Ranking of Learning Benefit of Each CEO Essay Example for Free

Ranking of Learning Benefit of Each CEO Essay For those who have not read any great leaders biographies and theirs accomplishments, the book provide good introduction of all the seven exceptional corporate leaders and their signature strategies. The books should be able to stir reader interest for more serious reading and learning on other more in-depth leadership books. 2. Strengths Kramess rigorous analysis of each of the CEO and their strategies, provide reader an understanding of what are their strategies and how the strategies implemented and why they were implemented. The book not only discusses the framework of each of their strategies but also entails some of the example of the leaders relevant experience. Through these leaders, the book portrays proven business insights, ideas and innovations of practiced by these world-class organizations. The inclusion of thoughts provoking case studies and self-test Assessing Your CEO Quotient at each of the chapters provide interactive learning experience. 3. Weaknesses The book could have provided experience from wider spectrum of leaders from other non-profit organization, corporate leaders from emerging economies and corporate leaders from Asia. The definition of successful leaders in this book is narrow is the sense its only from the perspective of immediate financial wealth creation. 4. General Learning Benefit The author, being a novice in the area of strategic leadership studies found that the book provide a very good introduction to strategic leadership and corporate strategy. The books open the author mind on the dynamism of strategic and critical thinking of addressing corporate problems. The author found that the More Lesson From CEO sections at the end of each chapter were practical and applicable to the author current profession. Ranking of Learning Benefit of Each CEO Out of all the CEOs the author has learned the most is from Andy Grove. Turning from negative situation to positive though it took resourcefulness to achieved, without real strong courage and determination, many leaders would not succeed. These strong qualities possessed by Grove no doubts would have developed through his early days hardship and this had earned Grove the respect of being a leader. Through his ability see the condition Intel from the perspective of an outsider enable him to prepare Intel for drastic change and turn into a multi-billion dollars business. The author admired Grove leadership style based on truth telling. Ranking second after Grove is Herb Kelleher. The author learned the important of building performance-based culture in business. Kellehers down-to-earth leadership style, by putting customer and employee, putting aside title and protocol caught the attention of the author especially when it came from the leader from big organization like Southwest. Kelleher lean management structure that made him accessible by his front lines supervisor plus his flamboyant and people treatment breed loyalty and commitment from his staff. Ranking third is Sam Walton. Walton continuous endeavor to be better by learning from his competitors, and remain faithful to his vision to provide lowest cost impressed the author. Normally when organization became big, they will not adopt lowest cost strategy. Lesson that the author draws from Walton leadership style was to lead by example in the aspect of learning from others. Ranking fourth is Bill Gates. Bill Gates leadership approach to knowledge management was definitely a lesson that that the author have learned. Gates ability to see the future label him as visionary leader. Ranking fifth is Jack Welch. Jack Welch was good corporate strategies. Though through learning organization make GE a great company, his number one or number two strategy was mean and neglected the human aspect which the author believe negate the overall leadership pursuit. This strategy though might work with big corporation like GE, might not work on the smaller organization. People commitment to their job could be due to job security. Ranking sixth is Lou Gerstner. Gerstner approach to put IBM under the scrutiny of its customer and use the market feedback to transform IBM would be expected of him. His previous experience in Nabisco naturally would give IBM a fresh perspective of how to business would be directed. No doubt his leadership abilities would have contributed to his success transforming IBM. Ranking seventh is Michael Dell. Dell approach to build DELL business model surround the customer and his strategy of mass customization would be the natural things to do for highly competitive industry like computers. Whereas other failed, Dell succeeded to harness the power of Information Technology to build DELL supply chain. Probably other computer makers would have recognized the important of bringing the business closer to the customer but they fail to know how. 6. Other Prominent Leader. Another leader that the author regards to be prominent is Fujio Cho, the president of the Toyota Motor Corporation. Fortune reported that Toyotas worldwide sales leapt 10%, to 7. 5 million vehicles, posting strong growth in all regions. Toyotas profits for fiscal year 2003 exceeded those of GM, Ford, DaimlerChrysler, and Volkswagen combined. (Annex A) Cho portray his leadership style particularly dedicates his time through interaction with the working group on the production floor, congratulating them of their best achievement. Cho leading by example has earned him admiration and respect from his employees. (Annex B) Cho none compromising stand on environmental issue evident went he lambasted his own company saying The sense of crisis we feel, despite increasing sales and profits, stems from our fear that we have no kept up. Particularly fears that we have not kept up with environmental issues (Annex C) To be globally competitive today, according to Cho, a company must be agile, able to make rapid decisions and respond quickly to changing business environments (Annex D) and this factor has brought Toyota to the current level. Cho leadership exemplifies the quest for organization for continuous improvement. Lesson that can be drawn by the author from his leadership and strategy are, his treatment for his employee, passion for quality and meeting customer expectation and respect for the environment. Conclusion The reading of the book provides the author a good introduction of the practice and the dynamics of strategic leadership. Based on experiences of these CEOs, the author realized that the application strategic leadership varies depending on the personality of the leadership and the circumstances and type of the organization they are in. Source:Â  http://www.fortune.com

Ranking of Learning Benefit of Each CEO Essay Example for Free

Ranking of Learning Benefit of Each CEO Essay For those who have not read any great leaders biographies and theirs accomplishments, the book provide good introduction of all the seven exceptional corporate leaders and their signature strategies. The books should be able to stir reader interest for more serious reading and learning on other more in-depth leadership books. 2. Strengths Kramess rigorous analysis of each of the CEO and their strategies, provide reader an understanding of what are their strategies and how the strategies implemented and why they were implemented. The book not only discusses the framework of each of their strategies but also entails some of the example of the leaders relevant experience. Through these leaders, the book portrays proven business insights, ideas and innovations of practiced by these world-class organizations. The inclusion of thoughts provoking case studies and self-test Assessing Your CEO Quotient at each of the chapters provide interactive learning experience. 3. Weaknesses The book could have provided experience from wider spectrum of leaders from other non-profit organization, corporate leaders from emerging economies and corporate leaders from Asia. The definition of successful leaders in this book is narrow is the sense its only from the perspective of immediate financial wealth creation. 4. General Learning Benefit The author, being a novice in the area of strategic leadership studies found that the book provide a very good introduction to strategic leadership and corporate strategy. The books open the author mind on the dynamism of strategic and critical thinking of addressing corporate problems. The author found that the More Lesson From CEO sections at the end of each chapter were practical and applicable to the author current profession. Ranking of Learning Benefit of Each CEO Out of all the CEOs the author has learned the most is from Andy Grove. Turning from negative situation to positive though it took resourcefulness to achieved, without real strong courage and determination, many leaders would not succeed. These strong qualities possessed by Grove no doubts would have developed through his early days hardship and this had earned Grove the respect of being a leader. Through his ability see the condition Intel from the perspective of an outsider enable him to prepare Intel for drastic change and turn into a multi-billion dollars business. The author admired Grove leadership style based on truth telling. Ranking second after Grove is Herb Kelleher. The author learned the important of building performance-based culture in business. Kellehers down-to-earth leadership style, by putting customer and employee, putting aside title and protocol caught the attention of the author especially when it came from the leader from big organization like Southwest. Kelleher lean management structure that made him accessible by his front lines supervisor plus his flamboyant and people treatment breed loyalty and commitment from his staff. Ranking third is Sam Walton. Walton continuous endeavor to be better by learning from his competitors, and remain faithful to his vision to provide lowest cost impressed the author. Normally when organization became big, they will not adopt lowest cost strategy. Lesson that the author draws from Walton leadership style was to lead by example in the aspect of learning from others. Ranking fourth is Bill Gates. Bill Gates leadership approach to knowledge management was definitely a lesson that that the author have learned. Gates ability to see the future label him as visionary leader. Ranking fifth is Jack Welch. Jack Welch was good corporate strategies. Though through learning organization make GE a great company, his number one or number two strategy was mean and neglected the human aspect which the author believe negate the overall leadership pursuit. This strategy though might work with big corporation like GE, might not work on the smaller organization. People commitment to their job could be due to job security. Ranking sixth is Lou Gerstner. Gerstner approach to put IBM under the scrutiny of its customer and use the market feedback to transform IBM would be expected of him. His previous experience in Nabisco naturally would give IBM a fresh perspective of how to business would be directed. No doubt his leadership abilities would have contributed to his success transforming IBM. Ranking seventh is Michael Dell. Dell approach to build DELL business model surround the customer and his strategy of mass customization would be the natural things to do for highly competitive industry like computers. Whereas other failed, Dell succeeded to harness the power of Information Technology to build DELL supply chain. Probably other computer makers would have recognized the important of bringing the business closer to the customer but they fail to know how. 6. Other Prominent Leader. Another leader that the author regards to be prominent is Fujio Cho, the president of the Toyota Motor Corporation. Fortune reported that Toyotas worldwide sales leapt 10%, to 7. 5 million vehicles, posting strong growth in all regions. Toyotas profits for fiscal year 2003 exceeded those of GM, Ford, DaimlerChrysler, and Volkswagen combined. (Annex A) Cho portray his leadership style particularly dedicates his time through interaction with the working group on the production floor, congratulating them of their best achievement. Cho leading by example has earned him admiration and respect from his employees. (Annex B) Cho none compromising stand on environmental issue evident went he lambasted his own company saying The sense of crisis we feel, despite increasing sales and profits, stems from our fear that we have no kept up. Particularly fears that we have not kept up with environmental issues (Annex C) To be globally competitive today, according to Cho, a company must be agile, able to make rapid decisions and respond quickly to changing business environments (Annex D) and this factor has brought Toyota to the current level. Cho leadership exemplifies the quest for organization for continuous improvement. Lesson that can be drawn by the author from his leadership and strategy are, his treatment for his employee, passion for quality and meeting customer expectation and respect for the environment. Conclusion The reading of the book provides the author a good introduction of the practice and the dynamics of strategic leadership. Based on experiences of these CEOs, the author realized that the application strategic leadership varies depending on the personality of the leadership and the circumstances and type of the organization they are in. Source:Â  http://www.fortune.com

Impact Of Inhouse Training And Their Percieved Effectiveness Management Essay

Impact Of Inhouse Training And Their Percieved Effectiveness Management Essay chapter 1: Introduction Training is widely understood as communication directed at a defined population for the purpose of developing skills, modifying behavior, and increasing competence. Generally, training focuses exclusively on what needs to be known. Education is a longer-term process that incorporates the goals of training and explains why certain information must be known. Education emphasizes the scientific foundation of the material presented. Both training and education induce learning, a process that modifies knowledge and behavior through teaching and experience. The research model described here pertains to both training and education. Therefore, in this document, training refers to both processes. In contrast to informal In-house training (which is embedded in most instances of human exchange), formal In-house training interventions have stated goals, content, and strategies for instruction. Our intent is to offer a general approach to intervention effectiveness research that addresses formal training across settings and topics. Training intervention effectiveness research is needed to (1) identify major variables that influence the learning process and (2) optimize resources available for training interventions. Logical and progressive study models are best suited to identify the critical elements and causal relationships that affect training effectiveness and efficiency. In training research, it is often difficult to arrive at definitive answers. Typically, many variables minimize effects and make results difficult to interpret. Furthermore, the amount of variance attributed to any one variable is usually small.  [1]   Problem Statement To analyze the Impact of In-house Training Programs and assess their Perceived and Actual Effectiveness as Experienced by Trainees. Research Objectives Following are the research objectives: To assess the effect of environmental variables (e.g. culture, learning environment, venue and management support) on training impact To review how training impact and effectiveness can be enhanced To highlight the relationship between employee ability and In-house training effectiveness To explore how employee motivation affects In-house training effectiveness To analyze the impact of effective trainer-trainee interaction on In-house effectiveness To explore techniques to evaluate In-house training effectiveness chapter 2: Litrature Review The competitiveness of any business often rests on the quality and skills of its employees. Training can improve the performance and productivity of staff and ensure they have the skills that the business needs. Effective training may be crucial when we hire new recruits or when we change business practices or add new products. As the business grows, the skills needed for it to remain successful may change.  [2]   Training and management development activities are currently receiving increased attention in the industrial and academic communities. This emphasis is illustrated by recent figures which report that organizations spend upwards of $30 billion dollars annually for training programs involving 15 billion work hours (Huber, 1985).  [3]   The purpose of training and development can be said to be that of acquiring, developing and retaining the stock of human capital needed for an organization to conduct its operations. In the most general sense, it is carried out purposively in order to improve work performance. Training, therefore, refers to the companys planned and systematic efforts to modify or develop the knowledge, skills and attitudes of their employees through learning experiences. As an activity, it spans many boundaries, including the distinction between education and training, on-the-job and off-the-job training, as well as formal and informal training through work experience. Training invariably represents investment by a company in its employees. At the very minimum, the orientation of new employees to the specifics of the company requires time and close supervision. Most likely, the company will continue to sponsor the further development of employee competencies and expertise. General training improves both the employees internal and external position in the labour market, and is thus generally perceived by employees as a supportive act on the part of the company an act that is reciprocated through increased commitment, independent of the particulars of the employment relationship (Gaertner and Nollen 1989; Meyer and Allen 1997). Given the value of training to employees, sponsoring training can be seen as an act of gift giving on the part of the company. Even training in company-specific skills contributes to the employees attachment to the company (Levine and Tyson1990). Returns on any training investment depend greatly on employee retention. While specific training is often considered to be unique to a firm and therefore of little use to competitors, the enhanced productivity of general training is of great value to other firms. Generally trained employees are likely to be poached by competitors who are able to offer higher wages. Another problem with training arises should employees not be willing or motivated either to acquire new skills or to apply their newly learned skills at the workplace. When In-house trainings are effectively conducted, the management of a companys human resources entails a comprehensive assessment and matching of the skills attainment of the labour force and the skills requirement of the economy. By providing people with the necessary skills and training they need to do their job, effective human resource management, among others, can promote employment growth, address skills shortages and improve flexibility, all contributing to both employee and company needs.  [4]   Businesses often decide that in-house training is the most cost-effective way to improve the skills of their employees. This is because: (1) training can be scheduled at their convenience, (2) training is more focused, consistent and relevant to their needs, (3) travelling and accommodation costs are reduced or even eliminated.  [5]   In-house training can take several forms, for example: (1) a training programme designed and carried out by a company, (2) an off-the-shelf training programme bought from and run by a training specialist, (3) a training programme tailored to a companys needs and managed by a training specialist, (4) an Internet-based training course or (5) an informal, on-the-job training. Formal in-house training, if properly planned and executed, can be highly flexible and cost effective. Positive reactions of trainees, learning, and behaviour change, and improvements in job-related outcomes are expected from well-designed and administered In-house training programs. However, the attitudes, interests, values, and expectations of trainees may attenuate or enhance the effectiveness of training.  [6]   Ensuring that the company has the human capital it requires implies that it needs to invest heavily in the skill and training of its workforce, particularly company specific training. In doing so, companies incur considerable risk. The efficiency of the training investment will depend on the cognitive skills and the motivation of the employees to acquire new capabilities. Flanking training with selectivity practices ensures that trainable employees are hired (i.e. the person-organisation fit is maximised). Through the use of stringent selection procedures the company can take steps to ensure that the profile of employees is such that they are willing to share with the firm the costs and benefits of training as well as being likely to respond well to and learn quickly from training opportunities provided. To this end, the selection of employees that are favourably evaluated for training potential helps to ensure that the companys return on training investment is maximised. Training incentives flanked by performance incentives reward the acquisition and the application of skills. Once recruited, it is imperative that the employee becomes well attuned to the companys expectations for developing skills and experience. To this end, flanking training with guidance practices contributes greatly to the fulfilment of this vital function by providing the employee with a training perspective. Training that is specific to the employer may be of little value outside the particular company, but general expertise and experience will undoubtedly improve the labour market position of workers. Consequently, the sponsoring of training involves a considerable loss, should the employee decide not to stay with the company. From the perspective of the firm, the provision of training has the negative effect that the employee is rendered more valuable to other firms and thus increases the risk of undesired turnover of highly skilled employees. Relational signals increase the attachment of employees and thereby compensate the negative side effect of training. Finally, by applying guidance practices employee attachment can be strengthened through the potential of these practices to integrate employees within the social milieu of the company. A frequent criticism of research on In-house training is its susceptibility to fads and its generally a theoretical approach (Goldstein, 1980; Hinrichs, 1976; Wexley, 1984). Researchers have frequently attempted to increase the effectiveness of training through a focus on techniques. Special attention has also been paid to the arrangement of training environments (Wexley, 1984). But without a theoretical basis for studying the techniques and the training environments, researchers are often at a loss either to explain why they are effective or to predict their effectiveness in other settings or for other trainees (Noe, 1986).  [7]   Professional development literature has consistently stressed the continuing part of continuing education. Since the 1980s, staff training researchers and practitioners have talked about ongoing training. They have urged follow-up sessions in the weeks and months after workshops to sustain new practices. They have preached the importance of encouraging and supporting trainers (through in classroom coaching by trainers and peer leaders) to continue learning and implementing new knowledge and skills, lest the momentum for change be lost (Bents Howey, 1981; Joyce Showers, 1983; Sprinthall Sprinthall, 1980).  [8]   Why is it so difficult for organizations to effectively conduct internal training? There are many reasons why internal workshops or seminars arent productive. Consider the following example. Two managers in a major accounting firm were getting ready to conduct an in-house training session to introduce a new company initiative. The managers worked diligently to gather material and to put together excellent content for the handouts. They were covering a lot of valuable material, but the handouts were getting voluminous. When asked by an outside consultant why they had so much material, the team leader responded, We have so much material to cover in the seminar there is so much the participants have to understand. Then the question was asked, How are you going to engage or involve the participants in the seminar? A blank stare followed, then finally, We havent really thought much about that. We were too busy getting the materials together. How would we get them involved anyway?  [9]à ‚   It cannot be expected from trainers to teach what they do not know, nor is to use yesterday training to prepare todays employees for tomorrows future. We certainly cannot expect trainers to share and learn from each others knowledge and skill unless they r provided with the research, structures, time, and money with which to do it. Ultimately, quality staff development benefits employees by channeling the talents and expertise of all the companys employees in all the companys department. By improving staff development trainers help all employees to reach the high levels of achievement they need to succeed. As a lead-trainer one must acknowledge the importance of engaging people. People learn more when they are engaged. They are more connected and enthused when they are participating. Imagine thinking you could learn how to play golf simply by watching a golf video or reading a book on the perfect swing. The trainer has to DO IT and get feedback and then try it again. He has to participate.  [10]   An In-house trainer however may need training in: (1) presentation/speaking skills, (2) generating rapport/interest, (3) dealing with difficult trainees, (4) types of learning, (5) course and session design/planning skills, (6) evaluation, monitoring and feedback skills, (7) measuring the effectiveness of training, (7) setting up support for employees after training and conducting training needs analyses.  [11]   Evidence exists that the preference for outsider training is the result of managerial responses to (1) the contrasting status implications of learning from internal versus external competitors, and (2) the availability or scarcity of training in-house training is more readily available and hence subject to greater scrutiny, while external training is scarcer, which makes it appear more special and unique. It can be concluded by considering some consequences of the external training preference for organizational functioning.  [12]   The two dilemmas on the employee and organizational levels are closely interrelated. On one side, the benefits of training accrue only to the extent that employees contribute to the organization. Thus, a firm should take into account how it expects a training program to affect employee effort as well as employee turnover. On the other side, trained workers produce at higher rates, which in turn may affect how much they contribute and how often they migrate to other firms in comparison with untrained workers.  [13]   Individual differences can potentially influence the type of training conducted as some individual attributes may engender greater trainability in general or for specific types of training. Intelligence and other abilities have been found to relate to trainability in some instances (Bale, Rickus and Ambler, 1973; Gill, 1982; Williams, Sauser and Kemery, 1982). Further, initial training has been used to predict later training performance (Gordon and Cohen, 1973). More recently, researchers have begun to examine motivational and personality factors that potentially influence trainability (Tubiana and Ben-Shakhar, 1982). Noe (1986) presented a model of the potential influences of such individual difference factors as locus of control, expectancies, and career and job attitudes on training effectiveness.  [14]   Qualitative improvements may be just as important. This could include higher quality goods and services, better teamwork, fewer customer complaints and greater innovation within your business. Employee feedback is a critical component of assessing In-house training effectiveness, Employees need to be asked: (1) if the training was relevant to their job and their level of expertise, (2) how they will put their learning into action for feedback on the training method, (3) what worked and what didnt, (4) what could be improved. We need to remember that the business expectations may not be the same as employees expectations. Training assessment or evaluation forms may also prove to be useful here.   One way organizations gain tacit knowledge is through social ties to other organizations, that is, through networks. Networked organizations are those that are cosmopolitan, externally oriented, and characterized by multiplex, non-redundant affiliations. With respect to the workplace, the information that flows through networks can include knowledge about the performance effects of work reform, the benefits of bundling, and tactics to persuade managers and employees that innovation is beneficial. Recently there has been a proliferation of studies emphasizing the role of networks in In-house trainings (for example, Nohria and Gulati 1994; Strang and Soule 1998). By enhancing access to knowledge, networks promote awareness and early adoption of an innovation. By promoting social interaction, they generate trust and norms of reciprocity-social capital-that are conducive to knowledge transfer.  [15]   When it comes to in-house trainings one variable, of course, is organizational size. Explanations for why large organizations provide more training are: Large organizations have formalized job structures, have internal labour markets, are more unionized, and operate in environments that encourage investment in training. Available evidence indicates a positive relation between organizational size and job training at both the establishment and firm levels (Cohen and Pfeffer 1986:14; Barron, Black, and Lowenstein 1987). Some research suggests a curvilinear relation, with the smallest and largest employers providing the most training (Brown, Hamilton, and Medoff 1990:54-55). Barron et al. (1987, 1989) found that five training activities (e.g., hours of instruction given to new employees by managers, supervisors, and co- workers) increased nonlinearly with the number of employees (logged) and the existence of subsidiaries outside the local area.  [16]   Although little theory or research exists on environmental influences on In-house training, it is likely that companies would provide more employee training when skilled workers are harder to hire and where resource dependencies permit the diversion of resources from production. Thus, resource-rich organizations confronting rapid technological advances, intense domestic and international competition, and high demands for skilled labour may invest in improving their current employees skills (as well as in pirating from other organizations trained workers holding comparable positions).  [17]   The best seminars allot blocks of time where participants are working in smaller groups on specific tasks. They are given a set of open-ended questions to consider. For example; What are the greatest strengths, opportunities and challenges we face over the next six months? Each mini-team can think about and discuss these important questions and then report back to the larger group. In turn, the trainer facilitates and assimilates this information and displays it for all to see.  [18]   Between the components of initial instruction and trainee behaviour, some degree of learning has taken place. The learning is exhibited by trainees in some initial behaviour or response which the trainer can observe. Trainee behaviours at this point might be the first trials of the new behaviour, understanding of the information presented, or other response to exhibit learning of training material. The behaviour depends on trainee attributes and motivation, as described by Noe (1986) and tested by Noe and Schmitt (1986), and on learning principles incorporated into the training program, such as are described in texts on training (e.g. Goldstein, 1986; Wexley and Latham, 1981). CHAPTER 3: METHODOLOGY Primary Data: Sample Respondents were drawn from banks in both private and public sector. In order to study the existence of In-house Trainings and their effectiveness it was important to cover banks from both the sectors. Study of banks from just one sector wouldnt have provided the complete picture. The attitudes and work ethics also vary among private and public sector banks. Private sector in Pakistan employs some of the best talent available in the country thus they are more aware of latest concepts and are willing to implement changes however, the public sector is more about stability and sticking to the rule book and change is only considered necessary when there is no choice left. Since the primary aim of the study was to study the Impact of In-house Training and their perceived effectiveness, banks with varied work ethic and objectives were selected. As much as it is a matter of which industry the banks belong to it is also about the systems they have developed overtime to perform in the modern business world and how they are planning to go forward as they grow. Questionnaires were distributed to all officer level employees during the research. A total of 50 valid responses from 2 banks were used in this study. The actual population is Lahore and the working population is the employees of two banks i.e. Bank of Punjab and Faysal bank. The response rate was high because the participants willingness and interest in the survey. The respondents were mostly well qualified with at least a Masters Degree in their relevant field. Measures Preference scales were setup for questions using a five point Likert rating scale (1 = Very Dissatisfied, 5 = Very Satisfied). The questions were created primarily keeping the literature review as a reference and were validated by the interviews from senior managers along with the perception of employees and regarding the subject of In-house trainings. Data Treatment The Likert scale based questions were analyzed using statgarphics plus 5.1 where multiple regressions were run of the independent variables with one dependent variable. Text from extensive interviews was utilized to justify variable intensity selection and also to know their views on issues related to Training and Development initiatives and their effectiveness. Secondary Data: Internet Internet was mainly used for material pertaining to the literature review and findings of this research project. This included information about motivation, training and development previous research conducted by famous researchers, definitions and theories used as reference in this project etc. The main problem faced in collecting data from the internet was the lack of local data available. No real information was available about current training and development practices going on in Pakistan and what their effects were. Scope To analyze the impact of In-house Trainings and to assess how they can be made more effective and to observe the effects of variables like company environment, culture, trainee learning ability and his or her motivation to learn from In-house Trainings. Limitations The thesis, off-course, has some limitations. First, the sample is relatively small, which limits the significance of the results. As the research is dependent on questionnaire, so individual concerns in filling out questionnaire honestly is a limitation. Sample size was restricted to 50 participants from 2 different banks. Second, there are obviously several other factors that could also play a role in the observed effectiveness of organizational training. For instance, two additional steps commonly listed in the training development and evaluation sequence, namely (a) developing the training objectives and (b) the actual presentation of the training content was excluded. Finally, this thesis focused on fairly broad training design and evaluation features. Although a number of levels within these features were identified previously and examined, given the number of moderators that can be identified (e.g., trainer effects, contextual factors), it is reasonable to believe that there might be additional moderators operating here that would be worthy of future investigation. Independent Variables Independent variables are the manipulated variables-that is, the training inputs and activities that are implemented and studied. They are presumed to cause or influence certain training outcomes. Depending on the study, independent variables could include timing, format, and location of training as well as modifications to the training rationale, content, or educational approach under study. Dependent Variables Dependent variables are the intended aims of training, which are expected to result from exposure to the independent variables. As exposure varies, results may differ, allowing effectiveness to be measured. Sample outcomes of training include participant satisfaction with the course; changes in knowledge, attitude, and behavioural intent; and demonstrated skills or abilities. Sample impacts of training include the following: diffusion of course material into the field, retention of knowledge and attitudes, transfer of behavioural intent into practice, application of learned skills and abilities, transfer of training to new populations, and acceptance of instructional content as normal operating procedure. Theoratical framework A theoretical framework is a conceptual framework as to how one theorizes or makes logical sense of the relationships among the several factors that have been identified as important to the problem. It seems intuitively obvious that an employees work attitudes influence preparation for a particular training program, or that an organizations reward system may affect the extent to which trainees use their newly acquired knowledge and skills. However, these and other variables have been given little attention in the training literature, and training researchers in particular have not focused much attention on factors outside the learning or training environment. In fact, individual and work-related factors that are not directly associated with training have only recently been empirically studied.  [19]   The framework helps us analyze the impact of independent variables like trainees ability and motivation to learn, impacts of the work environment, the organizations learning culture, implementation, content and design of the trainings and the training impact and effectiveness which is dependent variable. Theoretical Framework Flow Work Environment Trainees motivation to learn Trainees ability to learn Training Impact and Effectiveness Training Implementation Content and Design Trainer-Trainee Interaction Organizational Culture Operational definitions of variables: Organizational culture: Organizational culture is the personality of the organization. Culture is comprised of the assumptions, values and norms of organization members and their behaviours Trainees ability to learn: Trainees ability to learn is the trainees performance in a training program, which can be measured by asking trainees to recall trained materials immediately or shortly after completion Of a training program. Training implementation: To put training program into effect according to definite plan or procedure is called training implementation. Trainees motivation: Trainees motivation refers to an individuals desire to engage in training activities and fully embrace the training experience. Content and design: Content and design with reference to training can be defined as the material which is provided to the trainees as well as the structure of the training program which is carried out. Trainer-trainee interaction: Trainer-trainee interaction is defined as how the trainers give instructions to the trainees and get feedback from them in terms of questions or answers if any, by the trainees. Work environment: The work environment is comprised of the physical location, equipment, materials processed or used, and the activities of an employee while engaged in a training program. Hypothesis Ho: trainees ability to learn does not affect training impact and effectiveness H1: trainees ability to learn does effect training impact and effectiveness Ho: trainees motivation to learn does not affect training impact and effectiveness H1: trainees motivation to learn does effect training impact and effectiveness Ho: work environment has no effect on training impact and effectiveness H1: work environment has effect on training impact and effectiveness Ho: trainer trainee interaction has no effect on training impact and effectiveness H1: trainer trainee interaction has effect on training impact and effectiveness Ho: organizational culture does not affect training impact and effectiveness H1: organizational culture does effect training impact and effectiveness Ho: content and design does not affect training implementation and effectiveness H1: content and design does effect training implementation and effectiveness Chapter 4: RESULTS AND ANALYSIS The thesis sites that the companies observed have had difficulty assessing trainings effectiveness. To begin with, the findings were based primarily on the respondents personal experiences and common sense. Little can be said about the direct impact of training, regardless of the respondents perceptions about the value of training. One thing which is clear from the study is that the training question goes beyond how much is spent. Simply because an organization spends a certain percentage of its payroll on training does not tell us whether that money is well spent. The interviews and research review has revealed at least two general factors beyond training content, design, and implementation that probably influence the effectiveness of training. Dependent variable: impact and effectiveness

Witchcraft in the 15th century Essay examples -- essays research paper

In this paper, I will explore many aspects of the outbreaks of the witch accusations and witch trials which plagued England and the rest of Europe from approximately 1450 to 1750. Though numerous theories have been provided as to the reasons for these hunts and trials, there are three which are the most prevalent, and able to support themselves. These three theories are the topics of: gender, as a stepping stone towards the oppression of women; social class, as a relief of tension and stress formed by the socio-economic gaps between the wealthy and the poor; and finally religion, as a result of the encouragement to conform more steadily towards one religion. I chose to argue towards the third theory I have stated, that of the religious changes facing England at the time. Throughout the three hundred years that the perceived problems of witchcraft haunted this nation, the religious momentum swayed back and forth many times. My decision to support the religious theories attached to wit chcraft may not be as traditional as most student’s. It was a decision based more upon the motives and not so hidden agendas that the theorists who were (obviously) not present at the times of the trials. Historical fact has been in debate for as long as history has been recorded, because everything written or spoken is rhetoric, and this impossible to escape from. Therefore, in order to defend my decision to choose religion, I will be adopting a new historicist point of view for the first few paragraphs of this paper.   Ã‚  Ã‚  Ã‚  Ã‚  To me, the other two major theories applied to the problems of witchcraft seem much to politicized to be considered as historical. As Sharpe states, addressing the gender issue first, â€Å"The crucial development here was the rise of the Women’s Movement in the United States and Europe†(9). He continues to say that these women â€Å"sought to construct a history of oppression which would help inform their consciousness in their ongoing struggle†(10). This theory absolutely reeks of ulterior motives. Though it cannot be denied that approximately eighty percent of the witches executed during these times were women, it seems odd that no scholars felt inclined to point this out as relevant until the 1970s when it fit into the â€Å"construction of a history.† History should not be constructed in order to suit the needs of the present, nor the future. Ac... ...now such things as be not fitting† and that â€Å"their complection [i.e. psychological condition] is softer, and from hence more easily receive the impressions offered by the divell [sic]† (Document 9, 109). Direct connection is made to the Christian church in his fourth point, using Genesis as a reference, in his insistence that â€Å"in them [women] is a greater facility to fall, and therefore the divell at first tooke advantage and set upon Eve in Adam’s absence [sic]† (109). This once again connects a popular belief and probably on of the most famous stories in Christianity to the idea of witchcraft.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, though I have shown support for the religion theory most of all in this paper, I do believe that it was not one aspect that set this craze off. Many different theories overlapped to form this tragic and lengthy period of England’s history. Obviously, from the notes we’ve taken in this class, we realize that religion did and always will play a major role in England, or any other country for that matter. Perhaps from this spectacle of unnecessary death, we can learn that any institution, given too much power can, even unwillingly, prove dangerous.

Joan Didions On Morality :: essays research papers

Morality is, in essence, subjugated by he who defines it. This being the case, morality (defined as right or wrong, good or evil) is malleable as long as it does not impede upon any “ipso facto virtue';(Didion). In the essay “On Morality';, by Joan Didion, this aspect ‘on morality’ is composed. This will be utilized to verify that William Saroyan’s (author of “Five Ripe Pears) guilt of an immoral action is conflicting given specified conditions. To begin, “On Morality'; is an essay of a woman who travels to Death Valley on an assignment arranged by The American Scholar. “I have been trying to think, because The American Scholar asked me to, in some abstract way about ‘morality,’ a word I distrust more every day….'; Her task is to generate a piece of work on morality, with which she succeeds notably. She is placed in an area where morality and stories run rampant. Several reports are about; each carried by a beer toting chitchat. More importantly, the region that she is in gains her mind; it allows her to see issues of morality as a certain mindset. The idea she provides says, as human beings, we cannot distinguish “what is ‘good’ and what is ‘evil’';. Morality has been so distorted by television and press that the definition within the human conscience is lost. This being the case, the only way to distinguish between good or bad is: all actions are sound as long as they do not hurt another person or persons. This is similar to a widely known essay called “Utilitarianism'; [Morality and the Good Life] by J.S. Mills with which he quotes “… actions are right in the proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness.'; Consequently, Saroyan’s action of taking pears could be viewed as moral or immoral given certain circumstances. At the age of six, Saroyan was categorized as a thief for taking five pears from a tree. His argument, although a spiked fence protected the pear tree, is “some branches grew beyond the fence.'; This, to Saroyan, makes whatever is on the exposed branches public property. With Didion’s argument of morality, Saroyan is only guilty of immorality if his action hurt another individual/individuals. Thus, two seemingly obvious circumstances will be examined being as impartial as possible. Case one: First and foremost, the owner of the pear tree seems like an immediate victim of the taking of the fruit, although nothing is said about him/her in the essay.

Positive Aspects of Atticus Finch Essay -- essays research papers

In the past century, there have been many great novels written. One of which is Harper Lee's, 'To Kill a Mockingbird'. In the novel it introduces a prominent character who not only was a good father but also a well respected, and compassionate man. This person is Atticus Finch. Through all the struggles and pressures, he stands strong as a very positive father figure, making sure to educate his children with important values including equality, bravery, and knowledge. Regardless of one?s race or colour, Atticus has a fair attitude towards all people. Early in the novel, a black man named Tom Robinson was accused of raping a white woman. Atticus took on the case to defend Tom without another thought simply because he treats everyone equally. From the moment he agreed to defend Tom, he knew right away that it was a case he could not hope to win. However, when his daughter, Scout asked why he was defending Tom, he told her that he must argue it to uphold his keen sense of justice and self-respect. ?Simply because we were licked a hundred years before we started is no reason for us not to try to win.? (Page 76) Furthermore, when Jem brought home Walter Cunningham, Atticus was nice enough to let him stay for lunch and treated him as an equal. He never looked down on him even though he was a Cunningham, poor farmers who were in the middle class above the black. ?Jem ran to the kitchen and asked Calpurnia to set an extra plate, we had company. Atticus g reeted Walter and began a discussion about crops neither Jem nor I could follow.? (Page 24) Jem learned important lessons from his father regarding bravery. Atticus? went against the norm, refusing to hunt and his disapproval of guns. He believed that guns do not make men brave a... ...to the human race and to no particular race of men. There is not a person in this courtroom who has never told a lie, who has never done an immoral thing, and there is no man living who has never looked upon a woman without desire? (Page 204) In conclusion, Atticus has a very significant role in the novel. Through Atticus, the town became aware that, although Tom was black, Atticus still did his best to defend him and never gave up. Most importantly, Atticus proved to his children, and the townspeople that all men are created equal and should be given the same respect as everyone else regardless of their skin colour. He showed his son, Jem the true face of courage. Moreover, he taught his children the importance of education. A strong, solid character, such as Atticus Finch has brought the book, ?To Kill A Mockingbird? to be considered a remarkable classic.

Functions of Retail Management

FUNCTIONS OF RETAIL MANAGEMENT When attempting to start a business, having a keen understanding of the goals of management through the main four management functions is one key to seeing success, both with the operation and with employees. With this said, a vital part of planning of the management end will involve three important activities. The first stage, â€Å"planning involves developing a systematic process for attaining the goals of the organization†¦ Leaders make change happen through planning instead of reacting to change† (EntEd 2007). The first of which will be to lay out the goals that will be set for the hypothetical sporting goods store used as the example, the second will be to create a business plan since â€Å"the development of the business plan greatly helps to clarify the organization's plans and ensure that key leaders are all ‘on the same script. ‘ Far more important than the plan document is the planning process itself† (McNamara 2007). During the process of coming up with this business plan, hopefully as a manager we can begin to foresee any challenges we might face, especially if those challenges arise because of unpredictable circumstances that even the most careful planning could not predict or take measures to prevent. In short, having a process that all members present at the beginning of the organization can understand and work with in the form of a business plan is the key to success. During this planning process as we begin to decide what some of the most basic building blocks of this business are going to be (location, inventory, costs, marketing, etc. ) and through this act of working things out together in a permanent fashion, brainstorming about coming changes and challenges should naturally occur. The four functions of Management will clearly demonstrate how the functions operate in this business operation and how, in the light of the tangible situation being presented, management can avoid possible pitfalls and see how these functions operate simultaneously and are interdependent on one another. With a solid business plan firmly in place and a list of goals and anticipated changes recorded and recognized, the second important function of management, organization, is necessary. â€Å"Organizing brings together the nonhuman resources needed to achieve the project's objectives. To organize is to manage†¦ It begins with the need to define requirements† (Richman 2006). In order to serve this important function of management, it is necessary to use what was established in the planning stages to begin to carry out the first measures to live out the plan. As a manager, this will involve a great deal of research and personal organization as I look for the best strategies to carry out different smaller aspects of the business plan. This is also the stage where I begin to look to my subordinates for assistance and when I give them the chance to assist with the many activities necessary before the sporting goods store opens. This stage involves a great deal of gathering of supplies and building processes that will sustain the store and in order to make the best use of the time spent organizing, directing will become one of the most important functions of management. As one definition states, â€Å"Directing communicates the goals, purposes, procedures, and means to those who will do the work. Directing is the process of communicating the plan, whether orally or in writing† (Richmond 2006). This is particularly succinct definition in terms of the sporting goods store because so much will be required to adhere to the business plan. The organization alone must be managed with attention to detail and it will be one of my primary duties to help workers understand the value of each of their functions through careful and organized direction. Throughout the organization process and especially as things are moving along according to the plan and the business nears opening, it is vital that directing is a main focus. Since I plan on having two managers and four employees, I want everyone to be on the same page as I am. It will be important for them to realize how every task they complete connects to the goals or the business plan so there is a sense of value and something at stake. Directing will not end at this stage or even after the business is open, it will continue to be a necessary component that I must actively keep p with in order for this sporting goods store to succeed. Controlling goes hand in hand with directing as it will be important for me as a manager and owner to match the tasks delegated with the business plan and goals so that I can keep firm tabs on how we are progressing. This not only involves monitoring of progress but being vigilant so that if negative changes are occurring I can resolve the issue. A s Richman (2006) more succinctly puts it, when it comes to controlling, â€Å"in project management terms, it involves determining variances from the approved plan, then taking action to correct those variances. Through my fulfilling of these four important functions of management, I would be a permissive leader. For a small business like this sporting goods store that has a very small number of employees and only two other managers, it is necessary to allow everyone to have an equal hand in important decisions. While directing is a large part of my responsibility, I would still like to allow employees and managers a great deal of leeway concerning how they perform the tasks assigned and if those decisions on how to work are not productive, only then will I step in and be directive. This is a rather democratic way to manage this store, but hopefully it will foster the sense that the few people involved have a great deal at stake since they've personally and professional put distinct efforts into the business. By employing the for functions of Management effectively and in particular, emphasizing my role in directing and controlling, I can maintain a less structured management style while still seeing profits.