasters and the Hedaya will be useless to a moonsiff or a Sudder Ameen. I hope and trust that, before the boys who are now entering at the Mudrassa and the Sanscrit College have completed their studies, this great work will be finished. It would be manifestly absurd to educate the rising generation with a view to a state of things which we mean to alter before they reach manhood.
[31] But there is yet another argument which seems even more untenable. It is said that the Sanscrit and the Arabic are the languages in which the sacred books of a hundred millions of people are written, and that they are on that account entitled to peculiar encouragement. Assuredly it is the duty of the British Government in India to be not only tolerant but neutral on all religious questions. But to encourage the study of a literature, admitted to be of small intrinsic value, only because that literature inculcated the most serious errors on the most important subjects, is a course hardly reconcilable with reason, with morality, or even with that very neutrality which ought, as we all agree, to be sacredly preserved. It is confined that a language is barren of useful knowledge. We are to teach it because it is fruitful of monstrous superstitions. We are to teach false history, false astronomy, false medicine, because we find them in company with a false religion. We abstain, and I trust shall always abstain, from giving any public encouragement to those who are engaged in the work of converting the natives to Christianity. And while we act thus, can we reasonably or decently bribe men, out of the revenues of the State, to waste their youth in learning how they are to purify themselves after touching an ass or what texts of the Vedas they are to repeat to expiate the crime of killing a goat?
[32] It is taken for granted by the advocates of oriental learning that no native of this country can possibly attain more than a mere smattering of English. They do not attempt to prove this. But they perpetually insinuate it. They designate the education which their opponents recommend as a mere spelling-book education. They assume it as undeniable that the question is between a profound knowledge of Hindoo and Arabian literature and science on the one side, and superficial knowledge of the rudiments of English on the other. This is not merely an assumption, but an assumption contrary to all reason and experience. We know that foreigners of all nations do learn our language sufficiently to have access to all the most abstruse knowledge which it contains sufficiently to relish even the more delicate graces of our most idiomatic writers. There are in this very town natives who are quite competent to discuss political or scientific questions with fluency and precision in the English language. I have heard the very question on which I am now writing discussed by native gentlemen with a liberality and an intelligence which would do credit to any member of the Committee of Public Instruction. Indeed it is unusual to find, even in the literary circles of the Continent, any foreigner who can express himself in English with so much facility and correctness as we find in many Hindoos. Nobody, I suppose, will contend that English is so difficult to a Hindoo as Greek to an Englishman. Yet an intelligent English youth, in a much smaller number of years than our unfortunate pupils pass at the Sanscrit College, becomes able to read, to enjoy, and even to imitate not unhappily the compositions of the best Greek authors. Less than half the time which enables an English youth to read Herodotus and Sophocles ought to enable a Hindoo to read Hume and Milton.
[33] To sum up what I have said. I think it clear that we are not fettered by the Act of Parliament of 1813, that we are not fettered by any pledge expressed or implied, that we are free to employ our funds as we choose, that we ought to employ them in teaching what is best worth knowing, that English is better worth knowing than Sanscrit or Arabic, that the natives are desirous to be taught English, and are not desirous to be taught Sanscrit or Arabic, that neither as the languages of law nor as the languages of religion have the Sanscrit and Arabic any peculiar claim to our encouragement, that it is possible to make natives of this country thoroughly good English scholars, and that to this end our efforts ought to be directed.
[34] In one point I fully agree with the gentlemen to whose general views I am opposed. I feel with them that it is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern, --a class of persons Indian in blood and colour, but English in tastes, in opinions, in morals and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population.
[35] I would strictly respect all existing interests. I would deal even generously with all individuals who have had fair reason to expect a pecuniary provision. But I would strike at the root of the bad system which has hitherto been fostered by us. I would at once stop the printing of Arabic and Sanscrit books. I would abolish the Mudrassa and the Sanscrit College at Calcutta. Benares is the great seat of Brahminical learning; Delhi of Arabic learning. If we retain the Sanscrit College at Bonares and the Mahometan College at Delhi we do enough and much more than enough in my opinion, for the Eastern languages. If the Benares and Delhi Colleges should be retained, I would at least recommend that no stipends shall be given to any students who may hereafter repair thither, but that the people shall be left to make their own choice between the rival systems of education without being bribed by us to learn what they have no desire to know. The funds which would thus be placed at our disposal would enable us to give larger encouragement to the Hindoo College at Calcutta, and establish in the principal cities throughout the Presidencies of Fort William and Agra schools in which the English language might be well and thoroughly taught.
I have written on the same issue earlier [you can read it here.], that British wanted to design an education system which will help them develop slaves in India and around the world. Today we fight for all those invaluable things that British wanted us to value...
Thanks to Prof. Prem Vrat for bringing the facts for this post into light. He was the Founder Director of IIT Roorkee, Director-In-Charge IIT-Delhi and Vice Chancellor of UP Technical University, and currently Professor of Eminence at Management Development Institute Gurgaon. He is teaching me Management of Quality and Systems Approach to Materials Management Courses here.

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