c

c


The development of a manager's abilities can take place on the job. The four techniques for on the job
development are:

 ½
½

 ë T 

 Y   T
T 

 Y  T ½T  T ½

(YT)

½
 is one of the 
 methods, which is considered as a corrective method for inadequate
performance.
ccording to a survey conducted by nternational ½oach Federation (½F), more than 4,000
companies are using coach for their executives. These coaches are experts most of the time outside
consultants.

coach is the best training plan for the ½ s because

 t is one to one interaction

 t can be done at the convenience of ½

 t can be done on phone, meetings, through e-mails, chat

 t provides an opportunity to receive feedback from an expert

 t helps in identifying weaknesses and focus on the area that needs improvementThis method best suits
for the people at the top because if we see on emotional front, when a person reaches the top, he gets
lonely and it becomes difficult to find someone to talk to. t helps in finding out the executives specific
developmental needs. The needs can be identified through 60 degree performance reviews.

[ 



½


The procedure of the coaching is mutually determined by the executive and coach. The procedure is followed
by successive counseling and meetings at the executives convenience by the coach.

r nderstand the participants job, the knowledge, skills, and attitudes, and resources required to
meet the desired expectation

2. ëeet the participant and mutually agree on the objective that has to be achieved
  . ëutually arrive at a plan and schedule

4.
t the job, show the participant how to achieve the objectives, observe the performance and then
provide feedback

5. epeat step 4 until performance improves

For the people at 2


2

 2 , coaching is more likely done by the supervisor; however

experts from outside the organization are at times used for up and coming managers.
gain, the
personalized approach assists the manger focus on definite needs and improvement.


ë   is an ongoing relationship that is developed between a senior and junior employee. ëentoring
provides guidance and clear understanding of how the organization goes to achieve its vision and mission to
the junior employee.

The meetings are not as structured and regular than in coaching.  
2   is generally done
by someone inside the company. The executive can learn a lot from mentoring. y dealing with diverse
mentees, the executive is given the chance to grow professionally by
 
2

 2 
 and
learning how to work with people with diverse background, culture, and language and personality types.


  also have mentors. n cases where the executive is new to the organization, a senior executive
could be assigned as a mentor to assist the new executive settled into his role. ëentoring is one of the
important methods for preparing them to be future executives. This method allows the mentor to determine
what is required to improve mentees performance. nce the mentor identifies the problem, weakness, and
the area that needs to be worked upon, the mentor can advise relevant 
. The mentor can also
provide opportunities to work on special processes and projects that require use of proficiency.

 2
 
 

ë  

 ëentoring focus on attitude development

 ½onducted for management-level employees

 ëentoring is done by someone inside the company

 t is one-to-one interaction
  t helps in identifying weaknesses and focus on the area that needs improvement

For the executive,  
 
  takes on different perspectives. The executive is usually not simply going to
another department. n some vertically integrated organizations, for example, where the supplier is actually
part of same organization or subsidiary,  
 
  might be to the supplier to see how the business
operates from the supplier point of view. Learning how the organization is perceived from the outside
broadens the executives outlook on the process of the organization. r the rotation might be to a foreign
office to provide a global perspective.

For managers being developed for executive roles, rotation to different functions in the company is regular
carried out.

This approach allows the manger to operate in diverse roles and understand the different issues that
crop up. f someone is to be a corporate leader, they must have this type of
.
recent study
indicated that the single most significant factor that leads to leaders achievement was the variety of
experiences in different departments, business units, cities, and countries.

n organized and helpful way to develop talent for the 2

 2 

 
 of the
organization is job rotation. t is the process of preparing employees at a lower level to replace
someone at the next higher level. t is generally done for the designations that are crucial for the
effective and efficient functioning of the organization.

  

 
 
 

ome of the major benefits of job rotation are:

 t provides the employees with opportunities to broaden the horizon of knowledge, skills, and
abilities by working in different departments, business units, functions, and countries

 dentification of Knowledge, skills, and attitudes (K
s) required

 t determines the areas where improvement is required


ssessment of the employees who have the potential and caliber for filling the position
 

 
  
 
  uses a strategy with focus on knowledge (factual and procedural),
skills and attitudes development.

[ 


 
  
 
 

YT consists of four steps:

 [
 This step includes a written breakdown of the work to be done because the trainer and
the trainee must understand that documentation is must and important for the familiarity of
work.
trainer who is aware of the work well is likely to do many things and in the process
might miss few things. Therefore, a structured analysis

and proper documentation ensures that all the points are covered in the training program. The second
step is to find out what the trainee knows and what 
 should focus on.

Then, the next step is to create a comfortable atmosphere for the trainees i.e. proper orientation
program, availing the resources, familiarizing 
 with the training program, etc.

 [

 n this step, trainer provides the synopsis of the job while presenting the participants the
different aspects of the work. When the trainer finished, the trainee demonstrates how to do the job
and why is that done in that specific manner. Trainee actually demonstrates the procedure while
emphasizing the key points and safety instructions.

 Ê   This step actually a kind of rehearsal step, in which trainee tries to perform the work and the
trainer is able to provide instant feedback. n this step, the focus is on improving the method of
instruction because a trainer considers that any error if occurring may be a function of training not the
trainee. This step allows the trainee to see the after effects of using an incorrect method. The trainer
then helps the trainee by questioning and guiding to identify the correct procedure.

 º
 n this step, the trainer checks the trainees job frequently after the training program is
over to prevent bad work habits from developing.



c

c




There are many management development techniques that an employee can take in off the job. The few
popular methods are:

m  TTY T


m T

½T 
L

LY

m T
T L ½T   L ½T  

m ë L
T 
½ 

  



  

 is about making people understand about themselves and others reasonably,
which is done by developing in them social sensitivity and behavioral flexibility.

  

  in one word is empathy. t is ability of an individual to sense what others feel
and think from their own point of view.

  
 

   is ability to behave suitably in light of understanding.

[ 


  



ensitivity Training Program requires three steps:

  





t requires that
the trainees become aware of the inadequacy of the old values. This can be done when the trainee faces
dilemma in which his old values is not able to provide proper guidance. The first step consists of a small
procedure:


n unstructured group of 10-15 people is formed.

 nstructured group without any objective looks to the trainer for its guidance

 ut the trainer refuses to provide guidance and assume leadership

 oon, the trainees are motivated to resolve the uncertainty

  Then, they try to form some hierarchy. ome try assume leadership role which may not be
liked by other trainees

 Then, they started realizing that what they desire to do and realize the alternative ways of
dealing with the situation

[
 


 w  2 

 


 With the trainers support, trainees begin to examine their

interpersonal behavior and giving each other feedback. The reasoning of the feedbacks are discussed
which motivates trainees to experiment with range of new behaviors and values. This process
constitutes the second step in the change process of the development of these values.

   

 

 This step depends upon how much opportunity the trainees get to
practice their new behaviors and values at their work place.




 


 



 


  provides trainees with a realistic and useful method for analyzing and
understanding the behavior of others. n every social interaction, there is a motivation provided by
one person and a reaction to that motivation given by another person. This motivation reaction
relationship between two persons is a transaction.



 



  can be done by the ego states of an individual.

n ego state is a system of feelings accompanied by a related set of behaviors.

There are basically three ego states:

½ 
 t is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses
which come to her naturally from her own understanding as a child. The characteristics of this ego are
to be spontaneous, intense, unconfident, reliant, probing, anxious, etc. erbal clues that a person is
operating from its child state are the use of words like " guess", " suppose", etc. and non verbal clues
like, giggling, coyness, silent, attention seeking etc.

[

t is a collection of recordings in the brain of an individual of behaviors, attitudes, and impulses
imposed on her in her childhood from various sources such as, social, parents, friends, etc. The
characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. 

  that a
 person is operating from its parent states are the use of words like, always, should, never, etc and non-
verbal clues such as, raising eyebrows, pointing an accusing finger at somebody, etc.

V
  t is a collection of reality testing, rational behavior, decision making, etc.
person in this ego
state verifies, updates the data which she has received from the other two states. t is a shift from the
taught and felt concepts to tested concepts.

ll of us evoke behavior from one ego state which is responded to by the other person from any of
these three states.


ü 


ë 





t is one of the oldest methods of training. This method is used to create understanding of a topic or
to influence behavior, attitudes through lecture.
lecture can be in printed or oral form. ü  is
telling someone about something. Lecture is given to enhance the knowledge of listener or to give him
the theoretical aspect of a topic. Training is basically incomplete without lecture. When
thetrainer begins the training session by telling the aim, goal, agenda, processes, or methods that will
be used in training that means the trainer is using the lecture method. t is difficult to imagine training
without lecture format. There are some variations in Lecture method. The variation here means that
some forms of lectures are interactive while some are not.



ü   traight lecture method consists of presenting information, which the trainee
attempts to absorb. n this method, the trainer speaks to a group about a topic. owever, it does not
involve any kind of interaction between the 
 





 .
lecture may also take the
form of printed text, such as books, notes, etc. The difference between the straight lecture and the
printed material is the trainers intonation, control of speed, body language, and visual image of the
trainer. The trainer in case of straight lecture can decide to vary from the training script, based on the
signals from the trainees, whereas same material in print is restricted to what is printed.

good lecture consists of introduction of the topic, purpose of the lecture, and priorities and
preferences of the order in which the topic will be covered.

ë




ü 
ë 

ome of the main features of lecture method are:

 nability to identify and correct misunderstandings

  Less expensive

 ½an be reached large number of people at once

 Knowledge building exercise

 Less effective because lectures require long periods of trainee inactivity

2



2
 

2



2
  are structured and sometimes unstructured, that are usually played for
enjoyment sometimes are used for training purposes as an educational tool. Training games and
simulations are different from work as they are designed to reproduce or simulate events,
circumstances, processes that take place in trainees job.

Training ame is defined as spirited activity or exercise in which 
 compete with each other
according to the defined set of rules.

imulation is creating computer versions of real-life games. imulation is about imitating or making
judgment or opining how events might occur in a real situation.

t can entail intricate numerical modeling, role playing without the support of technology, or
combinations.

Training games and simulations are now seen as an effective tool for 
 because its key
components are:

 ½hallenge

 ules

 nteractivity

These three components are quite essential when it comes to learning.

ome of the examples of this technique are:

 Trainees can therefore experience these events, processes, games in a controlled setting where they
can develop knowledge, skills, and attitudes or can find out concepts that will improve their
performance.

The various methods that come under ames and imulations are:

u  
 -ë  L

u    
ë 

u ½
 T  

u
Pë T Të L
T 

u -
K T T ½

u  L PL
Y







   

n analysis of training need is an essential requirement to the design of effective training. The
purpose of  


   is to determine whether there is a gap between what is required
for effective performance and present level of performance.

X






  
Training need analysis is conducted to determine whether resources required are available or not. t
helps to plan the budget of the company, areas where training is required, and also highlights the
occasions where training might not be appropriate but requires alternate action.










 

½orporate need and training need are interdependent because the organization performance ultimately
depends on the performance of its individual employee and its sub group.

c

 

ü 


  

  at organizational level focuses on strategic planning,

business need, and goals. t starts with the assessment of internal environment of the organization such
as, procedures, structures, policies, strengths, and weaknesses and external environment such as
opportunities and threats.

fter doing the Xc


  , weaknesses can be dealt with the training interventions, while strengths
can further be strengthened with continued training. Threats can be reduced by identifying the areas where

training is required.
nd, opportunities can be exploited by balancing it against costs.

For this approach to be successful, the  department of the company requires to be involved in strategic
planning. n this planning,  develops strategies to be sure that the employees in the organization have
the required Knowledge, kills, and
ttributes (K
s) based on the future K
s requirements at each level.





ü 
 Training need analysis at individual level focuses on each and every individual in the
organization.
t this level, the organization checks whether an employee is performing at desired level or
the performance is below expectation. f the difference between the expected performance and actual
performance comes out to be positive, then certainly there is a need of training.

owever, individual competence can also be linked to individual need. The methods that are used to
analyze the individual need are:


ppraisal and performance review

 Peer appraisal
 ½ompetency assessments
 ubordinate appraisal
 ½lient feedback
 ½ustomer feedback
 elf-assessment or self-appraisal

c 
 

ü 
 Training eed analysis at operational level focuses on the work that is being assigned
to the employees. The job analyst gathers the information on whether the job is clearly understood by an
employee or not. e gathers this information through technical interview, observation, psychological test;
questionnaires asking the closed ended as well as open ended questions, etc. Today, jobs are dynamic and
keep changing over the time. mployees need to prepare for these changes. The  


  also gathers
information on the tasks needs to be done plus the tasks that will be required in the future.
ased on the information collected, training eed analysis (T
) is done.


  

  2
w  2 
ë

 wë

m    





or  training model was made to answer the training
problems. This model is widely used now-a-days in the organization because it is concerned with the
training need on the job performance. 

  are defined on the basis of job
responsibilities and job description and on the basis of the defined objectives individual progress is
measured. This model also helps in determining and developing the favorable strategies, sequencing
the content, and delivering media for the types of training objectives to be achieved.

The nstructional ystem evelopment model comprises of five stages:


 ü  
 This phase consist of training need assessment, job analysis, and target audience
analysis.


[ü

 This phase consist of setting goal of the learning outcome, instructional objectives that
measures behavior of a participant after the training, types of training material, media selection,
methods of evaluating the trainee, trainer and the training program, strategies to impart knowledge i.e.
selection of content, sequencing of content, etc.
 

 
wüc[ë 

This phase translates design decisions into training material. t consists of developing
course material for the trainer including handouts, workbooks, visual aids, demonstration props, etc,
course material for the trainee including handouts of summary.


½ c

This phase focuses on logistical arrangements, such as arranging speakers, equipments,
benches, podium, food facilities, cooling, lighting, parking, and other training accessories.


ü c

The purpose of this phase is to make sure that the training program has achieved its

aim in terms of subsequent work performance. This phase consists of identifying strengths and weaknesses
and making necessary amendments to any of the previous stage in order to remedy or improve failure
practices.

The m

is a continuous process that lasts throughout the 

 
2. t also highlights that
feedback is an important phase throughout the entire training program. n this model, the output of one
phase is an input to the next phase.

 

The 
 is a major stakeholder in a training program. The whole training program is developed
for the trainees only. ach candidate plays an important role in the transfer of training because one
participant's attitude regarding the training influence the other participants and also each participant
can assist by advancing the learning process to realize the training objectives.

Participant's willingness to invest in the program is directly proportional to the benefits of the learning
 that the trainee could expect. ach participant forms their own perception towards training. ome
perceptions remain the same during the program, while some faded depending upon the assessment
of a program by the participant.

ome personal factors that affect the trainee's learning are:

 Family ituation
 Personal Problems
 elation between the training program and personal objective
 Level of self esteem
 enefits expected from training
 ½omfort level with the trainer
 Learning style of trainee
 K
of trainee
 Previous training experiences
 esire for professional growth and development

ome environmental factors that affect the trainee's learning are:

 elationship with colleagues and subordinates

 Training team
 Trainer team
 Training objective
 ½ontent of training
 Training design i.e. methods, techniques, and strategies
 nvironment in the program
 ½omposition of training group
 nfrastructure i.e. eating facilities, tea coffee breaks

o matter how good the 

 
2 is, in the end it is the participant only who decides whether
to change his behavior or not. Trainees do not change their behavior merely because someone tells
them to do. They change when they feel there is a need of it. They do it with their own learning style.
The 
  and the organization can only try to remove the mental blocks of the trainee, rest depends
on trainee itself.


 
 
 

For the executive,  
 
  takes on different perspectives. The executive is usually not simply
going to another department. n some vertically integrated organizations, for example, where the
supplier is actually part of same organization or subsidiary,  
 
  might be to the supplier to
see how the business operates from the supplier point of view. Learning how the organization is
perceived from the outside broadens the executives outlook on the process of the organization. r
the rotation might be to a foreign office to provide a global perspective.

For managers being developed for executive roles, rotation to different functions in the company is
regular carried out.

This approach allows the manger to operate in diverse roles and understand the different issues that
crop up. f someone is to be a corporate leader, they must have this type of
.
recent study
indicated that the single most significant factor that leads to leaders achievement was the variety of
 experiences in different departments, business units, cities, and countries.

n organized and helpful way to develop talent for the 2

 2 

 
 of the
organization is job rotation. t is the process of preparing employees at a lower level to replace
someone at the next higher level. t is generally done for the designations that are crucial for the
effective and efficient functioning of the organization.

  

 
 
 

ome of the major benefits of job rotation are:

 t provides the employees with opportunities to broaden the horizon of knowledge, skills, and
abilities by working in different departments, business units, functions, and countries

 dentification of Knowledge, skills, and attitudes (K
s) required

 t determines the areas where improvement is required


ssessment of the employees who have the potential and caliber for filling the position


Ê

 Ê

m

 



  

 


 





   





 
 



  




 

 






 
  

 


  

 
 






   



 
   



 





 



  





 

 

  
 

 
 
  

 




 


  
   



 





 

 





 


 




 



 





  

 




 



   






 


! 

 

   


  

 







  



   
  

 


   

 "
   
   





 

#$ "
  
  





#%  



  









#&



   








 

#m   






$

   









 
  
   



 
 


 









 
'

'   



 

 


 



 



 
 

 
  
 




  



(   
 
 
)







# 


 "
 
*


 
  

 


#&

 

 
 


#+*
  





   

,

 


  


 



#&



 
 


 

§




2 §, or "training needs analysis", is the systematic method of
determining if a training need exists and if it does, what training is required to fill the gap between the
standard and the actual performance of the employee. Therefore, training needs analysis is

 ystematic method of determining performance discrepancies

 ½auses of performance discrepancies




 







 

 dentify the deficiencies

 etermine whether employees lack K
s
 enchmark for evaluation of training
 ëakes sure training is provided to the right people
 ncreases the motivation of training

Training needs analysis includes:

 c
  c ü
 ü  
 t includes the analysis of

u ëission & strategies of organization

u The resources and their allocation

u nternal environment- attitudes of people

 c[ c ü
 ü  

u etermine K
s required for standard performance

 u Yob analysis

 [c
 ü  

u pecific areas of training required by the individual

u Whether an individual is capable of being trained

u The data regarding the person analysis can be collected through-

m Performance data

m ehavioral and aptitude tests &

m Performance appraisal

Performance appraisal can significantly help in identifying the training needs of the employees.
Performance appraisal helps to reveal the differences and discrepancies in the desired and the
actual   2



2  . The causes of the discrepancies are also found whether they
are due to the lack of adequate training or not. The employee can also tell about his training
requirements (if any) in his self appraisal.
performance appraisal after the 

 
2can also
help in judging the effectiveness of the program.


,
*  -

 ,


.
/

+
 

,0

,--+1

2,m-m-(-++3,33+33.+-4$2/++2+5&,$23

,3m./!+.$+!

m 
 
  6

(


   










 


 

 

 

   



5 





 

 










,








   





)










 "
 
  

)

  3
   

 


  








   
 








mm 
 
  

 


7-,86

,

  




m
 



9 
 : 9 





:

 


 


   

 
 


   




 



 
  





 
  
   

    


 

 


 

 






 

   





  

 


7-,8  



 "
  

 
 
,

 



 



 



  

 
 


  "
   






  

3 

7
 

 8 






 

 


 ;m<),m3  
 




  







4
*
 
 
 


   


  

 




  



 

   






 



  


 ;m<),m3  
 






   



9 



:


 


   




*








  9 
 :








 

   





   








 
 




,
*  -

 ,


.
/


+
 

,=

mmm  
 

  

 


6






  

 


 









 


   




 

 

  



 

,
  

 





 
 




 


   

 

 


  

 



m


 





 



   








  


 
 



 


  
 








*



   

 











 

 






  
  







 

 



 



  





   " 

 
  

 

m<; 


  

 


6




 
  

  

 
  

 







  

 
 


 




 



   
 7/!,8
 



 

 

  

 




>

 
)3
>

 
  
 






 

 







 





  

/

 

 










 





   

 


  " 
















 


&






 





  


 





 
*
 
  


  

  







 





 
 



 



 

.




 
   
 











   


 




 



 
   ;m<),m3 
 



 
*


m


 m 


 


 

 
  






 


 


   




 
;




 




 



 
,
*  -

 ,


.
/

+
 

,?

4      

 



 





 


 


  
 

 






;


 

 

 






 
 


     








  
 



 


9
*

:  

 


/





 


  

 
 




 




/

 


     
 

 




 




 




 



 ,
 









 







  


  




 
 
  
m
 




 




 
9 

:




 




 



   



;





 





   




 







 
 

  









  
  
   .






 






$  
 
  

 







 


 

 








</

  -,

3





 







 -,







+
 






0 

m 






 
 
 

$





 

  


 









+* 

 "




 

 


  

 














 

   




  

 




4
*


 







 

;m<),m3







 

;m<),m34
*


 






@.
 
   A

@ 


 

 

 

 A

@

 ;m<A,
*  -

 ,


.
/

+
 

,B

@



;m<),m3A
@;  
A

@&
  


 
;m<),m3






    "

 











 


 

 

C



 


 



C





 
 







!

 




 





!



 
  

   




 

 




$




m


 


 

  
  

  






 



 



, 




 




  



 





 


 
 
 

  


$ 

 


*


 


 


 


 

 

 







 











D









     


D








   
 

 



  
        


D




 







 
 

 





 



 
 










m




 



 




 








3






 





D&

 



 







 
 

 



 



D&

 


 








  









 
 
 

 

 


 



D&

 


  
 




 



 



 

,
*  -

 ,


.
/

+
 

,E


78, +*
-,5  +
 !



  

 


F 


;m<),m3

0.
 ;m<),m3
   

GGGGGG

GGGGGGGGGGGGGGGGGGG

!; 

=.

/


 ;m<),m3

GGGGGG

GGGGGGGGGGGGGGGGGG

!; 

?

 ;m<),m3

GGG

GGGGGGGGGGG

!; 


78


  

 


3 


 
;m<

 

 

0,

 H-I 
 




  
 
GGGGGGGGGGGGGGGGGGG

!; 

=3    




GGGGGG

GGGGGGGGGGGGGGGGGG

!; 

?,





  

  

GGG

GGGGGGGGGGG

!; ,
*  -

 ,


.
/

+
 

,J

,

  

 


3



*


 


 



  

@




 








  

@







 

 





@


 

 

  




 
  

 
 




 





@,


 









  
 


 


 

  


,


.
*

78/






0 

.



 

   


















 



  

 

;m<),m3 


 

4


 
*


 




4
*





*

 

   



 
  

;m<),m3
  





*

 
   
 





  



 





 7
8

/


  

 





* 

  
  
*  





   




      





  


!


 


  9 








 :

!



   9 
:

!



  9

:

/


 7 



 8
*




*

, 
 





 


7 




8 

   

   


 
 

 






,




*  




 



  
 



 
 
 

   







 




  ,
*  -

 ,


.
/

+
 

,K

2





*   



 

 



78+*



78,


.
*,
 

F 

-




+
 


,

 /

  3
 
5


F 












 




  
  


 



;




 



2





 



2  


 






 




 
 



9:

LLLLLLLLLLLB


 
 



 





LLLLLLLLLLLE

2
  


 



 



LLLLLLLLLLLLLLLLLLLL0










 

   


 


 


LLLLLLLLLLLLLLLLLLLLL?







 



 

 


 
 


LLLLLLLLLLLLLLLLL=

3
 


 



LLLLLLLLLLLJ

&
I  

   
 



 

 

LLLLLLLLLLLLLLLLL=,
*  -

 ,


.
/

+
 

,M

@, 



L 



 

 



 





 
 


 

 


 










 






 







 




@2   










 

  




3 





0 

m 






 
 


+* 



  
*


 




















 


 
;m<),m3

*
 


 

 73m 8  
 



, 

















 


;m<),m33m   
 



$
 
 

,B "




 








m 






 


  

 




, 




    

 



 




 



 
;m<),m33m   
 

3 


  

  
*






  




 




 






 

 





,

    

 
  
 

 

 



4

   



   
 


 ,
*  -

 ,


.
/

+
 

,N


783 ,



-


/

+
 


,



 /

  

3

/


 

;m<),m33m  3
 
5


,











 

;m<),m33m  


 



4

  
 






 












)




 


;m<),m33m  


 



2  
 










 







 













m 



 







LLLLLLLLLLLLLLLL

LLLLLLLLLLLLLLLL

=

m






  


m


 

 


LLLLLLL

LLLLLLL

?


 





  

 

 
LLLLLLLLLLLLLLLLLLLLLLLLLL

LLLLLLLLLLLLLLLLLLLLLLLLLL

0

/

  


;m<),m3 


  
 






 

 


LLL

LLLL

B

@4

   






  
 

 
 






   


 




 







 







)


@,   
 









)
 



  




  
 









)
 









@
   








<m5  





-,
  
  


!

 






 

78
 
 



9

 
: 






 
 
 

 


   ;m<),m3 


 
;m<),m3






 
 

 


 ;m<),m3




,
*  -

 
,


.
/

+
 

,0O

  
    
 EB4
 .

;m<),m3


 



 ;m<),m3; 
 








 





;



/

+
,



 
  

 
 .
E


  


m



78



 











 

 

  



@2
   
 

 



@



 

 

 
 
 


@&
I   
 


 
 

@+

 
 

 


 
 



@
 
 



9:

m
  














   .
J


  


 
 




-,$

3
 -
2
 



2
  


 





JE.
J 9 

 3
 
5
:



3
 JE9 

C /

5


 6:9;









:







 



 

 


 
 



  
 
  

 

 


 







 




 










   


 
,
















 

 


$













 
 



 
 

 








.
J 9 

 3
 
5
:



3

 mmm&


& 

 

 

88 8

&
I 

 
 


 

  
  

 






 








 /

 
  

 


-),
*  -

 ,


.
/

+
 

,00

 












+




 

 


 


 





JB

JJ

.
J 9 

 3
 
5
:



3

 mmm&


& 

 

 8


 
 



9:

J0.
J 9 

 3
 
5
:



3

 mmm&


& 

 

 8

<mm! 





  

  


 


  




  
  00
+ 


 


 



  

 
 

 




 




  
  

 


.





.
 
  

 



Om

 


   

!
  

F 




  
  



  

 
 
*



 

  

 

 





 

m/

+
 F 




 





 

(
 
*


 

 




 
 

 




  





 







 





mm& 
 F 




 

 
 





 

 
 
  

(
 
*

     





 
  


 

 
    


   
 



 ;m<),m3


 

mmm  

( 5P

F 




  





 

   




  ,
*  -

 ,


.
/


+
 
,0=

5 

  

,












  
 


 
   



  





  

 " 

(
 
*


 
 

 




 

m<




/
  

3
*

 




m 

 73m 8

 ;m<),m3

F 






   

*
 


 

 

3 


 

 







   3m 

(
 
*




  



   

<  

;m<),m3

F 


;m<),m3P
   




  






3 


 

 




;m<),m3 

 

(
 
*





 



  








 


;m<),m3

<m  


 



F 


 

 



;m<),m3 

  


 



 




 
 



(
 
*





 



  









 


 



<mm!
3 F 




 


   

 
  





 

;m<),m33m3  
 



<mmm!
   

/
  &


!
3 

+*

 


 













 


;m<),m33m   
 



m1/

! 


;m<),m3

F 







 






 

;m<),m3,
*  -

 ,


.
/

+
 

,0?

/
 

 



  


 

(
 
*


 

 



 



 
;m<),m3

1,
 /  F 







 

 


  

3   

(
 
*


  



     ,
*  -

 ,


.
/

+
 

,0B

3,./!+>5+3m$--,m2+

3
>

 
  -

 ,




  

 
 









  
  



  

    



 

 



;m<),m3m
  
















 



 

 



;m< 

 

m

 

 

 
 
 

/






 



/

 


 

 

3
*QQQQQQQQQQQQQQQQQQQQQQQ




QQQQQQQQQQQQQQQ





6QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ
 
 
 
6QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

 
 

 
 6QQQQQQQQQQQQQQQQQQQQQQQQQQ

 
6QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ





6QQQQQQQQQQQQQQQQQQQQQQQQQQ

4
 

 

 




 


0


;m<
     

 

78


784


78 I
 ,

*  -

 ,


.
/

+
 

,0E

=


,m3
  
 



 


78


784


78 I
 

?

  
,m3

78


784


78 I
 

Bm
  ;m<










78


784


78 I
 

E$ 

    
;m<

78

784


78 I
 

J/

 
 
;m<),m3

78


784


78 I
 ,

*  -

 ,


.
/

+
 

,0J

K$
  

;m<),m3
 
*






   
  

 

78


784


78 I
 

M,

 
 
;m<

 
 






78


784


78 I
 

N&  



 


 ;m<),m3

78


784


78 I
 

0O,
   

;m<),m3
     




,m3

78


784

78 I
 

00C 

;m<),m3   
*

 

78


784


78 I
 ,

*  -

 ,


.
/

+
 

,0K

0=C 

;m<),m3
 


 


  




 


;m<),m3

78


784


78 I
 

0?$ 

  

*





7 
*8



;m<),m3

78


784


78 I
 

0BC 

;m<),m3   

   

;m<),m3

8


84


8 I
 

0EC 

 



;m<),m3  
*




 

   


   
 





 

78

784


78 I
 

0J

  






 ;m<),m3

78


784


78 I
 ,

*  -

 ,


.
/

+
 

,0M

0K&


 
 




 
 

6

78
 



78/

78/ 


78
 

 


0M&



*

 6

78
 



78/

78/ 


78
 

 


0N&



 




 



   




*6

78
 



78/

78/ 


78
 

 


=O&

 

 
 
  


 6

78
 



78/

78/ 


78
 

 
,
*  -

 ,


.
/

+
 

,0N

=0&

;m<),m3


 6

78
 



78/

78/ 


78
 

 


==& 9-:

 

 






*


6

78
 



78/

78/ 


78
 

 


=?&





 




 

*

) 6

78
 



78/

78/ 


78
 

 


=B&






  


*6
78
 



78/

78/ 
,

*  -

 ,


.
/

+
 

,=O

=E;







 


*6

78C


78-

=J;


 
;m<),m3


 





  




6

78C


78-

=K;


 

  


 





  




6

78C


78-

=M;


 



  








7 



  




86

78C


78-

=N;


   
*


6

78&



785 



?O;


   ;m<),m3




7 



  




86

78&


785 

,
*  -

 ,


.
/

+
 

,=0

?0;


   
  




 
6

78&



785 



?=;


   


  




7 



  




86

78&



785 



??;







 
6

78-




783
 



78<



?B;





 



;m<6

78-




78<



783
 



?E
     
 


6

78C


78-

?J;



  
  
*6

78C


78-,
*  -

 ,


.
/

+
 

,==
?K; 
*


 9:
 
 
 


 
 6

78,

78 

?M; 
*



   

 
  
 
 
 6

78,

78 

?NC    


*








 


  







  
 


 
 6

78,

78 

BOm




 ;m<),m3 m 





m
 
m 

*

78
 



78/

78m 


78m
 

 


B0m
 

m

     

78
 



78/

78m 


78m