Public Policy Issue in Healthcare Assignment Example | Topics and Well Written Essays - 1000 words

Public Policy Issue in Healthcare - Assignment Example The greatest impediment to the efforts to create a healthy society is the high cost of healthcare services in the country (Bryant, 2009). The high cost of health care casts a substantial number of people to premature deaths thereby subjecting millions of children to poor living conditions in the absence of their parents. The government acknowledges the problem and has since enacted a number of policies including the Patient Protection and Affordable Care Act (PPACA), or Affordable Care Act (ACA). The challenges the legislation continues to prove the importance of costs in seeking high-quality health care services there showing the need for a lasting resolution of the problem of high costs as the research report below investigates. Health is an integral issue in any economy. The health of a society influences the stability of the government while safeguarding the future of the population. The government must, therefore, seek to address the problems facing the community in relation to health care. So far, the high cost of managing some of the leading causes of death in the country such as cancer and heart diseases has proven to be a major factor that continues to frustrate the population. As such, the government should formulate realistic policies that enable the population to access high-quality health care services. The Patient Protection and Affordable Care Act is such a legislation that introduces a way for the citizens to afford high-quality services. However, the act has faced immense criticism and objection from politicians. The Congress among other organs of the government should strive to amend the law

Using ICT to Communicate Essay Example for Free

Using ICT to Communicate Essay This is a 1959 English premier league football results table. The page layout for this is a portrait table. For this particular results table, there are not any images; I think this is because it is a results table for a football league. The sizes of the text do not vary apart from the main title of the table which is extra sports. This is because for the main title, the size of the text is bigger then the other little bits like the name of the teams and the number of points each team has etc. There are not any paragraphs as it is a results table for football. In this particular table. The special feature is that of its colour, the mix between dark yellow, light yellow and the black font writing. This is a questionnaire designed for helping you discover more about yourselves. The page layout for this is of the portrait style. For this particular questionnaire table, there are not any images; I think this is because it is again not a very entertaining kind of text. The sizes of the text do not vary again apart from the title. This is bigger then all the rest of the text because it is the title. There are not any paragraphs as it is again a questionnaire table. There are not any special features for this questionnaire. This is a pie chart representing the results of a survey. The page layout for this is of that of a cylindrical style. For this particular results chart, there are not any images; I think this is because it is again not a very entertaining kind of text but only a circle with different colures representing different results of the survey. The sizes of the text do not vary again. There are not any paragraphs as it is again a pie chart. There is only one special feature for this pie chart and that is, its in a different form to the other kind of result surveys, it is not just a normal old A4 piece of paper with writing, this Is a pie chart with different colours on it! This is a Curriculum Vitae from a 16 year old boy that lives in Loughborough. The page layout for this is of the portrait style. For this particular CV, there are not any images; I think this is because it is again it is not the kind to have pictures in, it is a formal letter. The sizes of the text do vary in this letter. The main heading for this CV is Curriculum Vitae and that is at the top of the page with sub-headings underneath the main one. There are not any paragraphs as it is a letter for employment. There are not any special features for this letter. This is an invoice of a company called at communications. The content in this invoice shows us the account number, the date, the billing period, the address, and then the actual invoice. The page layout for this is of the portrait style. For this particular invoice, there is only one image. That is the companys logo. This is a very simple yet excellent logo or image, it give the companys name and what they do in just this logo. The sizes of the text do vary in this invoice. The main heading for this invoice is the companys logo, and then it goes down to the invoice number and the dates. The size of the texts on this is the same size but it is in a bold style. Moving down the invoice, the size stays the same until the actual Invoice heading comes, this is then enlarged and then also the sizes under this sub heading change, the main headings, which is the first letters of each word in capital and the rest in lowercase letters. These are all the same font thereafter. The font size does change once more when we reach the bottom pf the page, it suddenly goes into a lower size font and the first part is in bold and then thereafter it all stays the same again. There are not any paragraphs as it is an invoice. There are not any special features for this letter. The content for the flyer is a very jolly and eye catching flyer. It includes the time and date of the actual program, the website of the program, the activities that will be happening during the program such as there will be concerts, theatre productions going on during the 4 days of the program. It also mentions were the 4 day programs will be held, at the International stadium of Geneva. The picture or background of the flyer is of the Africa continent, the continent is situated in the centre of the flyer and behind this is a mist of cloud, and this is giving the effect of Africa basically being on top of everything. The layout of this flyer is in a portrait style. The sizes of the text vary because for the main title, the size of the text is bigger then the other little bits like the website of the organisers and also the date and time of the programs. I think this is because the title is the main eye catching text in the whole flyer so it needs to be in a big enough fonts size a nd also needs to have a very professional written title or heading! There are not any paragraphs in this particular flyer. The special features for this flyer is that of its colour, the colour is what made me first notice it, it is a very vibrant colour which would be noticed from a distance. The colour is a key part of this flyer as it makes it what it is! This is a web page showing us how to make web pages. It is telling us to use the facilities they are offering us on the website to design the best possible webpage we can. The page layout for this is of the portrait style but also set out in a web style so suitable for website basically. For this particular web page, there are images; such as at the top of the page, there is a women standing with a clipboards in her right hand. She is in a thinking kind of posture. There is also a many boxes on the left hand side were if hover your mouse over them boxes, then a message of information will appear underneath your mouse arrow telling you what contents are in that category. The sizes of the text do vary in this web page. The main heading for this web page is BEST COMPANY SLOGAN HERE this is at the top of the page with sub-headings underneath it such as welcome to company website!.

Importance of Motivation to Learn

Importance of Motivation to Learn Area of Study: Training Development Motivation to Learn Affects the Relationship between Management’s Role in Training Programs and Job Performance Chapter 1 Introduction Introduction Background of the study (management’s role in training programs based on literature) (discuss training program eg def, traditional, contemporary, significance) (3 pages) The term management is defined as a group of people such as executives and other managers who are primarily responsible for making decisions in the organization. In a non-profit term, management might refer to all or any of the activities of the board, executive director and/ or program directors. Another common traditional view of management is getting things done through other people. Apart from the traditional view, the role of management is to support the employee’s performance and productivity through training and development. In the contemporary view, human resource practitioners suggests that management needs to focus more on leadership skills such as establishing vision and goals, communicating the vision and goals, and guiding others to accomplish them. They also assert that leadership must be more facilitative, participative and empower in how visions and goals are established and carried out (McNamara, 2007). According to the Mintzberg’s Managerial Roles theory, management roles in the organization include interpersonal roles, informational roles and decisional roles. Management role as a leader responsible for the motivation of subordinates and provide training to the employees (Coulter and Robbins, 2005). Traditional autocratic organization with its hierarchical management systems that forces performance out of its employees is outmoded. The modern management encourages the practice of empowerment by letting workers make decisions and inspiring people to boost productivity (Allen, 1998). Nowadays, employee’s performance and productivity are enhanced through motivation and intensive training program. Effective training is a crucial developmental opportunities in attracting and promoting commitment among talented employees (Noe, 2003, cited in Buyens Wouters, 2004). Training programs is defined as a planned learning event in a systematic fashion that focuses on the work environment. From this point of view, the training process can be defined as the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance in the work environment. There has been a considerable research into the effectiveness of training (Baldwin Ford, 1988). A study conducted by Guerrero and Barraud-Didier (2004) found a significant link between training and organizational performance. (cited in Tzafrir, 2006). There has been a major revolution in the world of training and development starting in the 1980s. Traditional vocational training is no longer effective and it is replaced by competence-based training. The concept of competence includes the element of observable knowledge, skills and understanding to ensure effective performance (Brookes, 1995). When it comes to training, managers play a critical role before and after an employee sign up for a training course (Gittlen, 2001). Several researchers (e. g. Tsui, Pearce, Porter, and Tripoli , 1997) found training was associated with higher levels of employee affective commitment. Managers’ level of involvement in reviewing the training coursework could make a huge difference for the company’s return on its training investment and training transfer. The manager’s role in training includes proactively identifying the strengths and weaknesses of employees, identify suitable training program, design suitable training coursework, develop training benchmarks and evaluate and communicate the outcome of training to the upper management and subordinates (Gittlen, 2001). Managers need to be personally involved in the training of their employees, since the nature and quality of the training directly relates to their effectiveness on the job. Research has been revealed the importance of environmental factor such as management’s role when predicting individual attitudes and behaviours. Supportive management’s roles in training program may contribute to the positive individual attitudes and boost work performance. Employees are left without support, encouragement and motivation when the management is not involved in the training program. This is the problem that most of the organization faces today. Without management support, the training often fails to transfer to improve the trainee’s attitudes and performance (Coates, 2007). Although management plays a significant role in training, the effectiveness of training is estimated to be low because there is little application of training results in actual work practices (Broad Newstrom, 1992; Baldwin Ford, 1988). Further understanding of the relationships between managerial communication and employee’s attitudes and behaviours would be extremely valuable for organizations (Wilkins, 1989). Roberts and O’Reilly (1979, p. 42) propose the need for specificity in investigating communication in organizations by stating that â€Å"theories relevant to communication in organizations cannot be developed until facets of organizational communication are specified and some of their correlates identified†. (as cited in Goris, 2007). In Australia many companies are currently addressing the issue of reward and recognition for employees as part of quality and continuous improvement programs, but there remain no general guidelines or descriptions of such programmes which are readily available (London and Higgot, 1997). Informal rewards such as non-monetary recognition is increasing today as an employee’s motivators. Informal rewards are given less research attention in the management literature and practice (Nelson, 2002). Traditional rewards such as compensation and promotion are becoming less effective to motivate employees to achieve high performance and commitment (Nelson, 2002). As Drucker points out: â€Å"Economic incentives are becoming rights rather than rewards†. Merit raises are usually introduced as rewards for good performance and in no time it will become a right rather than rewards. Merit raises are always introduced as rewards for exceptional performance. In no time at all they become a right. To deny a merit raise or to grant only a small one becomes punishment. The increasing demand for material rewards is rapidly destroying their usefulness as incentives and managerial tools†. Thus, this situation might destroy employees’ learning motivation and transfer of training. Motivation to learn is also one the critical determinant in the training effectiveness (Mathieu et al., 1993; Mathieu and Martineau, 1997; Tannenbaum and Yukl, 1992, as cited in Tsai Tai, 2003). Some past studies suggested motivation to learn played a more determinant role than other individual factors in regard to training performance (Tai, 2006; Cheng Ho, 2001). Post training motivation is also linked to the employee’s behavioural change (Noe, 1986, cited in Shoobridge, n. a.). Noe (1986) assumed that motivation affects trainee’s enthusiasm for training (energising), the direction of participants to learn and master training (directing), and the use of knowledge and skills on the job (maintenance) (cited in Nijman et al., 2006). Goldstein and Ford (2002) propose that trainee factors like readiness and motivation to learn along with work characteristics such as opportunity to practice, organizational climate and supervisor support should be investigated in developing effective training program (as cited in Shoobridge, n. a). Those points emphasize the need for additional research about the role of motivation to learn in the relationship between management’s role and individual attitudes and behaviours. Further research should be conducted to identify and remove the major impediments that prevent the effectiveness of training program. The importance of this study is to elaborate and integrate some of the key factors that can influence the effectiveness of training transfer. This study is also intended to extend previous researches that linked management’s role and individual attitudes and performance. Background of management’s role in training programs in the studied organisation The past 10 years have witnessed the increasing of research literature in the field of training and development. The training literature is characterised by a multidisciplinary (organisational psychology, business and management literatures) approach to training design, practice, research and evaluation (Shoobridge, n.a.). Most of past researches highlight the significant developments in training methodology, evaluation, theory (Salas and Canon-Bowers, 2001) and focused solely on the training instructional methods (Noe, 1986) (cited in Shoobridge, n. a.). Early empirical research studying the effects of individual’s factors (eg trainee ability, personality, and motivation) and work environment on transfer of training is very few (Baldwin and Ford, 1988). Further, past researches focus in defining training program and what it is designed to achieve (Salas, 2001) instead of focusing on the influences of work environment. In the past, training is perceived as an independent event (Salas and Canon-Bowers, 2001; Goldstein, 2002, cited in Shoobridge, n. a.). Traditional training focused on the trainer (Berge et al., 2002). Trainers are expected to demonstrate the link between training and organizational outcomes (Church Waclawski, 2001; Hesketh, 1999), to evaluate training (Warr, Allan Birdi, 1999), and to justify organizational investment in training programs (Baldwin Ford, 1988; Salas Canon-Bowers, 2001; Warr et al, 1999, cited in Shoobridge, n. a.). Gill (1995) analyzed traditional program-driven training and found the role of the training department is to conduct the need analysis and set the goals which are defined as learning outcomes. Recent studies (direct effects model) The fall of the Berlin wall and the opening of the communist bloc to Western capitalism increased the pace of globalization (Berge et al., 2002). Training and development reacted to the reality of globalization with an increased use of system approaches (McLagan, 1996). In recent years, training is perceived as having a strategic focus, as an event that occurs within organizational framework, custom designed to overcome employee’s deficiencies and to meet organizational outcomes (Salas, 2001; Goldstein, 2002). Line managers have the responsibility to conduct needs analysis. The goals of the training programs are defined as business results, are based on performance, and are linked to strategic goals. Organization realized that well-designed training instruction is no longer guarantee performance. Training instruction is just one of many solutions to performance improvement (Berge et al., 2002). Recently, more research has been done to explain individual, attitudinal, and environmental impacts on the transfer process and outcomes where some of them have shown high value relatively (Cheng Ho, 2001). Recent studies also have focused to concerns over the â€Å"transfer of training problem† (Salas, 2001). Researchers have investigated various factors that might influence transfer of knowledge, skills and attitudes. Several researchers proposed both individual and organizational contextual factors as antecedents of learning and transfer of learning (Baldwin Ford, 1988; Colquitt et al., 2000; Mathieu Martineau, 1997). Empirical studies supported the relationship between management roles (e. g. support, communication, training assignment) and transfer of training (e. g job performance). For example, in two early studies made by Rouiller Goldstein (1993) and Tracey et al. (1995), they found that management trainees in supportive workplace were more likely to demonstrate trained behaviours compared to trainees in non-supportive workplace. A thorough review of training prog literature – mediating model State the nature of the problem that motivates you to further explore Consistent with Noe’s (1986) observation, previous research on transfer of training has focused primarily on issues concerning training design. Most of the research is done specifically the appropriateness of various instructional methods. The issues of environmental characteristics such as the transfer climate (managerial support, managerial communication, and managerial rewards) have received less research attention. Despite recognition of the importance of environmental factors, empirical research examining the impact of these factors is very limited (Baldwin Ford, 1988). Thus, the lack of research on work environment motivates the researcher to conduct this line of research. Furthermore, Ripley stressed â€Å"A review of eleven best-selling introductory HRM textbooks from Australia, New Zealand, and the United States indicates that, generally, there is a heavy focus on individual factors and a lack of significant emphasis on the importance of work environment factors in effective training† (Ripley (n. d.), â€Å"Introduction† section, para. 1). The work environment characteristic such as the role of management in training is less emphasized. Work environment impacts individual behaviours in training transfer. Moreover, human resource practitioner and training designer have given less attention to the impact of work environment in training design and implementation. As Ripley (n. d.) states â€Å"Impact of work environment factors is generally not taken into account in discussions of how training programs should be designed and implemented† (Ripley (n. d.), â€Å"Abstract† section, para. 1). It means the issue of work environment characteristics is neglected. He suggested that work environment issues should be taken into account when designing and implementing training program. Thus, this issue motivates the researcher to conduct a research base on work environment factors. In addition, most organization suffers from â€Å"training transfer problem†. Trainees have high motivation to learn following the training. However, the motivation fades away as they return to the workplace. Knowledge, skills and attitudes that they had learned from a training program could not be reinforce in the job. As Allan (2003) states â€Å"My experience with surveys that I have conducted is that the initial enthusiasm quickly wanes once the trainees return to the reality of their workplace† (â€Å"Introduction† section, para. 7). In Australia, companies spend up to five billion dollars in training and development but only 20 percent of expenditure actually giving benefits to the companies (Allan, 2003). While in the United States, it is estimated that organizations spend up to USD 100 billion on training and development annually. However, not more than 10 per cent of the spending results in transfer to the job (Baldwin Ford, 1988). The findings suggest that training transfer problem is a global issue that should be addressed. Noe (1986) suggested that motivation to learn and attitudes are malleable individual difference factors that play a critical role in achieving training effectiveness. Although there is an existence of preliminary support for the relationship between contextual factors and learning outcome (Tracey et al., 1995) and between work environment and training motivation (Tracey et al., 2001), researchers suggests further exploration of the role of motivation in the relationship between contextual or environment factors and various training outcomes. Tracey et al. (2001, pp. 20-21) state: â€Å"Future research should examine the impact of training motivation on other types and levels of effectiveness criteria.† Thus, this research is not only replicate previous studies but also responds to the calls from other researchers to further explore the roles of motivation to learn in the relationship between work environment (management’s role) and employee’s attitudes and performance. Objective of the study 1.4.1 General Objective The general objective of this research is to examine the effect of motivation to learn in the relationship between management’s roles and individual attitudes and behaviours. 1.4.2 Specific Objectives To determine the effect of motivation to learn in the relationship between managerial support and individual job performance To determine the effect of motivation to learn in the relationship between managerial communication and job performance To determine the effect of motivation to learn in the relationship between managerial recognition and job performance Research framework Provide theoretical evidence before drawing a conceptual schema (3 pages) Managerial Support/recognition Job Performance Motivation to Learn/transfer Managerial Communication Assignment method Research hypothesis Provide empirical evidence to support each hypothesis (at least 1 case study/survey for 1 hypothesis) H1: Motivation to learn affects the relationship between managerial support and job performance H2: Motivation to learn affects the relationship between managerial communication and job performance H3: Motivation to learn affects the relationship between managerial recognition and job performance Definitions of term Conceptual definitions of term – language/organisation/hr perspective 1.7.1 Managerial support Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"support† as â€Å"help or encouragement given to somebody or something especially in a difficult situation†. In human resource perspective, managerial support is defined as immediate supervisor provides and facilitates the transfer of employee’s knowledge, skills and attitudes. It is the extent to which supervisors behave in a way that is optimises employees’ use on the job of the knowledge, skills and attitudes gained in training (Nijman, 2004). Managerial support can be in a form of verbal and non verbal cues. Verbal and non verbal cues include encouragement to attend, goal-setting activities, reinforcement activities, and modelling of behaviours (Baumgartel, Reynolds Pathan 1984; Huczynski Lewis, 1980; Maddox, 1987). Operational Definition In this study, managerial support is defined as immediate supervisor gives encouragement to the subordinates to attend training program, goal-setting activities prior and after training program, reinforcement activities to encourage trainees apply newly acquired knowledge, skills and attitudes from training to the actual workplace, and modelling of behaviours as a non verbal cues to encourage trainees to apply knowledge, skills and attitudes. 1.7.2 Managerial communication Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"communication† as an act â€Å"to make one’s ideas, feelings clear to others; to exchange information, news, ideas, etc with somebody†. Communication is both an observable and a changeable supervisory behaviour (Wilkins, 1989). In organization context, Katz and Kahn (1978) provide a comprehensive categorization of the types of communication which take place from supervisor to subordinate. The five types of communication are job instruction, job rationale, procedures and practices, feedback, and indoctrination of goals. The relationship between supervisory communication and subordinate performance and satisfaction among professionals.doc Operational Definition In this study, managerial communication is defined as immediate supervisor communicate the information about the specific training program to subordinates, discussion of what is expected to be learn in the training program, and provides constructive performance feedback to the trainees. 1.7.3 Managerial Recognition Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"informal† as â€Å"not official or not following established procedures†. The word â€Å"recognition† is defined as the act â€Å"to show official appreciation for somebody’s ability or achievements, for example by giving them an award†. Thus, informal recognition means to show appreciation to somebody through unofficial procedures. In organization, recognition is used to show the company appreciates employees’ efforts, their unique gifts and contributions (Gentry, 2007). Tracey describes recognition as â€Å"intangible, non-monetary acknowledgement of outstanding performance in the form of praise, accolades, commendations, appreciations and tributes. It may be formal or informal†. (Gentry, 2007). Operational Definition In this study, managerial recognition refers to manager provides an informal recognition when the trainees are able to practice the newly acquired knowledge, skills and attitudes to the workplace. Informal recognition program by the manager is communicated to all employees before, during and after the training program to motivate the employees. Recognition are such as the manager congratulates subordinate who are able to do a good job, manager writes a personal notes for good performance, manager publicly recognizes employees for good performance, and manager hold a morale-building meeting to celebrate successes. Motivation to Learn Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"motivation† as â€Å"the interest of somebody† or to cause somebody to want to do something. â€Å"Learn† means â€Å"to gain knowledge or skill by study, experience or being taught†. Motivation is typically defined as â€Å"variability in behaviour not attributable to stable individual differences or strong situational coercion† (QuinËÅ"ones, 1997, pp. 182-3). Therefore, it is likely that trainees cannot obtain the full benefits of training without considering training motivation (Tai, 2006). Motivation to learn also influences the willingness of an employee to attend the training (Maurer and Tarulli, 1994; Noe and Wilk, 1993) and affects a trainee’s decision to exert energy toward the training program (Ryman and Biersner, 1975). Operational Definition Motivation to learn is defined as a trainee has a desire and willingness to learn the content of the training program. An employee with high motivation to learn is likely to be able to learn the content of the training program and transfer the knowledge, skills, and attitudes to the workplace. Motivation to Transfer Motivation to transfer can be seen as the trainee’s desire to use what she or he has learned on returning to work. Short and long term training transfer.pdf Job performance Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"job† as â€Å"a particular piece of work or task†. â€Å"Performance† is â€Å"an action or achievement, considered in relation to how successful it is†. Therefore, job performance is an achievement in the context of profession. In organizational context, job performance is associated with transfer of training. Trainees’ who are able to apply the content of the training to the workplace is likely to perform well. Operational Definition Job performance in this study means the training outcome and the ability of the trainee to apply newly acquired knowledge, skills and attitudes upon returning to the workplace. Significance of the study Significant to theory/body of knowledge Another significance of the study is to provide a better understanding of the factors which would affect the transfer of training. This study could enhance our understanding of the problems underlying the transfer of training. A better understanding about the influence of motivation to learn and management’s role on individual behaviours could lead to improvement and enhancement in training program. Thus, it could promote transfer of training that leads to improvement in job performance. Further, this study could support the relevant theories that support the relationship between management’s role, motivation to learn and individual behaviours. Besides that, the empirical findings of this study could support the previous researches. In fact, most of the theories and researches were developed and made in the context of western countries. More research should be made locally to determine whether or not the theories and findings can be applied in the context of our country. Significant to research methodology Additionally, this study has a significant impact to the research methodology. Empirical findings from literature review, survey questionnaires and in-depth interview could increase the validity and reliability of the study. With increased validity and reliability, errors can be minimized in the data collection procedure. This study could serve as a guideline for future researchers that try to extend in this line of research. Significant to practitioners This study also could assist organizations in designing the appropriate management’s role to maximizing the effectiveness of training transfer. The outcome of the study may serve as guidelines to human resource practitioners to develop a work environment that could motivate workers to improve their attitudes and performance. This study also aims to provide empirical evidence to all human resource practitioners about the effects of motivation to learn in the relationship between management’s role and employee’s attitudes. Besides, this study would ensure the human resource practitioner, training designer, as well as co-worker to realize the importance of management’s role in contributing to the effectiveness of training. The trainer and designer of the training program can improve and identify the weaknesses of the present and future training program with the better understanding of management’s role factors that influence the transfer of training. Research methodology procedure 1.10 References (APA/Havard Style) Chapter 2 Literature Review 2.0 Introduction Chapter 2 covers the literature review about the relevant theories and some of the past empirical researches that have been done on this research line. These theories and past researches will be used to explain about the relationship of the managerial roles, motivation to learn and job performance. 2.1 Conceptual Framework Support (morale and material) Job Performance Communication Feedback/discussion Training Motivation Job Commitment Training Assignment (Mandatory/ Voluntary) Mentoring (formal/informal)(individual/group) Commitment/satisfaction/ethics 2.2 Training Program Defined Early definition of training program is a planned learning experience which is designed to improve an individual’s knowledge, skills and behaviours (Campbell et al., 1970). In later years, training program is defined as a planned effort made by organization to facilitate an employee’s learning of specific knowledge, skills and attitudes to be successful in their job (Goldstein, 1992). Potential factor affect training.pdf 2.3 Role of Training Program Purpose, approaches, significance impact on org and employees A strategic approach to training†¦..training program measurement.pdf Purpose of Training Program The purpose of a training program in organizations is to facilitate employees to learn, grow and cope with the issues that are important to them. Training program also help employees to gain knowledge, skills and attitudes to improve job performance and organization’s effectiveness (Tai, 2006; Treven, 2003; Ibrahim Mamat, 2001). Training involves the changing of employees’ interaction with their co-workers and supervisors (Treven, 2003). Most of training program in organization is developed and provided by trainers, managers, and in-house training consultants. It can also be outsourced to external training providers (Ibrahim Mamat, 2001). Green (1999) argue the main purpose of training is to foster the organization’s common culture, enhance employees’ commitment and attract good quality workers instead of just simply improving employees’ skills. Potential factor affect training.pdf. Training system should be in line with ongoing organizational process while training programs should be in in line with organizational strategic goals (Chen et al., 2007). Potential factor affect training.pdf. Training Delivery Methods Training is delivered in various methods depending on needs analysis. Managers will choose a method based on training objective (DeSimone, Werner Harris, 2002; Ibrahim, 1993). It is important to consider employees’ current level of expertise before managers choose a training method (DeSimone, Werner Harris, 2002). Training methods can be classified into three broad categories such as on-the-job training, classroom training (Robbins Coulter, 2005; Treven, 2003; Ibrahim Mamat, 2001) and self-paced training (DeSimone et al., 2002). On-the-job training (OJT) is the most common training conducted in the workplace (DeSimone, Werner Harris, 2002). Trainees are required to perform the task right after a brief introduction to the task (Robbins Coulter, 2005). OJT have advantages than classroom training because trainees have the opportunity to practice work task (DeSimone, Werner Harris, 2002). Moreover, OJT reduces cost because organization doesn’t have to provide training equipment or trainer (DeSimone, Werner Harris, 2002) and OJT have the ability of integrating job cycle method (Ibrahim Mamat, 2001). Job rotation is defined as a formal and planned training program which allocates employees to perform various jobs in different departments. Trainees are usually supervised by the department supervisor. Job rotation is usually implemented to train employees about the different functional areas, career objectives and interests, (Treven, 2003) International training:training of managers for asgnment abroad.pdf. and getting exposure to variety of tasks (Coulter Robbins, 2005). Job rotation requires trainees to learn more by observing and practicing new skills rather than receiving instruction (DeSimone, Werner Harris, 2002). Coaching is defined as informal and unplanned training and development activities provided by supervisors and peers (Harris, 1997). International training:training of managers for asgnment abroad.pdf. Trainees are working together with senior and experienced workers who provide information and support (Coulter Robbins,†¦.). Coaching should be viewed as supplement rather than substitute to formal training program (Treven, 2003) International training:training of managers for asgnment abroad.pdf. Classroom training method is defined as â€Å"those conducted outside of normal work-setting† (DeSimone, Werner Harris, 2002). Lecture method is the most common classroom training technique. In lecture, an expert in particular subject matter will convey information to the large audience. (DeSimone, Werner Harris, 2002). Lecture is aims to provide understanding to trainees rather than to upgrade skills or change attitudes (Ibrahim Mamat, 2001). Burke and Day (1986) suggest lecture training resulted in positive learning either conducted alone or combination with other methods. Earley (1987) found role playing and lecture methods are equally effective to develop skills among trainees. (as cited in DeSimone, Werner Harris, 2002 ) Experimental methods consist of role play, case studies, and business games and simulations. The most popular experimental training method is role play. A case study is a training method that aims to

Architecture History Pyramid Paper -- Architecture Essays

Architecture History Pyramid Paper Pyramids have been around for centuries, and for over 43 centuries some pyramids have been one of the tallest land structures made by man. Throughout the many decades, pyramids have been remade using modern materials and new technologies, but it remains a myth as to how the Egyptians were able to mold such a huge land mass with their lack of technology. One of the most famous pyramids to this day are the Pyramids of Giza. The most famous of all three pyramids of Giza, is the Great pyramid of Khufu as known as Cheops. Khufu was built by the Egyptian pharaoh Khufu of the Fourth Dynasty around 2560 BC to be his burial tomb. Khufu's son Khafre, who was next in the royal line, commissioned the building of his own pyramid complex which includes the sphinxes. Menkarure, who is believed to be Khafre's son, built the third and smallest of the three pyramids at Giza. Giza however, is more than just three pyramids and the Sphinx. Each pyramid has mortuary temple and a valley temple lin ked by long causeways that were roofed and walled. The great pyramid is believed to have been built over a 20 year period. They first prepared the site, and somehow transported the blocks of stone into there correct placements. In the process of building the pyramids an outer casing was placed over the surface, which was used to smooth the surface, but disappeared over the years. Several theories suggest that ramps were constructed from the sands and the blocks were pushed or pulled into place. Others say that the blocks were placed using long lever with a short angled foot. The Great pyramid was 145.75 m (481 ft) high, which is located in Cairo, Egypt. Over the years, it lost 10m (30 ft) off its top. The ... ... since 1972. This building has so many windows that in order to wash them all, it takes at least a month. The "wings" which start at the 29th floor are necessary near the top of the pyramid to support elevators on the east side and a stairwell and smoke tower on the west side. And being that San Francisco is prone to earthquakes, the foundation consists of a steel and concrete block that sits 52 feet underground and is designed to move during earthquakes. The companies responsible for the building and designing of the Transamerica building are William L. Pereira & Associates, and other firms which also shared input, were Lowe Enterprises, Dinwiddie Construction Co., Chin & Hensolt Inc., Simonson & Simonson, Glumac International, Western Waterproofing Company of America, and Cushman & Wakefield. The total cost for the Transamerica building is around 32,000,000.

All Quiet on the Western Front by Erich Maria Remarque Essay

1. Title: ALL QUIET ON THE WESTERN FRONT 2. Author: ERICH MARIA REMARQUE 3. Published: 1929 4. SUBJECT: This book is written by a German veteran of World War I, who describes the German soldiers’ extreme physical and mental stress during the war, and the detachment from civilian life felt by many of these soldiers upon returning home from the frontlines. 5. OPINION: I think this book tells a tale of honor and courage, two of the three core values of the Marine Corps. The author brings his own experiences to light through the main character, Paul Bà ¤umer. Furthermore, I believe that the author is trying to characterize his generation, the young men who fought the Great War and who were destroyed by it. The group of men which Paul Bà ¤umer fights with reminds me of the camaraderie that lies within the Marine Corps ethos. 6. INTRODUCTION: All is Quiet on the Western Front begins with Paul Bà ¤umer’s company at rest, five miles behind the front lines between Langemark and Bixschoote. They have had very little sleep for the fourteen days since they relieved the front line and seventy of their one hundred and fifty men are dead at the hands of Russian gunfire. The cook, Ginger, has fixed rations for the one hundred and fifty and, after arguing with the lieutenant, grudgingly consents to give all the food to the eighty soldiers left, including double rations of smokes. As the narrator remarks, â€Å"Today is wonderfully good.† In All Quiet on the Western Front, Erich Maria Remarque creates Paul Bà ¤umer to represent a whole generation of men who are known to history as the â€Å"lost generation.† Eight million men died in battle, twenty-one million were injured, and over six and a half million noncombatants were killed in what is called â€Å"The Great War.† Throughout the story, I feel that the generation has gone through an event that steals the memories of their childhood. As early as the second chapter, Paul Bà ¤umer describes the difference between his generation, his parents, and the older soldiers. They had a life before the war, a life where they felt comfortable and secure. But Paul’s generation never had a chance at that life. Even when the story begins, all Paul has known is death, horror, fear, and suffering. He and his fellow classmates are only nineteen and twenty years old; the age of the average Junior Marine today. However, they feel nothing, believe in nothing, and see no future because of their experiences in the war. Apart from being deprived of the sweet memories of childhood and the hopes of a bright future, this generation felt a terrible sense of betrayal by their parents, teachers, and government. The myths of the older generation become apparent when Paul goes home. A sergeant-major reprimands Paul for not saluting him when Paul has spent a good share of his life in the trenches killing the enemy and trying to survive. Many Marines can relate to this reference, as many find it difficult to transition back into garrison after being in country for so long. As the war story unfolds, Paul and his friends become cynical towards death and horror all around them, that the inhumanity and atrocities of war become part of everyday life. The author describes the atrocities, the terrible consequences of weapons of mass destruction, and how soldiers become hardened to death and its onslaught of sensory perceptions during battle. Atrocities are simply a part of the inhumane business of war. In chapter 6, Paul and his men come across soldiers whose noses are cut off and eyes poked out with their own saw bayonets. Their mouths and noses are stuffed with sawdust so they suffocate. This constant view of death causes the soldiers to fight back like animals. They use spades to slice faces in two and jab bayonets into the backs of any enemy who is too slow to escape. Their callousness is contrasted with the reaction of the new recruits who give in to front-line foolishness described over and over again in scenes of the front. Despite all the terrible stories of death and gore, the author revisits a redeeming quality: comradeship. When Paul and his friends ambush Corporal Himmelstoss and beat him up, I laugh because he deserves it and they are only giving him his due. As time goes by, however, the pictures of camaraderie relieve the terrible descriptions of front line assaults and death, and they provide a bright light in a place of such terrible darkness. A recruit becomes gun-shy in his first battle when a rocket fires and explosions begin. He goes to Paul and cries and Paul does his best to comfort him. This reminds me of when I was deployed and my fellow Marines would make me feel better and tell me we would be home soon when I was feeling homesick. Through thick and thin, battle and rest, horror and hopelessness, these men hold each other up. Finally, Paul has only Kat and he loses even this friend and father-figure in Chapter 11. This man, this hero, this father, this life — has been closer to Paul than his own blood relatives and yet Paul must say, â€Å"No, we are not related.† Remarque says that this novel â€Å"will try simply to tell of a generation of men who, even though they may have escaped shells, were destroyed by the war.† If words can touch what men hold to be dear in their hearts and so cause them to change the world, this book with its words of a lost generation, lost values, and lost humanity is surely one that should be required reading for all generations. LESSON: I think that this book is great insight into what soldiers went through during World War I. It really captures the essence of basic Marine Corps Values, such as honor and courage. The main character Paul Bà ¤umer shows great courage in that he takes care of his fellow soldiers and pushes forward, despite all the day to day atrocities. Paul and his friends show honor by sticking up for what is right and being there for one another. Lastly, my favorite quality displayed by the characters was camaraderie. This is something that Marine Corps has taught me and that will always remain with me even after I get out, because it has showed me that no matter what, your peers will always be with you, during wartime and during peacetime.

Correctional Facilities and Their Roles

Correctional Facilities and Their Roles Introduction Various countries usually have correctional facilities and they always used in helping individuals change their attitudes and behavior. They are always aimed at making the convicted people productive members of the society. Some of the common correctional facilities include jails, lockups, and prisons. In addition to these facilities, rehabilitation centers for drug addicts and destitute children are also part of correctional facilities (Fagan, 2002).Advertising We will write a custom essay sample on Correctional Facilities and Their Roles specifically for you for only $16.05 $11/page Learn More The Roles of Correctional Psychologists Psychologists serving in correctional facilities always perform many duties and we can describe them as follows. They always offer therapeutic interventions to clients who have been experiencing problems related to psychological disorders. This can help such convicts to improve their behavior. Secondly, they always carry out violence and risk evaluation to the convicts. In this case they examine a client and then they apply a given model of therapy for the treatment of the client (Fagan, 2002). The response of the client is then closely monitored. In addition to the normal duties given to the correctional psychologists, they are now being trained to give medical prescriptions to the clients. The use of medical prescriptions can make the correction process more effective. Careers in Correctional Psychology Correctional psychology has quite a good number of job opportunities for clinical psychology practitioners and they include the following. Psychologists who have vast experiences and qualifications can serve as chief psychologists in correctional facilities. In this case they oversee the management of the clients and they can also be consulted if there is a serious problem. We also have clinical psychologists who conduct counseling services to clients (Meyer, 2005). They interact with the cl ients regularly in order to assess their response to therapy. Goals of Incarceration Incarceration refers to â€Å"the detention of a person in jail, typically as punishment for a crime† (Lowman, 2006). An individual can be incarcerated if he or she is convicted or suspected of having committed a certain crime. People are always incarcerated because of the following reasons. It is always done to discourage other people from engaging in criminal activities. It serves as punishment to those who break the law. It quarantines criminals hence they cannot have the chance to engage in more offences. Apart from these measures, incarceration also helps in rehabilitating the convicts and this enables them to become responsible and productive citizens. The nature and the terms of incarceration always vary depending on the type of crime committed (Meyer, 2005).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Lear n More Challenges affecting Correctional Psychologists Correctional psychologists normally experience myriad challenges in their activities and they can be briefly explained this way. Most of the correctional facilities lack the necessary resources and facilities to support the surging number of mentally ill incarcerated individuals. For example there are few hired psychologists in the correction facilities due lack of proper funding by the government. This has led to poor working conditions among the correctional psychologists (Lowman, 2006). They also find it difficult gather information about the clients who in most cases are always very conservative about their past behaviors. This information is always important because it is what dictates the type of evaluation and therapy to be used on a client. Most of the correctional psychologists are also not aware of the ethical requirements in their jobs. Last but more importantly, is the challenge of how to develop a good worki ng relationship with the clients (Lowman, 2006). For counseling to be effective there must be a good environment and mutual relationship between the client and the counselor. Conclusion Owing to the poor state of most correctional facilities, most of the incarcerated individuals always end up being adapted to the bad conditions. They therefore become unreceptive to the correction measures provided. This has culminated to the repetition of vices by criminals ones they are freed. It is therefore necessary for those institutions to be rehabilitated before they can serve the purpose of rehabilitating the criminals. References Fagan, T. (2002). Correctinal mental health hand book. New York: Sage. Lowman, R. (2006). The ethical practice of psychology in organizations. Boston: American Psychological Association. Meyer, R. (2005). Law and mental health: a case- based approach. New York: The Guilford Press.Advertising We will write a custom essay sample on Correctional Facilities and Their Roles specifically for you for only $16.05 $11/page Learn More