Chapter 9 summary Essay Example | Topics and Well Written Essays - 500 words

Chapter 9 summary - Essay Example This notion takes on an absurd twist when the author states that cobras would then not exist if someone were not thinking about cobras. However, cobras existed before people began thinking and talking about them. This prompts Plato to argue that conceptual thoughts exist outside the material and human thought, placing them in a state of permanence and the physical object in a state of impermanence. Though Plato argues that material objects aren’t as real as Forms, he states that objects do contain some degree of reality, which introduces his concept of metaphysical dualism. This portion of Plato’s philosophy is that someone cannot fully comprehend reality until they grasp that reality consists of two independent components that cannot be explained in terms of the other - mind and body, which is referred to as mind-body dualism. This theory states that a human being consists of an immaterial mind and a material body. One cannot exist without the other; our immaterial soul travels to new bodies between each cycle of life and death. Plato’s dialogue is discussed, which outlines how Plato views the mind and body in terms of invisible and visible. The material things that can be explored with the five senses are material, whereas the immaterial things are invisible. The human body, being visible, is considered to be material, and the soul and the mind, or the intellect are immaterial since they cannot be perceived by any of the senses. By categorizing the body and mind in this way, Plato is able to reveal how the soul is able to survive death while the body succumbs to the destruction associated with death. The soul is an unchanging entity while the body is subjected to a myriad of changes over time. Along with this mind-body dualism, Plato also argues that there are various degrees of reality. We normally consider reality in terms of what is real and what is not real. However, Plato argues that a mirror image has only

The Growth of Student Loan Debt in the US Research Paper

The Growth of Student Loan Debt in the US - Research Paper Example This subject is fit for study considering the fact that due to high unemployment rates, most students’ graduates are faced with the difficult burden of having to repay the loans. Subsequently, the numbers of students borrowing the loan have increased too by about 70%, a similar proportion to the balance increase as owed by the same students. Statistical figures from the Federal Bureau also indicate that there has also been witnessed an increase in the total number of borrowers to about 17% in 2012 from under 10% in the year 2004. The burden of the student loan has its extended repercussions given that few of these people who still owe student loans have not been able to purchase houses. The intention is that it has been extremely challenging for the former students who are still having unsettled students’ loans to finance mortgages for their houses. According to the Fed report, the high burden of students’ loans and higher delinquencies has a direct impact on the borrowers’ abilities to get admittance to other methods of funding such as the credit access, and also affect the performance of the other debts held by the people. The concern of the escalating rate of students’ loans burden has been keenly monitored by the Consumer Financial Protection Bureau which also holds the view that the high burden of debt on such students leads to the raising of pertinent questions such as the domino effect of the debt on the general American economy. Therefore, considering these statements and reports, it is quite clear that the issue of students’ loan is going to be a serious drag to the economy taking into consideration the fact that most of these young people who have debts are not going to be able to constructively participate in the enhancement of the economy like the former generations when they are faced with a loan debt burden that would require them to make extremely large payments out of their incomes

Law Task Essay Example | Topics and Well Written Essays - 500 words - 1

Law Task - Essay Example The third element to be used by Jigger on building his case is that while Frankie was taking his ipod, he used violence or threat to violence. To consider the concept of threat, the law makes emphasis on â€Å"presence†. The property must be in the presence of the victim so that it may be proven that in deed the victim was in apposition of defending his property were it not that violence was used or threat to the violence was used, then the victim would have been in a position to defend the property. 2In this case Jigger was with his property, which means that had it not been that Frankie used threat to violence, he would not have given away his ipod. It should be noted that the concept violence, needs not physical injury or physical contact being made. Had it been that Frankie grabbed the ipod from Jiggers hand, then the court would be able to charge Frankie with robbery with violence. The case of against Frankie falls under two circumstances. While Frankie would argue that he only hit Jigger after he had taken the ipod, Jigger would argue that at the point of taking of the ipod, Frankie had used threat in the case he did not cooperate. At this point, the case of robbery shall have been built strongly. In the next instance, Jigger would file for the case against Frankie to be just violence. There is no certainty that the action of violence directed to Jigger by Frankie was to facilitate the taking of Jigger’s property. This is because by the time violence was being committed, Frankie already had the ipod. Jigger therefore must file the violence case against Frankie separate from the robbery

The music video of Michael Jackson Essay Example for Free

The music video of Michael Jackson Essay The music video of Michael Jackson named Billie Jean maybe considered as one of the best solos written by the great artist. The song was part of the multi platinum selling 1982 album ‘Thriller’. It was produced and written by the artist himself and he believed that the song would be a hit from the beginning. He even quarreled with the producer about including it in the album. He put up a fight with his producer Quincy to keep it in the album. The song was included in the album ‘Thriller’ and became one of the well known ones in the group. The presentation mainly features Jackson being followed by another person who is conceivably a detective of some sort who tries to record some proof about the relationship of MJ with a girl. As usual the whole video is shrouded in an aura of the supernatural and the singer is exalted to another plane beyond that of mortals. This cannot be counted as anything extraordinary, as the technique is employed only to keep the attention of the viewer glued to the screen. The Analysis of Billie Jean The song itself is named after a girl. The girl, according to MJ, is a model of girls called groupies. Groupies, who hung around back stage doors, loved performing artists, and followed them around on their tours. Such girls often suffered setbacks and were prone to drug addiction and mental instability. The song starts with MJ praising the beauty of the girl, but the mood of the singer in the video is rather gloomy. There is a private detective following him, from what follows, maybe he is trying pick up some piece of evidence. The lyrics ooze out the sympathy of the singer to the girl and the video shows him slipping from the person following him. The first feel that you get when you watch the video is the sad mood of the song as well as the lyrics. It goes without mention that the solo is rather in empathy with the girl in the poem. It is seems as if Jackson was sad that he had broken somebody’s heart. But at the same time he is rough with the rough. He traps the person who tries to trap him, maybe a paparazzi of some sort. The video depicts Jackson endowed with the supernatural, as in many of his other videos. It starts in a shady part of the town, being changed by the presence of the singer. The setting suits the mood of the poem and indicates the gutters in which MJ’s imagined lover lives. His steps are marked by light and he exudes kindness in his actions and gestures. He is followed by the detective (or reporter) who tries to be inconspicuous. After this a newspaper that shows ‘Billy Jean Scandal’ written on it is shown falling from the hands of the detective, which puts us directly in the middle of the scandal that Jackson faced a short while before the video was made. The lighting up of the steps, the sudden alteration that happens to the man who is given a penny by Jackson, his disappearing act twice in the video, all give it an appearance of the majestic presence and prowess of the singer. It is a device used by the icon in many of his songs and this cannot be seen as something calculated to make him a mythical icon or something equivalent. MJ was the first among many who successfully utilized short videos to convey a strong background to the song and dance, thus keeping the audience spellbound. The video is made to suit the lyrics and it is the lyrics that clearly get the upper hand during the song. Without such powerful lyrics the song may not have become such a hit. The best reason for this assumption is that the lyrics could stand alone, but the video could not stand alone and a viewer would not be able to make heads or tails out of it. â€Å"But the kid is not my son†¦Ã¢â‚¬ is a very powerful phrase oft quoted within the lines in the poem. Then the newspaper headline ‘Billie Jean Scandal’ clarifies only with the â€Å"She says I am the one†¦.. †. At first it is a sign of negation, but later on the tone changes, that though he sounds to be sympathetic, he is also saying that he has done nothing wrong. It is as if the singer was laying out his innocence as well as his competence to deal with the traps before the audience. I feel that we should consider the fact that MJ was also a partner in the production apart from Quincy who produced the video. Jackson’s experience with the groupie an year back could have controlled the way he produced the video. If this was an outburst, he would have certainly left some clues within the video, even while negating it before the public. The clues would be there, for those who knew where to look for them. We find that the experience was personal and reflected in the video, under close scrutiny. The girl on bed whom Jackson is photographed with, by the detective is anonymous. We should read this together with â€Å"the kid is not my son†¦Ã¢â‚¬ . He never negates what the girl was to him. His approach to the girl is sad and thoughtful and not menacing. The video is also sympathetic with the girl, because he approaches her in the bed. ( It could also be that it was done to trap the detective, so that the he could be trapped by the police). MJ uses several techniques in the video to make it convey the mythical image of the hero. The steps he take is always lighting up. Even the pillar he leans on lights up. Once when the detective tries to catch him he just disappears. The lighting up technique is later used to show the invisible presence of MJ following the arrested detective. Another technique is the presence of the cat, which can be seen to change its size. All these things work together to capture the attention of the viewer. We should say that he succeeded in this technique. Another major success that was achieved by MJ was that he left many things unsaid and left it to the intelligent viewer to decide about it. It is true in the case of short films that often the director feels it painful to leave out scenes that were difficult to shoot. But MJ has been careful to present only the bare minimum that was needed to present the story, and left the rest to the viewer’s imagination. Another great technique is the start/stop dancing technique of MJ which gained popularity with his as well as his teams support. This is what makes the video exceptional. The technique is physically very complicated and gained popularity around the world with its use by MJ. The dance stills used in the video is superb and the all compliments are due to the editor who has done wonderful job of editing the whole video to perfection. This comparatively slow number catches all the attention of the audience. Its title was actually related to another video in the same album, ‘Wanna Be Startin’ Something’, rather than any connection with the star tennis player, Billie Jean King. First of all, the solo was introduced into the album which was named ‘Thriller’. As we hear the song, we find that the other songs are fast whereas this solo could not have withstood the heavy onslaught by other numbers. But, it was Jackson’s creative genius and a deep understanding of his audience that made him confident that audience could accept this slow number. He has said earlier that he knew the song would be a hit, because he felt exhilarated after writing the lyrics. His capability to keep his audience guessing along with his inimitable dancing style has made the video wonderful. I feel that the video was created with the effort enhancing the dream lover image of Michael Jackson. With the mighty stroke of an artist he establishes himself as the lover of dreams and the same time capable of outwitting his numerous enemies. He silently accepts the love of the girl, whom he agrees to be a groupie and proves to be too slippery to fall into a trap. He has appeared in another of his albums as lover cum vampire and I would even dare to say that he was a forerunner of Stephanie Meyer, who wrote the book ‘Twilight†. He has successfully established for himself, an image of the superhuman lover, that every teenager longs for in his/her unconscious. In this video, he has further enhanced it. This should be read side by side with the lyrics â€Å"People always told me be careful of what you do And dont go around breaking young girls hearts And mother always told me be careful of who you love And be careful of what you do cause the lie becomes the truth† Thus he indirectly speaks about his enticing personality and at the same time expiates himself of any connection with the girl in question. But then, he keeps himself open to relations. The versatile genius of MJ is very clearly brought to light and he is able to project himself as the youth icon, around the world. This video is a very good example for that. He also keeps everyone guessing and glued to the screen till the end of the video. Conclusion Michael Jackson was the undisputed king of pop music. The video was a landmark in the life of MJ. His ability to touch the hearts of his viewers was once again brought to light. The video earned him many awards and made him top many charts in America as well as Europe (Michael Jackson – Billie Jean (4:51)). Works cited: Michael Jackson – Billie Jean (4:51). July 29, 2010. 2010. http://www. last. fm/music/Michael+Jackson/_/Billie+Jean

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

Agriculture In More and Less Developed Countries Essay -- Agriculture

Dark, thick smoke rises from the engine of a huge tractor that is plowing the plains of Dumas, Texas with enough power and technology to plow fifteen rows at one time. While just overseas in Pakistan a farmer works to plow one row in his field with the help of his oxen. Both farmers come home late at night, one just the same as the other, but the work they have accomplished for the day will be drastically different. The farmer in Pakistan farms 2.5 acres of land hoping to use what he harvests for feeding his family and his village. The farmer in Dumas farms 500 acres of land, which is 200 times the size of the farmer's land in Pakistan, and he uses what he harvests to make a living and to sell to grocery stores in the United States. Agriculture is practiced all over the world but agriculture in one country can be far different than in another country. The world can be divided into the less developed countries, where the output of the farm is used on or near the farm where it i s produced, and the more developed countries, where the farmer sells the crops and livestock. There are some major differences between what we do in the United States and what others do in other countries concerning agriculture. As one can see, agriculture is a very important way of life for many different people all over the world. The uses of agriculture are very different throughout the world considering whether the country is more or less developed. First, we must define agriculture and determine how agriculture began. Agriculture is the deliberate modification of Earth's surface by cultivating or caring for plants and rearing animals to obtain sustenance or economic gain (1). So how did agriculture begin in the United States? Before agric... ..., so maybe someday they can be more fortunate in their living conditions. Through agriculture, we as humans are surviving together as we provide for each other. Works Cited: 1. Rubenstein, James M. An Introduction To Human Geography. New Jersey: Prentice Hall, 1996. Sources of Information 2. "History of Agriculture." 199?. http://www.ag.usask.ca/cofa/displays/college/plains/history.html (16 April 1998) 3. "The Nation and the People." 1996. http://www.prica.org/indonesia/nation_people/econ2.html#Agri (16 April 1998) 4. "Pakistan Goverment - Agriculture." 199?. http://www.pak.gov.pk/govt/agri7.htm(16 April 1998) 5. http://www.ext.missouri.-edu/agebb/commag/index.htm (16 April 1998) 6. Deterling, Del. "Grain Growers Look South for Markets" 1998. http://www.progressivefarmer.com/markets/0498/south/index.html (16 April 1998)

Research Prince Charles

Prince Charles Research Essay Frank Jimenez English IV Ms. Amy Morales November 6, 2004 Throughout the years there have been many great kings and queens of Great Britain. None should ever be overlooked, but one that stands out is Prince Charles Phillip Arthur George. Still currently the Prince of Great Britain; he’s been an amazing leader. The highlights of his life include his marriage to the late Princess Diana, his early life with the military, and of course his present life now. The Prince’s marriage to Diana wasn’t one of the best kept secrets in the world.Everyone in the world had their eyes glued on their TV for the extraordinarily special occasion (Barry, 1983). Charles and Diana had known each other since they were young, and were later introduced in the late 1970’s (Charles, 2011). One thing that people don’t really know about the two was that they were thirteen years apart in age. The two got engaged in February 1981, and the ceremony was on July 29, 1981. It was televised all over the world for millions to see this spectacular occasion (Charles, 2011).Their fairytale marriage together seemed almost perfect, but suddenly tragedy struck. They had felt strained over their years together with royal responsibilities, pressure from the media, and even some infidelities. Prince Charles had been accused of re-igniting an old flame with his ex-lover Camilla Park Bowles. Charles had admitted to the accusations and he officially separated with Diana in 1992, and divorced her in 1996 (Barry, 1983). Misfortune struck the Prince again when Princess Diana died in a car crash several years later in Paris (Charles, 2011).Prince Charles set aside both of their differences and traveled with Diana’s sisters to France to accompany her body back to England. Charles took the role of his grieving sons; Prince William and Prince Henry. He took this time of mourning seriously and asked the media to leave his children alone and let th em live as normal a life as possible. After years of quietly keeping their relationship a secret, Charles married Camilla Parker Bowles on April 9, 2005 (Charles, 2011). She became the Duchess of Cornwall.In addition to his rollercoaster of a love life, his early life was a bit different than most considering he was in line to take the throne. He was born on November 14, 1948, in London, England (House, 2009). His parents Queen Elizabeth II and Prince Phillip made him ascend the royal hierarchy at a very early age. It wasn’t much of a surprise to the country. His mother became queen when he was only three after the death of his grandfather, King George VI (Charles, 2011). Since he was the oldest child, Charles became the heir apparent to the British throne and received the title Duke of Cornwall.The Queen and the Duke of Edinburgh decided that the Prince should go to school rather than have a tutor at the Palace (Martin, 1985). They did this in part by because they wanted him to have as normal a life as possible and they wanted him to be able to have a lot of interaction with other people. In 1956 he attended the Hill House School in West London before heading off to boarding school at the Cheam School the following year. One interesting fact about Prince Charles was that he was actually made Prince of Wales at the age of only nine (Charles, 2011).Charles also attended Gordonstoun in Scotland, and studied in Australia too during his time there. The Prince also went to Cambridge University in 1967 to study archaeology and anthropology (House, 2009). He attended the Trinity College part, a subdivision of Cambridge University. In addition to his studies, he was active in campus life. He involved himself in several activities, such as playing on the polo team. After receiving his degree in 1970, Charles began a military career. He spent six months of training The Royal Air Force (Barry, 1983).Prince Charles joined the Royal Navy in 1971. He did several thin gs while in the Navy. He served as a helicopter pilot and even commanded a ship before leaving the military in 1976. That same year, Charles established The Prince’s Trust, a charitable organization dedicated to helping improve the lives of Britain’s disadvantaged youth (House, 2009). The Prince had a very diverse education along with a variety of activities. It shaped him to become a great leader. Furthermore, Prince Charles has left a great number of legacies.Prince Charles has become the longest-serving heir apparent in British history. The previous record, of 59 years, two months and 13 days, was set by his great-great-grandfather, King Edward VII. Over the years The Prince of Wales has founded a number of initiatives in order to try and help communities locally and globally. The Prince has long been sensitive to the plight of sheep farmers in this country and abroad and through two particular initiatives, the Campaign for Wool and The Mutton Renaissance, has sough t to improve the prices of two of their main products.Both the Campaign for Wool and the Mutton Renaissance initiatives aimed to make popular again these two products:Â   wool as a natural fire-retardant and sustainable fabric; and mutton as a tasty alternative to lamb, in order to help sheep farmers gain a better profit and thus protect their way of life (House, 2009). The Prince’s Rainforests Project was set up in October 2007 by The Prince of Wales to find practical solutions to slow tropical deforestation and combat climate change.START is an initiative inspired by The Prince of Wales, which aims to provide people with simpler steps towards sustainable living (House, 2009). In 2010, The Prince conducted a tour to a number of projects across the country, where he saw first-hand a number of inspiring ways that people are making a start. The Prince visited projects in Glasgow, Edinburgh, Bristol, Carmarthen, Manchester, Todmorden, Newcastle, Nottingham, Birmingham and culmi nating in London with A Garden Party to make a difference in the grounds of Clarence House, Lancaster House and Marlborough House (Martin, 1985).The Prince of Wales has homes in England, Scotland and Wales. Clarence House is the official London residence of The Prince of Wales, The Duchess of Cornwall and Prince Harry. The private pursuits and interests of The Prince of Wales are as varied as the concerns – like the welfare of young people and the disadvantaged, the quality of our built environment and sustainability – to which he devotes his public life. The Prince is a keen watercolorist and paints whenever his schedule allows.Lithographs of his paintings are sold and all proceeds go to The Prince of Wales's Charitable Foundation. His Royal Highness enjoys gardening, especially in his organic garden at Highgrove (Martin, 1985). A keen advocate of traditional rural skills, The Prince enjoys hedge laying and has hosted the National Hedgelaying Championships at Home Far m. He has also laid many of the hedges on Home Farm himself. In pursuing some of his interests, The Prince is able to give support to organizations in the worlds of art, music and theatre – as he oes in many other fields – through becoming Patron or President (House, 2009). In total, The Prince of Wales is Patron or President of around 400 organizations. For example, His Royal Highness is Patron or President of the English Chamber Orchestra and Music Society, the Llangollen International Musical Eisteddfod, The Welsh National Opera, Live Music Now! , The Royal Shakespeare Company and The Royal Ballet, to name but a few.The Prince and The Duchess regularly attend theatre and opera performances and symphony concerts, sometimes as part of a fundraising event and sometimes in a private capacity (Barry, 1983). Over the years His Royal Highness has taken part in many different sports including racing, scuba diving and sailing. Up until November 2005 The Prince raised money f or charity by playing polo. He decided to retire from the game after playing it for over 40 years. In conclusion, there is much to be said about the great Prince Charles.The almost perfect marriage to the late Princess Diana, his early life with the military, and his present life now can all be great examples of the way one person can have an impact on the world. Next time you’re making decisions, think of how Prince Charles would’ve handled it; with grace and dominance. Once you take a step back and look at all of the great Princes and Princesses of Great Britain; Prince Charles will always be on the top of the list as one of the most impacting human beings of his generation.