To what extent does the internet represent a more democratic medium of Essay

To what extent does the internet represent a more democratic medium of information - Essay Example The concept of democratic media is also in contrast to state-run operations in which the media embodies the value system of the state itself. As such, democratic media can be highlighted by its structure and roles. With regard to structure, democratic media is essentially organized and overseen by ordinary citizens or their grassroots organizations; in terms of functions, democratic media, as a matter of priority, pursue serving the informational, cultural, and other communication needs of members of the public from which the media constitute or represent (Gaur 2006, p.6). Majority of the world media, today, can be regarded as embroiled in a hyper-commercialized agitation. In most countries, fewer than ten transnational media conglomerates control much of the media with almost every aspect of media culture under commercial exploitation right from sports, education, and arts. For some, this trend of concentration of media power and the resultant commercialization of public discourse s pells a disaster. An informed and active citizenry relies on the media in exercising its public service role and popular government need popular information, or ways of attaining it to be considered democratic (Bennett 2007, p.22). The case for media rests on two broad propositions: first, media play critical roles in social, political, economic, and cultural functions within contemporary democracies. In such societies, media can be regarded as the principal source of political information and admittance to public debate, and the platform to an informed, participating, self-governing citizenry (Gaur 2006, p.7). Democracy necessitates a media system that avails the masses with a wide range of opinion and analysis and debate on critical issues, mirrors the diversity of citizens, and fosters public accountability on the premise of powers-that-be and the powers-that-want-be (Bennett 2007, p.24). Second, media structuring, as exemplified by patters of ownership, subsidy, management, and regulations, are a critical determinant of media content. Given the non-competitive nature of media markets, the assertion that the media in contemporary society â€Å"gives people what they want† is unconvincing, to the exception of one media-the internet. Most media firms possess enough market power to dictate the content that can be perceived as most profitable to them (Cohen 2005, p.3). An easy route to this end (profitability) features increasing commercialism facilitated by a large number on ads, enhanced influence by advertisers over the non-advertising content, programming that yields to merchandising, and all forms of cross promotions with non-media forms. For any media to be considered democratic, it must wean itself the negativities associated with media ownership, regulation, management, and subsidy (Hoggart 2004, p.2). As such, the media system must eliminate the enormous power held by selected corporations and advertisers that dictate the media culture. The rece nt success witnessed by the commercial media can be attributed to a number of factors: commercial media operate at all geographical levels as highlighted by the Intra and inter-corporate connections exchange content. Commercial media all collectively and individually lobby to bring strategic influence to bear on

Amartya Sen Essay Example | Topics and Well Written Essays - 250 words

Amartya Sen - Essay Example Being one of the first economists to break-away from capitalist theories and assumptions, Sen brought a whole new perspective to studying economic activity. In his influential work Collective Choice and Social Welfare, published in 1970, Sen argued that self-interest is not the only motivation behind economic transactions and that proper social welfare is incompatible with the conventional model. He also discovered explanations for skewered sex ratio in developing economies like India and China, whereby he attributed the economic unviability of poorer families as the reason for this disparity. Today, Sen's ideas and proposals find application in real-time operations. For example, Sen's guidelines for calculating poverty and economic standards are widely used in the developing world. His proposals to alleviate starvation and famine are also followed in many Third-World countries, especially India, where no major famines were witnessed in the last few decades. By concerning himself wit h the poor sections of under-developed and developing countries, and by coming up with feasible solutions to their most pressing problems, Amartya Sen can truly be considered a doyen of 'welfare economics'.

Enid Lee, Incorporating Antiracism Essay Example for Free

Enid Lee, Incorporating Antiracism Essay In â€Å"Taking Multicultural, Antiracist Education Seriously,† Barbara Miner interviews Enid Lee, a â€Å"leader in antiracist education† as noted on her website, Enidlee. com. She pushes for the use of the term ‘antiracist’ because the tem currently in use, ‘multicultural’, is too nice, focusing more on food and fun rather than hard issues of racism. Although her interview is inspiring and very necessary, some facets of her presentation seem to swing to far to the militant side to garner widespread acceptance. First, Lee explains that in many schools, European posters, readings, games and activities dominate the landscape. While I believe this is true in some cases, I do not believe it to be true in all cases. Many, many classrooms in which I have learned, observed and taught have been filled with pictures of prominent white, black, Hispanic and Asian authors, researchers, and political leaders. Lee’s multistage approach to antiracist education is clear and organized and sequentially stepped so as not to seem overly forceful. However, her insistent on the use of ‘antiracist’ is a bit harsh in that it assumes that anything not adopted or previous to this new ideology is racist. That is a huge overgeneralization. It also separates people into groups – the antiracists and everyone else, who, by association, must be racist. I do not think that many public school systems, and certainly no private systems, will purchase curricular materials and send teachers and administrators to antiracist workshops because it implies the worst of these people and materials. Lee can simply not make that kind of generalization. She urges the changes to extend beyond the school. Racism is alive and well in the community, but her approach sends the wrong message: â€Å"We have an antiracist plan to change this racist community. That is the message that people will hear. A less forceful message is much preferable to Lee’s approach. Lee is convincing in her devotion to creating antiracist schools. She urges to push for administrative changes and curricular changes, which she admits are financially blockaded by under-funded school districts. She gives an unsubstantiated claim that multicultural, antiracist programs are the most under-funded, when the removal of arts programs in elementary schools has made the national media several times in the last few years. Finally, after admitting the sad lack of money for programs, she launches on her website, a national push for her own conference called â€Å"Putting Equity on the Table† that costs $1450 for two school officials to attend. This is a three day conference and the rate (which is the early bird rate) does not include the hotel fee at the Hampton Inn in downtown Boston. In addition, the recommended reading resource is entitled Education Children of African Ancestry in the United States of America, Canada, and the United Kingdom. If we are truly talking about an antiracist education, why does our primary conference resource only focus on one race? Nobody will fault Enid Lee and others like her for taking on the cause of equity in education. Clearly the past has shown that steps are necessary. However, Lee’s focus on only African-descended children, on an inflammatory name for her type of education (which, oddly, does not appear on her conference registration information), and on her need to charge exorbitant fees for her conference detract from her credibility and are likely to be off-putting for widespread educators.

Training and development

Training and development Training and development Human Resource Development (HRD) can be universally recognised as a very effective approach to improve performance within training. Training consists of a variety of experiences that intend to enhance and develop skills and knowledge in order to accomplish organisational objectives, to improve and change organisational aspects within the work place (Bramley 1996; Broad Newstorm 1992). According to Manpower Services Commission (1981) training is a planned process to modify attitude, knowledge, skills, or behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose in work situation is to develop the abilities of the individuals and to satisfy the current and future needs of the organisation. In the same way development is a type of progression in which persons may find it more effective when learning through experiences. It is a procedure that helps people make use of the skills and knowledge that their past teachings and training has given them, this helps not only in present jobs but also anything that may come up in the future. It personifies theories and ideas connected with psychological growth, greater immaturity and increased confidence. According to Ivancevich (2004), training and development are processes that provide (or at least try to) a personnel with information and skills they need in order to understand the organisation and its goals. They are designed to help a person continue to make positive contributions in the form of good performance. Training helps personnel do their current work better while development prepares them for the future. Training is an important process to every personnel. It is a systematic process in which an individual is aided to alter his behaviour in a direction that will achieve the organisations goals. Ivancevich (2004) describes the goals of training as training validity, transfer validity, intra-organisational validity, and inter-organisational validity. Training validity determines if the trainees learn skills or acquire knowledge or abilities during training while transfer validity determines if these learned skills or acquired knowledge or abilities result to improvement on job performance. Intra-organisational validity determines if the job performance of a new group of trainees in the same organisation that developed the program comparable to that of the original training groups job performance. Finally, intra-organisational validity determines if the validated training program in one organisation can be applied with successful results in another organisation. Noe (2003) defines training as â€Å"planned effort by a company to facilitate personnel learning of job-related competencies† including knowledge, skills, or behaviours that are critical for successful job performance. Training helps personnel master knowledge, skills, abilities and behaviours emphasised in training programs and to apply them in their day-to-day activities (Noe 2003). As argued by Noe (2003), training is a process which not only needs basic skills, which would be skills that are sufficient enough to perform ones job, but also needs skills at an advanced levels which enables a person to use high technological information and share it with other personnel. This would be perfect in order to gain competitive advantage. A good understanding of the customer and the system is also a key aspect within training. Al of these put together collectively defines intellectual capital. A training initiative which requires generating intellectual capital is a training which goes by the name of high -leverage training. According to Carnevale (1990), high-leverage training, which is linked to strategic business goals and objectives, uses an instructional design process to ensure the effectiveness of training programs, and compares or benchmarks the companys training programs against other companys training programs. According to Richard M. Hodgetts and Fred Luthans (1976), training is a procedure of changing behaviour and attitudes in a way that increases the success of reaching ones targets. According to both theorists culture, customs and work habits of the local people should also be taught in training process. And if all the above mentioned factors along with other factors are considered properly it would boost towards the success of any establishment. Formal training programs are not seen to be enough in accordance to todays fast moving world, this is the thought contributed by the author Hall (2004). A few other things the author believes is that in order to uphold certain standards that are commercial and cost effective, the people should be execution experts. A lot of senior executives believe that budget will stay tight, even after a full economic recovery, and that headcount, time. IT support, and other resources will continue to be in short supply. The opportunity and demand for enterprise-wide initiatives to bring about wholesale change will only increase. If you are a leader of learning, your future and the future of your organisation depends on your ability to make significant initiatives happen despite the challenges of day-to-day work. To acquire this you need to become an execution expert. Todays best-in-class learning professionals operate differently than those who came before them. Their thoughts are focused on 3 areas: business strategy, resources, and execution. (Hall 2004, p65-6). Two different training methods are identified by the authors (Ferris et al, 2006), the first set of training is described as the routine training which is given to all level of working staff. The other set of training however, is a type of training in which political skills is the main and important component of training and development process and is aimed mainly for senior executives. As the work force moves up the chain of command to higher jobs at wider scales, technical capability is less important and political skill takes its place. When the centre for Creative Leadership studied why once-promising executives failed on the job, lack of social effectiveness emerged as a leading cause. The political skill which is mentioned quite a bit, is a type of skill that distinguishes successful and efficient managers from those managers who are inefficient. It is also an ability which merges together social intelligence which facilitates and adjusts to situations where differentiation and changes are of demand. In return this helps in developing and advancing the working conditions. Training and development at individual level:- To identify each persons own knowledge, skills and abilities in order to assess each individual and progress them at the pace According themselves. Psychology theorists e.g. Likert (1961), Mayo (1933) cited by Younglin (2001) entails that employee satisfaction and well being are related to performance, but in those theories they did not explicitly hypothesize about the appropriate level of analysis, for example individuals, groups or organizations. Assessments and one to one meetings allow employees to reflect on their own learning needs in relation to their work aims. It also provides well controlled learning experiences linked to professional and administrative needs, goals and job requirements. Individual levelled training and development is the base and the stepping stone of any needs assessment. All managers have different emphasis on specific needs collaborating with their job description, level of education and intelligence experience and personal choice. Focusing on employees individual needs appraisals makes it easier to compile personal development plans that suit each employee according to their own level of competency. Training and development at organisational level:- It is vital for organisations to focus on peoples capability to foresee, adapt and respond to sudden changes in the environment. Training and development will have to join together it with corporate goals. It must be accurate with what the business leaders are trying to achieve. In order for training to seem more appropriate, its programme will revolve around business related matters for the future. In practice, its achievements will shoulder on developing apparent training objectives from the tactical issues of the business. Effective managers are created in an environment where there is continuity in the learning manner. A high level of experience, expertise and mind power of the internal as well as external trainers is essential, along with their commitment and capability to maintain a healthy relationship committed to management maturity. The method of learning can often engage unlearning certain behaviours and attitudes. certainly, in relation to organisations (Hamel Prahalad 1994, cited in Cole, 2000, p268) found that ‘creating a â€Å" learning organisation† is only half the solution. Just as important is creating an â€Å" unlearning organisation†to create the future, a company must unlearn at least some of its past. According to Cole (2000) training and development of workforce is a concern that is faced by more or less all the establishment. The quantity and excellence of training carried out varies a lot from organisation to organisation. Therefore most of the establishments are adapting systematic approach to the training and development of their employees. Organisations use systematic training cycle to perform a logical sequence of activities commencing within the organisations starting with the training policy, assessment of training needs, carrying out training and evaluations. Cole (2000, p.278) summarises that this training cycle is quite beneficial within an organisation. The systematic approach to training and development arises from the amount of internal and external stress for alteration in the organisation. Firstly in a systematic approach is to develop a policy statement to act as a channel to the organisations intentions regarding the weight and track to be given by to training and development. Secondly initialise a set of roles for those in charge for implementing the policy and thirdly to set up a appropriate structure of training posts and procedures, and to allocate adequate funds to the training establishment. As all the steps are followed with completeness then one can focus on the analysis of training needs, evaluation and review of training carried out. Training policy Establishments mostly deal with a wide range of policies dealing with human resources. Policies are set by the establishments to develop their employees and to monitor their performance by certain training and development programs and courses, conducted internally or externally. According to Cole (2000),training focuses on learning needs and are mainly associated to existing responsibilities and duties which are narrowly linked to short, medium and long term business plans and are seen as an key element of an establishment to prove to its consumers, training and development are the key to success of any organisational goals which indicates the overall plan of an organisation, execution of training and development programs provides a direct link to the organisational goals for those who are accountable for the best possible results. Most of the organisations have a extended tradition of raising their own managers and professionals and providing them with in-house courses according to organisational needs. Some of the organisations rely on external management trainings and courses. Training needs Needs assessment is the process of determining if training is necessary (Noe 2003) and identifying the organisations training needs (Ivancevich 2004) and answering the question of whether training addresses the organisations needs, objectives and problems (Arthur et al. 2003). According to Noe (2003), if the needs assessment phase, the first phase in the instructional design process, is poorly conducted, training will not meet the desired outcome or financial benefit for the company, regardless of the training method and the learning environment. According to Boydell (1985) there are three levels of training needs which are to be studied before putting the programs in to practice. This three-step process consists of organisational analysis, person analysis and task analysis. There are a few factors linked with organisational analysis, such as when given the company resources is the relevant training appropriate, where is training needed in the organisation, which goals can be accomplished through personnel training, and if to determine as to wether or not training can be used to improve a companys success ( Noe 2003, Arthur et al. 2003, Ivancevich 2004). When assessed at an organisational level we must see the general weaknesses the organisation has perceived in its priorities and what would be the prescribed remedy that would be required in alteration of the organisational culture. According to Noe (2003), there are three factors to be considered before choosing training as a solution, these three factors being, the companys strategic direction, managers and peers support for training activities and the training resources available.(Noe 2003) Training to some level should help a company achieve its business strategy. If one was to define a business strategy, it is said that this is an approach which refers to a plan that joins together the companys goal, policies and actions (Meister 2000). Noe (2003) also mentions that â€Å"the strategic role of training influences the frequency and type of training, and how the training function is organised in the company.† (p 42) it is more likely the regularity of training will be higher in companies where training is expected to be a factor in the achievement of the companys business strategies and goals as a post to those companies where in training is done randomly or unplanned. Also it is said that the higher the strategic role of planning, it is more likely that the company will organise the training purpose using a virtual training organisation or corporate university models. (Noe 2003) The managers and peers support for training activities is a critical factor in considering a training programme. To be successful, managers and peers should have a positive attitude in participating a training activity. Furthermore, managers and peers should be willing to provide trainees with information on how they can effectively use knowledge, skill or behaviours learned in the training activity (Bramley 1996). To determine the initiation of a training activity it is essential for the company to have all necessary resources. For example if a company decides to hire a consultant for training purposes it is vital for that consultant to provide a high quality level of training. According to Noe (2003), it is advisable that a company use request for proposal (RFP) because it helps to identify the consultants or vendors who qualify for the criteria. RFP includes the type of service the company is seeking, the type and number of references needed, the number of personnel to be trained, the funding for the project, the follow-up process used to determine the level of satisfaction and service, expected date of completion, and the date when proposals must be received by the company (Noe 2003). Person analysis is a procedure which helps the establishment to identify the personnel and how they need to be trained. The analysis verifies all the necessary personnel readiness for training and development, such as personnel abilities, attitudes, beliefs, and enthusiasm. All these factors are vital for the person to learn from the training activity and apply it to the job. Being ready and fully aware for training also means that the work atmosphere will aid with learning and will not hinder with any kind of performance (Noe 2003). The present abilities (skills, knowledge and attitudes) of each staff member concerned had to be assessed against the higher standards needed to carry out their work satisfactorily and any short falls remedied through training. An indicator of the need for training is poor performance measured by customer complaints, low performance ratings, or on-the-job incidents such as accidents and unsafe behaviour. Job changes are also an indicator of the need for training. Job changes can be improvement of the current level of performances or the need for personnel to complete new tasks. (Noe 2003) According to Rummler and Brache (1996), factors such as, person characteristics, input, output, knowledge, consequences and feedback control personnel performance. Persons qualities are what construct the knowledge, skills and abilities of the personnel. The above mentioned factor of input refers to the directives that enable the personnel to know when, what and how to perform but at the same time also, the resources such as equipment, time or budget contributes also to the performance. Output is the standard according to the personnel of how the job is performed. A consequence is an aspect that gives encouragement to the personnel when they perform well. Feedback is the information the personnel receive while they are performing (Noe 2003). Ivancevich (2004) describes task analysis as the identification of the tasks, knowledge, skills and behaviours that should be covered in a training program. According to Schneier, Guthrie and Olian (1988), there are four steps involved in task analysis. First, select the job or jobs to be analysed. Then, build up a preliminary list of tasks performed on the job. This can be done by interviewing and observing expert personnel and their managers and talking with others who have performed a task analysis. Third, confirm the preliminary list of tasks by asking several questions regarding the tasks a group of subject matter experts in a meeting or through a written survey. Through this, the management can determine which tasks must be included in the training program. Important tasks that are frequently performed and of moderate to high level of difficulty should be included in the training while tasks that are not important and infrequently performed should not be included. However, since there are tasks that are important but are less frequently performed, managers and trainers should determine whether these tasks should be trained for. (Noe 2003) The last step is to identify the knowledge, skills or abilities needed to successfully perform the tasks identified. Similar in identifying the tasks to be trained for, knowledge, skills or abilities necessary can be learned through interviews and questionnaires. It is important to know the level of difficulty in learning knowledge, skills and abilities (Bramley 1996). Ivancevich (2004) points out that these assessment categories are important. However, training assessment should focus on the personnel needs because it is at the individual or group level that training is conducted (Ivancevich 2003, p114). According to Kirkpatrick, there are four ways to determine the personnel needs for training. These are through observation of the personnel, listening to the personnel, asking the supervisors about their personnel needs, and examining the problems the personnel have with regards to their job (Kirkpatrick 1996). Michalak and Yager (1979) further stresses that by doing this, the manager is actually conducting a performance analysis. There are steps in performance analysis. First step is the evaluation of the personnel performance and determining if there is a behaviour discrepancy in the personnel performance. Next, the cost and value of correcting the identified behaviour discrepancy should be determined. Then, determine if the personnel can do the expected job if he wanted to (Ivancevich 2004). Then, establish a standard and communicate this clearly to improve job performance. Then, remove obstacles that might cause behaviour discrepancy. Next, the manager should give the personnel time to practice the skills, knowledge and abilities needed in performing their job. Next, decide if the job should be redesigned. If all else fails, the managers should take matters to the next level and decide whether to transfer the personnel to another department or to terminate his contract. However, performance analysis may result to a problem in the driving force. Corroborations such as reward, punishment, or discipline may be essential to create stimulus for the whole work force. Performance analysis may also lead to recognising a need for training and development. However, some organisations avoid doing training needs assessment. According to Schneier, Guthrie and Olian (1988), the possible reasons for this are lack of information on conducting training needs assessment, management scepticism on the effectiveness of training needs assessment, poor planning and lack of time in doing training needs assessment. But Schneier, Guthrie and Olian (1988) stress that training needs assessment should be done because there are many benefits that result from doing this such as improving the training function, tying in with other personnel/human resource management (P/HRM) programs and improving their efficacy, and increasing legal defensibility. Training Process Though typically the shortest phase in the training process, the training program itself encompasses a myriad of details which must be thought about carefully in order that a program will run smoothly, remain true to its defined objectives, and facilitate the transfer of knowledge. Coordinating the logistics of a training program is a detailed and essential step in planning a successful training program. As Van Wart, Cayer, and Cook (1993, p.235) point out, careful planning results in substantially fewer problems, headaches, and even disasters. Countless items such as facilities, room set-up, scheduling, registration, snacks, name tags, audio-visual needs, correspondence with trainees, social events, and the compilation of training materials must be taken into account to insure a successful program. In addition, it is important to plan in advance how to open and close a training session, to avoid awkward transitions and a poor climate during the session (Nadler Nadler 1994). Another important consideration is the materials and kit which will be used to communicate information to the participants. Handouts, textbooks, manuals, and other visual aids (VanWart, Cayer, Cook 1994) enhance the training environment and give participants tangible records of their training to take away and refer to when a refresher is necessary. There should be plenty of materials for all of the participants and extras for those who may register at the last minute. Equipment should be checked to make sure it is in good working condition prior to the program (Nadler Nadler 1994). And finally, as with most things in life, it never hurts to have a contingency plan. A training program may incorporate many different types of strategies for communicating information and fostering a learning environment. Lectures, group activities, discussions, videos, games, guest speakers, case studies, presentations, panel discussions, outdoor interventions, and hands-on skill training are but a few examples of the variety of methods which exist for use in training situations. Beary (1994) suggests that trainers should use questions in training to serve as icebreakers, determine knowledge levels and attitudes, stimulate discussion, share knowledge, make transitions, and build teams. Harris (1994) puts forth his P.R.A.C.T.I.C.A.L. model for better-than-average presentations which calls for attention to be paid to: Partnerships, Rhetorical questions, the Ability to be spontaneous, Conversational style, Tone of voice, Involvement, Creativity, Acute relevance, and Lucidity. Harris also provides four verbal tools which can be used to vary presentations through language. Analogies, alliteration, plays on words, and rhymes can be useful ways to draw attention to material which may require spicing up. A trainer would certainly want to consider his or her audience before using some of these tools. A group of firemen may not be impressed by rhyming skills, while a group of writers might find it very refreshing. Kaeter (1994) suggests several ways to create a training culture, which, she explains, will enhance the environment and may even help a trainer to deal with the ever-present resistant trainee. Her ideas include: researching the situation in advance, making knowledge relevant to those situations, facilitating rather than lecturing, making a clear link between the person, the job, and the goals of the organisation, not ignoring resistant participants, deflecting attacks by drawing in the group, and being available after training for questions and one-on-one discussions. Given that in almost every training situation, there will be one or two individuals who are resistant to the ideas being presented, (or to the very idea of being at a training program) it is important to create a culture which deals proactively with resisters and allows learning to occur for everyone. In addition to those presented here, there are hundreds of other useful approaches to conducting effective training programs. The important thing to recognise is that each method and strategy has inherent strengths and weaknesses, and that there is not one method or strategy whose use will result consistently in a flawless training program. A combination of methods, strategies, and techniques makes for a rich, diverse, cooperative, and instructive training situation. In any training situation, it is important to appreciate the variety of ways that people learn, and to use techniques, which will meet the needs of a diverse group of learners (Armstrong 1988). While some individuals may learn kinaesthetically, others may be more receptive to visual or auditory techniques. A trainer must design his or her program to incorporate elements which will be useful to all types of learners, also taking into consideration the knowledge, skills, abilities, and motivation that trainees bring to the training situation. (VanWart, Cayer, Cook 1994, p 139) According to Bramley (1996), learning situations should be sequenced so that various styles of learning are integrated into the whole. A useful model, based on adult experiential learning, is the Kolb (1984) cycle of learning (see Figure 2). This model requires that activity in all four stages take place for effective learning to occur. Training which is designed with a variety of learning styles in mind will greatly encourage trainees to incorporate the knowledge into their own way of thinking, and transfer the training into the workplace. After logistics and strategies are determined, the designer must decide the most appropriate method for gathering evaluations and feedback from the participants. This step can be used to identify opportunities for further training, to enhance learning, to identify problems and possible solutions, to assess the impact of the training, and to monitor changes in thinking related to the training (Brinkerhoff Gill 1994). Such information can be obtained through observation of reactions to training programs, through learning reviews provided by participants (Bramley, 1996), or through pre and post-testing of skills, attitudes, and behaviours. In addition, there are a variety of questionnaire types which can be utilised for evaluations. Regardless of the type of questionnaire, which is used, however, it is crucial to gather feedback from as many of the participants as possible, to give them a forum for providing the most honest and detailed feedback possible, and to take future action based on the responses (Kirkpatrick 1996). Another valuable method of gaining feedback from participants is to speak with them individually, perhaps at some point during the program, or in a scheduled meeting or discussion group held shortly after the program takes place. It is vital to remember that changes in attitude do not necessarily equals change in behaviour. While information about attitudes may drop light on trainees immediate reactions and learning, such information alone is not necessarily a good indicator of long term changes in behaviour or overall results of training. As demonstrated by this study, it is important to collect a variety of data at several differing intervals, in order to gain the best understanding of the training and the outcomes of it. Evaluation of Training The final stage of the systematic training process is the evaluation of training. This can be done by comparing the results, especially the benefits, with the objectives of the training program set in the assessment phase (Ivancevich 2004). As mentioned in the introduction chapter, many companies are increasingly concerned if training adds value to organisations and training departments are continuously justifying the effectiveness of training (Phillips 1996; Holton 1995). Preskill (1997) asserts that the most appropriate method to determine the effectiveness of training is through training evaluation. As Jones (2006, p.42) said, â€Å"It is essential for HRD practitioners to use the training evaluation method in order to determine whether an organisation receives a significant return on investment in terms of human resources, time and money.† There are many reasons as to why training evaluation should be done. Evaluation can be a tool for informing the trainees of their progress, modifying and improving programs and instructor performance, and providing evidence to managers that problems and issues have been addressed and solved (Laird 1985). Training effectiveness is also a measure of the training departments credibility (Kirkpatrick 1996). Other benefits brought about by doing training evaluation are increased confidence in the trainers claim, increased legitimacy of the training function in organisations, justification for continued support, valuable feedback for improving training methods (Phillips 1996, Jones 2006). Noe (2003 p98-9) summarises these reasons in the following: to identify the programs strengths and weaknesses; to evaluate whether the content, organisation and administration of the program contribute to learning and the use of training content on the job; to identify which trainees benefited most or least from the program; to gather data to assist in marketing the program to determine the financial benefits and costs of the program; to compare the costs and benefits of training and non-training investments; to compare the costs and benefits of different training programs to know which training program is best to use. As with any other evaluation process, criteria should be established for easier evaluation. Ivancevich (2004, p77) points out the three types of criteria — internal, external, and participants reaction. However, participants reaction can be included in the internal criterion. The internal criteria are concerned with the content of the training program. The external criteria are concerned with the ultimate goal of the program. Many training evaluation models were developed. The most popular of which is Donald Kirkpatricks (1994) four-level evaluation criterion. According to thi

The Consequence of Marriage Essay -- Theatre, Shakespeare

The Consequence of Marriage William Shakespeare has always been an avid supporter of love as the basis of marriage. Nearly all of his plays support that: Romeo & Juliet, Much Ado about Nothing, and even more notably, A Mid Summer’s Nights Dream. Bernard Murstein noted in his book, Love, Sex and Marriage Through the ages, that â€Å"the young should marry whom they choose and that they not bow to parental wishes† (181). Shakespeare’s tragic Othello reminds that parents are there to guide their children onto the right path towards a brighter future, and is a cautionary tale about the potential implications of a quick or thoughtless marriage that generally end his plays. The ramifications of a marriage outside of social rank and race along with the general social consequences are highlighted to show that marriage is more than just an â€Å"I do† at the altar, and is to be avoided. When viewing Shakespeare’s plays in the context of the time period it is obvious that Shakespeare was more than a storyteller. His commentary was directed at the upper tier of society and addressed the need for convention to be followed. At the same time, he had to be sure that his commentary was acceptable or subtle enough so as not to offend his sponsors. In some of Shakespeare’s better known plays, he teaches that the course of true love never runs smooth, and marriages should not be expected to run smoothly either. Societal expectations of the time were that a woman would marry whomever the male head of the household chose for her. Men, on the other hand, were free to pursue anyone they wanted and arrange their own marriages, with an eye to strategic coupling of social status and finances (Gies 256). Romeo and Juliet showed the importance of parental approval ... ...ve for Desdemona is easily corrupt due to his own insecurities, and in the end, Othello’s demise is no fault but his own. He is the man and could have said no to Desdemona’s proposal of marriage, and prevented the entire debacle. The self sacrifice that he made would have mirrored the sacrifice that Elizabeth made to keep the peace in her country and build it to one of the greatest nations the world has seen. Works Cited Crowther, John, ed. â€Å"No Fear A Midsummer Night’s Dream.† SparkNotes.com. SparkNotes LLC. 2005. Web. 2 Dec. 2011. Crowther, John, ed. â€Å"No Fear Much Ado About Nothing.† SparkNotes.com. SparkNotes LLC. 2005. Web. 2 Dec. 2011. Gies, Frances, and Joseph Gies. Marriage and the Family in the Middle Ages. New York: Harper & Row, 1987. Print. Murstein, Bernard I. Love, Sex, and Marriage through the Ages. New York: Springer Pub., 1974. Print. The Consequence of Marriage Essay -- Theatre, Shakespeare The Consequence of Marriage William Shakespeare has always been an avid supporter of love as the basis of marriage. Nearly all of his plays support that: Romeo & Juliet, Much Ado about Nothing, and even more notably, A Mid Summer’s Nights Dream. Bernard Murstein noted in his book, Love, Sex and Marriage Through the ages, that â€Å"the young should marry whom they choose and that they not bow to parental wishes† (181). Shakespeare’s tragic Othello reminds that parents are there to guide their children onto the right path towards a brighter future, and is a cautionary tale about the potential implications of a quick or thoughtless marriage that generally end his plays. The ramifications of a marriage outside of social rank and race along with the general social consequences are highlighted to show that marriage is more than just an â€Å"I do† at the altar, and is to be avoided. When viewing Shakespeare’s plays in the context of the time period it is obvious that Shakespeare was more than a storyteller. His commentary was directed at the upper tier of society and addressed the need for convention to be followed. At the same time, he had to be sure that his commentary was acceptable or subtle enough so as not to offend his sponsors. In some of Shakespeare’s better known plays, he teaches that the course of true love never runs smooth, and marriages should not be expected to run smoothly either. Societal expectations of the time were that a woman would marry whomever the male head of the household chose for her. Men, on the other hand, were free to pursue anyone they wanted and arrange their own marriages, with an eye to strategic coupling of social status and finances (Gies 256). Romeo and Juliet showed the importance of parental approval ... ...ve for Desdemona is easily corrupt due to his own insecurities, and in the end, Othello’s demise is no fault but his own. He is the man and could have said no to Desdemona’s proposal of marriage, and prevented the entire debacle. The self sacrifice that he made would have mirrored the sacrifice that Elizabeth made to keep the peace in her country and build it to one of the greatest nations the world has seen. Works Cited Crowther, John, ed. â€Å"No Fear A Midsummer Night’s Dream.† SparkNotes.com. SparkNotes LLC. 2005. Web. 2 Dec. 2011. Crowther, John, ed. â€Å"No Fear Much Ado About Nothing.† SparkNotes.com. SparkNotes LLC. 2005. Web. 2 Dec. 2011. Gies, Frances, and Joseph Gies. Marriage and the Family in the Middle Ages. New York: Harper & Row, 1987. Print. Murstein, Bernard I. Love, Sex, and Marriage through the Ages. New York: Springer Pub., 1974. Print.

The Changing Role of Human Resources :: Human Resources Essays

Introduction In most companies today, the HR function provides vital services to such stakeholders as job applicants, workers, supervisors, middle managers, and executives. Yet, the HR function tends to be located at the end of the business chain, on the reactive side, and too frequently centers on carrying out actions rather than achieving outcomes. The role of the HR function is frequently one of providing people, training, and secluded HR efforts after others have formulated organizational strategy and have initiated operational accomplishment. Cost centered management of worker benefits programs such as health insurance, workers' compensation, and pension plans have also figure outstandingly in an effort to control out of control operating costs (Dunn, 2006). Discussion The HRM department at our company does not really play a strategic role in the organization. Presently they spend the majority of their time doing the day to day things like hiring people, training, and other HR efforts that allow the business to function everyday. In order for business to achieve success in the every changing business world it is important for HR departments to become more strategically aligned with the overall goals and efforts of companies. There are three key reasons why businesses are changing their methods. The first is reducing costs. HR departments should no longer want to be seen as just a support function and cost center, they need to show their value. Secondly, it is the competitiveness of business today and the fight to employ and retain people that will help drive the business. Finally, HR departments are now expected to have an understanding of how other departments function in order to make a valuable contribution to the whole of the business (Brockway, 2007). The HR professional who will succeed in guiding their organizations into the future will be those who understand and use business strategy; understand corporate culture, plans and policies; recognize future problems and work solutions; can deal with all types of people; can communicate well verbally and in writing; and can recognize, recruit and train future executives. As organizations continue to move towards collective systems and combined financial resources for managing their human capital, we are likely to see more organizational structures combining both HR and Organizational Development (OD). The time has come to quit debating OD's involvement in HR systems and seek the present opportunities of showcasing the skills of OD in building organizational capacity and having a measurable impact on workforce productivity.

Depression : the Challenge on 21st Century Women Essay

DEPRESSION : A CHALLENGE ON 21ST CENTURY WOMEN The World Health Organization (WHO) and the World Bank discovered that depression is the fourth most disabling disease in the world, and is predicted to be the second largest contributor to the overall disease burden by 2020. Women experience depression twice as often as men. The ratio of 2:1 in depression between women and men has been consistent between different epidemiological studies over time (Bebbington, Dunn, Jenkin, Lewis, Brugha, Farell,& Meltzer, 1998). Surveys on clinical and general population show consistent results. Over the course of a lifetime, depression occurs in approximately 20% of women compared with 10% of men. The National Institute of Mental Health (NIMH) study in 1980 shows a lifetime depression of 10.2% in the general population, of which 70% are women and 30% men (Nolen-Hoeksema, 1990). According to the survey on psychiatric morbidity in Malaysian adults in 1996 (Maniam, Ding, Lim, Toh, Aziz et al., 1997), using the General Health Questionnaire (GHQ12) administered to 35,733 respondents aged 16 years and above, depression and anxiety were the main psychological symptoms reported. The estimated prevalence of emotional disorders was higher in women (10.5%) as compared to men (8.5%), with higher rates reported in Negeri Sembilan and other states in East Peninsular including Pahang, Kelantan, Terengganu, and Sabah. The highest rate was reported among widows (29.1%) and divorcees (20.5%). On these centuries, women are facing too much problem that might cause a depression among them. A family is members are the people who we almost closed and see every day. However, on this decade, there are large populations with women’s become independent. Some always left at home by husband and children’s who going to work, schools, and study overseas or getting married again. From an interview with Pn.Nor, she was a independent and hardworking woman. She get the disorder when her brother betrayed her and find out that her husband has remarried somebody else. That is show how family is a main caused to women to get these disorders. Other than that, financial is a real matters. There are a cases from Hospital Tengku Ampuan Rahimah, Klang, where there is a patient died from suicide. It was a Indian women, she feel sad and has no courage to life because her husband has pass away. With no source of money, she could not send her children to schools, paying tuition, buy household items and such as. At the end, she attempt to suicide. Changing a jobs or workplace also can be a factor. Some management need their workers increased their sale, assets and such as in limited time. Co-workers like to spread gossips and had negative perceptions towards newbie. In a workplace, women’s get to many problems such as sexual harassment, defamation and others. For some people, a tragic event that happened in recent, or even the distant past still brings great sorrow to them. They allow their minds to dwell on it when they should have let it go long ago so that they can move on with their lives. In life, sad experiences are aplenty: Tragic events are inevitable such as the death of a dearly loved one or unanticipated such as the breakup of an intimate relationship. Social network such as twitter, facebook and myspace had a terrible effect especially on women’s such as teenagers, who often chatting with strangers and a women who been tricked with black money agenda. For a women who facing serious illness on family or herself, it could give impact to them emotionally. There are occupational therapy patient which she could not use her hand properly. It is hard to work when always depend to people. She even could not tie her hair, brush her teeth, cooking or do anything because she could not move or even feel the hand was there.