International Management Essay

Chapter 1 Q1. What are the differences between international, global, and multidomestic companies? Multinational company : An organization with multi country affiliates, each of which formulates its own business strategy based on perceived market differences. Global company : An organization that attempts to standardize and integrate operations worldwide in all functional areas. International company : Either a global or a multi domestic company Q2. Give examples to show how an international business manager might manipulate one of the controllable forces in answer to a change in the uncontrollable forces. Uncontrollable forces(External forces) : Physical/political/Sociocultural/Competitive/Economic/Socioeconomic/Distributive/Financial/Legal Manager can lobby for a changing a law and promoting a new product which requires changes in a cultural attitude. Q3. â€Å"A nation whose GNI is smaller than the sales volume of a global firm is in no position to enforce its wishes on the local subsidiary of that firm.† True or False? Explain. False. GNI is different from sales volume in terms of a calculation method. GNI is a measure of value added, not sales. And each subsidiary of global firms is also a local company that must comply with law in the country where it is located. Q4. Discuss the forces that are leading international firms to the globalization of their sourcing, production, and marketing. 5 major forces : Political, Technological, Market, Cost, and Competitive Followings are the five change-based drivers that are leading international firms to globalize their operations, with an example for each kind : (1)political-preferential trading agreements, (2)technological-advances in communications technology, (3)market-global firms become global customers, (4)cost-globalization of product line and production helps reduce costs by achieving economies of scale, and (5)competitive-firms are defending their home markets from foreign competitors by entering the foreign competitors’ markets. Q5. Business is business, and every firm has to produce and market its goods. Why, then, might managers be unable to apply the techniques and concepts they have learned in their own country to other areas of the world? Despite firms have knowledges and skills for business in own country, they might not be successful in foreign countries that have their own cultures and trends of consumption. Good example for this question is Wal-mart in Korea. The international environmental defined as the interactions (1)between the domestic environmental forces and the foreign environmental forces and (2)between the foreign environmental forces of two countries when an affiliate in one country does business with customers in another. Q6. What do you believe makes foreign business activities more complex than purely domestic ones? To make a decision in foreign country is more difficult than home country. They not only must take into account the domestic forces bot also must evaluate the influence of 10 foreign national environments. Q7. Discuss some possible conflicts between host governments and foreign-owned companies. I am the opinion that restrictions for subsidiaries of foreign companies are sensitive problems. For example, If a certain nation prohibits funding for foreign companies, conflicts will increase. And complains of foreign companies will also increase. On the other hands, If a certain nation is open to the funding for foreign companies, there will be some troubles with foreign companies about taxes and incentives. Q8. Why, in your opinion, do the authors regard the use of the self-reference criterion as â€Å"probably the biggest cause of international business blunders†? Can you think of an example? If I do business in overseas, I don’t know everything exactly concerning about foreign country’s culture, policy, social situations, economy, and trends. So, doing business well in foreign country is very difficult. Self-reference criterion means unconscious reference to one’s own cultural values when judging behaviors of others in a new and different environment. Managers’ unfamiliarity with other cultures, to make matters worse, some managers will ascribe to others their own preferences and reactions. For example, selling beefs by self-reference criterion business in Muslim countries will be failed. Q9. You have decided to take a job in your hometown after graduation. Why should you study international business? Owing to globalization trends in the worlds, and importance of relationship between domestic and foreign country, we have to study hard international business. I will take a job in home country. But I might have opportunities for business in overseas and meeting foreign buyers. Thus, to obtain other countries values, cultures, policies, and trends by studying international business is very important for me. Q10. Although forces in the foreign environment are the same as those in the domestic environment, they operate differently. Why is this so? I think that domestic environmental and foreign environmental are different in terms of domestic and foreign’s culture, and international environmental. When comparing with domestic environmental, operating company in the foreign country has different environments such as company’s market share, foreigner’s own culture, and growth in global. And domestic environmental is also originated in home country’s culture which effect on the companies. Q11. What examples of globalization can you identify within your community? How would you classify each of these examples(e.g., international investment, international trade)? – International investment : I could feel the globalization by watching the Coka-Cola in every super market. – International trade : FTA(Korea and Chile) is a good example for international trade. This free trade agreements is mutually profitable for each nations Q12. Why is there opposition to globalization of trade and integration of the world’s economy? Please assess the major arguments for and against such globalization efforts. I think that this argument against globalization is originated by the different people’s valules and concepts. This argument can be examined by three primary ones (1) that globalization has produced uneven results across nations and people (2) that globalization has had deleterious effects on labor and labor standards (3) that globalization has contributed to a decline in environmental and health conditions. Chapter 2 Q1. How large and important a role do small and mediumsize enterprises play in generating export sales? The proportion of generating export sales from the SMEs in the U.S.A increased constantly. According to the Exporter Data Base in the text book, Of total exporters, 218,382 were SMEs(small and medium-size enterprises). It is 97 percent of all U.S.A exporters. Q2. How has trade in merchandise and services changed over the past decade? What have been the major trends? How might this information be of value to a manager? Although the economic growth of global has slowdowned in the 2000, the absolute value of their merchandise exports increased, the proportion of exports coming from the regions of Latin America, Africa, and Middle East decreased between 1980 and 2004. The largest exporters and importers of merchandise are generally developed countries. The results of services exports are similar with merchandise exports. Regionalization of trade is increasing more and more. It is accounted for over 70 percent by 2005. Further, South and East Asia’s share of the world’s manufacturing value added has nearly quadrupled since 1980. From this information the managers may be prepared for the increased competition from exports to their own domestic markets. Q3. â€Å"The greater part of international trade consists of an exchange of raw materials from developing nations for manufactured goods from developed nations.† True? or false? Explain. False. This is correct partially. More than half the exports from developing nations go to developed countries. Also, over 70% of exports from developed economies go to other industrialized nations Q4. â€Å"The volume of exports has increased, but the ranking of U.S. trading partners in order of importance remains the same year after year.† True or false? Of what use in this information to a manager? False. Of the top 15 nations, 8 have remained on the list over the years listed, including Canada, Mexico, Japan, Germany, the United Kingdom, France, Italy, and Brazil. However, each nation’s ranking has changed over time, and some new nations have been added to replace other nations that have become relatively less important as trade partners. Q5. What is the value of analyzing foreign trade data? For example, what should the quadrupling in real terms of exports in less than 35 years indicate to managers? The analysis information would be helpful to anyone just starting to search outside the home market for new business opportunities by studying the general growth and direction of trade and analyzing major trading partners. Q6. Knowing that a nation is a major trading partner of another signifies what to a marketing analyst? There are advantages to focusing attention on a nation that is already a sizable purchaser of another country – The business climate in the importing nation is relatively favorable – Export and import regulations are not insurmountable – There should be no strong cultural objections to buying that nation’s good – Satisfactory transportation facilities have already been established Q7. What are the different components of foreign investment? Why has the distinction between them begun to blur in recent years? It can be divided into two components : First is portfolio investment and second is direct investment. 1. Portfolio investment : The purchase of stocks and bonds to obtain a return on the funds invested. 2. Direct investment : The purchase of sufficient stock in a firm to obtain significant management control. Because of globalization in recent years, the distinction beetween them begun to blur. Q8. How has the level and direction of FDI changed over the past decade, both overall and in terms of annual outflows and inflows? Why would this information be of relevance to managers? Annual FDI outflows hit a historical high in 2000-$1,201 billion. However, By 2002, the total was only $647 billion, only about 54 percent of the 2000  figure because of a subsequent decline in the overall level of annual FDI flows. Outflows significantly increased to $730 billion by 2004. The vast proportion of outward FDI, over 87 percent, originates from the developed countries. This data has been associated with mergers, acquisitions; purchasing of companies in other nations. In annual inflows’ case, developed countries have been alse occupying over 70 percent of annual FDI investments. Recently for managers, important issues related to inflows are trend that proportion of Asian FDI that has been directed to China and its territories. Their combined proportion of Asian FDI grew from 52.4 percent during 1985-1995 to 75 percent in 2004. Q9. Why has FDI historically followed foreign trade? What is it about the new international business environment that is causing this path to market expansion to change? Reason is that engaging in foreign trade is typically less costly and less risky than making a direct investment into foreign markets. Also, management can expand the business in small increments rather than through the considerably greater amounts of investment and market size that a foreign production facility requires. Generally, because the local market would not be large enough to support local production by all the firms exporting to it, the situation would become one of seeing who could begin manufacturing there first. Q10. Why has most foreign direct investment gone into acquiring existing companies rather than establishing new ones? 1) Corporate restructuring in the United States caused management to put on the market businesses or other assets. 2) Foreign companies wanted to gain rapid access in the United States to advanced technology, especially in computers and communications 3) Management of foreign firms felt that entrance into the large and prosperous American market could be more successful 4) Increased international competitive pressures also could be reasons for this question. Q11. What are the main reasons that a firm might enter into foreign markets? First reason is to increase their profits and sales (Enter new markets / Obtain greater profits / Test market) Second is to protect markets, profits, and sales (Protect domestic market / Attack in competitor’s home market / Protect foreign markets / Guarantee supply of raw materials / Acquire technology and management know-how / geographic diversification / Satisfy management’s desire for expansion) Q12. What are in-bond plants? Why might they be an attractive alternative for a manufacturing company? In-bond plants, often called maquiladoras, is production facilities in Mexico that temporarily import raw materials, components, or parts duty-free to be manufactured, processed, or assembled with less expensive local labor, after which the finished or semifinished product is exported. Because the Mexican government permitted duty-free importation of parts and materials from the USA within the in-bond plant, provided that the finished products were re-exported. Q13. How can a firm protect its domestic market by investing overseas? When companies face competitor which has lower price advantage in domestic, companies can break this difficult situation by using advantages of overseas investments.(cheap labor cost, raw material, and etc.) Q14. What are the seven dimensions along which management can globalize? How is it possible for a firm to be multidomesic on one dimension of globalization and global on another? There are at least seven dimensions : 1) product, 2) market, 3) promotion, 4) where value is added to the product, 5) competitive strategy, 6) use of non-home-country personnel, and 7) extent of global ownership in the firm. The possibilities range from zero standardization(multidomestic) to standardization along all seven dimensions(completely global). The challenge for company managers is to determine how far the firm should go with each one. Chapter 3 Q1. Describe mercantilism, and explain why mercantilism has been argued to be a poor approach to use in order to promote economic development and prosperity. Mercantilism is an economic system (Europe in 18th century) to increase a nation’s wealth by government regulation of all of the nation’s commercial interests. Mercantilism that stressed governments’ promotion of limitation of imports from other nations and internal economies in order to improve tax revenues; popular during 17th and 18th centuries in Europe. The Paradox of Mercantilism is to be â€Å"rich† a country needed to have a lot of poor people. Mercantilism failed to understand the notions of absolute advantage and comparative advantage and the benefits of trade. For instance, Portugal was a far more efficient producer of wine than England, while in England it was relatively cheaper to produce cloth. Thus if Portugal specialized in wine and England in cloth, both states would end up better off if they traded. This is an example of the reciprocal benefits of trade due to a comparative advantage. In modern economic theory, trade is not a zero-sum game of competition, because both sides can benefit. Q2. a. Explain Adam Smith’s theory of absolute advantage. The ability of a country, individual, company or region to produce a good or service at a lower cost per unit than the cost at which any other entity produces that good or service. Entities with absolute advantages can produce something using a smaller number of inputs than another party producing the same product. As such, absolute advantage can reduce costs and boost profits. b. How does Ricardo’s theory of comparative advantage differ from the theory of absolute advantage? Absolute advantage and comparative advantage are two basic concepts to international trade. Under absolute advantage, one country can produce more output per unit of productive input than another. With comparative advantage, if one country has an absolute (dis)advantage in every type of output, the other might benefit from specializing in and exporting those products, if any exist. A country has an absolute advantage economically over another, in a particular good, when it can produce that good at a lower cost. Using the same input of resources a country with an absolute advantage will have greater output. Assuming this one good is the only item in the market, beneficial trade is impossible. An absolute advantage is one where trade is not mutually beneficial, as opposed to a comparative advantage where trade is mutually beneficial. A country has a comparative advantage in the production of a good if it can produce that good at a lower opportunity cost relative to another country. The theory of comparative advantage explains why it can be beneficial for two parties (countries, regions, individuals and so on) to trade if one has a lower relative cost of producing some good. What matters is not the absolute cost of production but the opportunity cost, which measures how much production of one good, is reduced to produce one more unit of the other good. c. Using the example from the chapter, explain why no gains from specialization exist(and thus why two countries could not trade in a manner that benefits each) if there is no pattern of comparative advantage(if the ratios of soybeans to cloth production are the same in the two countries). China has an absolute advantage in producing both soybeans and cloth. If there is a trade between 2 countries according to comparative advantage theory, United States will have 4 tons of soybeans and 5 bolts of cloth. On the other hand, China will have 4 tons of soybeans and 5 bolts of cloth. Therefore, china will have a loss for their total soybeans compared with before trading the products. Q3. Consider the case in which a country does not have a comparative advantage in the production of a product, such as apples, because its soils or climate are not appropriate. Explain who would be likely to favor free trade, and who would be likely to oppose free trade, in this product. – Favor to free trade : countries which has a comparative advantage in production of a product, such as apples. – Opposite to free trade : countries which has a comparative disadvantage in production of a product, such as apples. Q4. What is the relationship between the Heckscher-Ohlin factor endowment theory and the theories in question 2? It builds on David Ricardo’s theory of comparative advantage by predicting patterns of commerce and production based on the factor endowments of a trading region. The model essentially says that countries will export products that utilize their abundant and cheap factors of production and import products that utilize the countries’ scarce factors. Q5. Why were Leontief’s empirical results considered to be paradoxical? In 1954, Leontief found that the U.S. (the most capital-abundant country in the world by any criteria) exported labor-intensive commodities and imported capital-intensive commodities, in contradiction with Heckscher-Ohlin theory. Q6. Why does most of the world’s international trade take place between economies that are similar in their level of economic development? According to the Linder’s demand-oriented theory, The reason is 1) income levels of both nations 2) overlapping demand. Because an entrepreneur will produce goods to meet demand, the kinds of products manufactured reflect the country’s level of income per capital. Goods produced for domestic  consumption will eventually be exported, due to similarity of income levels and therefore demand in other countries. Q7. Name some products that you believe have passed through the four stages of the international product life cycle. Telegraphy. I read recently how Western Union sent the last telex / telegram in 2006, so that definitely qualifies to decline. You can literally see how this expanded based upon rail and cable laying; and didn’t start in all places on earth (let alone a single country) simultaneously; and continued to be a viable business in some countries long after voice, fax, then email and SMS replaced such. Q8. What factors increase the cost of trading goods and services across borders? Can these costs be reduced? How? I think that import/export tariffs, subsidies, expensive transaction costs, and etc are factors which increase the cost of trading goods and services across borders. This factors which occur costs can be reduced by free trade agreements(FTA) or regional trade agreements such as NAFTA, EU. It will reduce unnecessary costs and encourage trading among nations. Q9. It seems that free, unrestricted international trade, in which each nation produces and exports products for which it has a comparative advantage, will enable everyone to have a higher level of living. Why, then, does every country have import duty restrictions? Because many nation did not produce other nation’s product and the nation has lower qualities or a lot of cost better than other nation’s product. In case that many nation needs other nation’s product. At the trading among the nations, there are a lot of problems. For example, economical, historical problems, political and so on. If a nation has infant industry. For example, farming which is needed to develop for domestic market, The nation can be protect the industry from competitive companies by having import duty restrictions. And then, their nation’s infrastructure can be collapse. For  fair competition, nation have to improve the balance of the trading. Q10. â€Å"We certainly need defense industries, and we must protect them from import competition by placing restrictions on competitive imports.† True or false? Is there an alternative to trade restrictions that might make more economic sense? I think that it may be not true. All is not certainly, If nation’s competitive industry help income of nation that select and improve nation’s industry. A nation trading needs of basic infrastructure among the nations. And then, About tariff of the trading remove or a little portion levy. Q11. Suppose that a country negotiates an agreement with its trade partners to restrict its imports through voluntary export restrictions(VERs). What impacts might be expected from implementing such VERs? VER(Voluntary Export Restriction) mean’s that exporting nation restricted quantities of export and list of article. In case that at nation’s exporting product surplus or insufficiency in a given situation. In a surplus situation, nation should be restricted for their quantities. In a insufficiency situation, nation make some increasing demand and higher cost. Q12. â€Å"Workers are paid $20 an hour in the United States but only $4 in Taiwan. Of course we can’t compete. We need to protect our jobs from cheap foreign labor.† What are some possible problems with this statement? In a given situation, cheaper product come round in our nation. At the same time, our nation’s job of labor disappeared. LDC(Lower Develope Country) has cheaper wage that supply more profi better than industrialization nation. But Many industrialization nation has higher wage and lower productivity. Production costs may actually be higher in a low-wage. Q13. There are two general classifications of import duties : tariff and non-tariff barriers. a. Describe the various types of tariff barriers. An ad valorem tariff is a set percentage of the value of the good that is being imported. Sometimes these are problematic, as when the international price of a good falls, so does the tariff, and domestic industries become more vulnerable to competition. Conversely, when the price of a good rises on the international market so does the tariff, but a country is often less interested in protection when the price is higher. A specific tariff, is a tariff of a specific amount of money that does not vary with the price of the good. These tariffs are vulnerable to changes in the market or inflation unless updated periodically. A revenue tariff is a set of rates designed primarily to raise money for the government. A tariff on coffee imports imposed by countries where coffee cannot be grown, for example raises a steady flow of revenue. A protective tariff is intended to artificially inflate prices of imports and protect domestic industries from foreign competition (see also effective rate of protection,) especially from competitors whose host nations allow them to operate under conditions that are illegal in the protected nation, or who subsidize their exports. b. What are some of the nontariff barriers? Non-tariff barriers may also be in the form of product standards and technical regulations, which may dictate particular manufacturing guidelines or product specifications. If products do not meet the given requirements, they will face an import ban. Examples of this sort are the European Union restrictions on genetically-modified organisms or beef treated with growth hormones. Q14. â€Å"A firm entering the market first will soon dominate it, and the large market share it acquires will enable it to obtain the benefits of economies of scale.† True or false? Remember that there are at least two studies showing that first movers held large market shares. True. First-mover advantage theory is economic and strategic advantage gained by being the first company to enter an industry. However, If only the firm possess core strategies such as superior technology, knowledge about local market, and other advantages over indigenous firms. It could be failure that you awkwardly enter the market for the first mover without these strategies. This conclusion will bring about more advantage opportunities to the second mover who has been indirectly experienced the failure of first mover. It is never true that only the first mover strategy is the best theory. Q15. According to theories presented in this chapter, why do companies engage in foreign direct investment? For defensive reason, Refer to the international product life cycle theory. International investement as well as international trade. Refer to the eclectic theory of international production, the company must have location and ownership advantages to invest in a foreign plant. It will invest where it is most profitable in internalize. It is monopolistic advantage. Chapter 4 Q1. What are some reasons that business people should be aware of important international institutions? International institutions have resolved conflicts among nations. It is very important to make business internationally. International institutions has also valuable data which apply to business. Q2. Even though the UN is best known for peace keeping missions, it has many agencies involved in activities affecting business. In your judgement, do these activities justify support for the UN? Would it be better if the activities of these agencies were done by private entities such as trade groups? The UN has helped some countries which need support to make their industry by funding and teaching knowledges. This activities justify support for the UN because UN has a number of informations which is originated by connections of other counties. Q3. How did the WTO come into existence? What purpose does it serve? Would bilateral trading agreements work better than the multilateral WTO approach? The Bretton Woods Conference of 1944 proposed the creation of an International Trade Organization (ITO) to establish rules and regulations for trade between countries. The ITO charter was agreed at the UN Conference on Trade and Employment in Havana in March 1948, but was blocked by the U.S. Senate (WTO, 2004b). Some historians have argued that the failure may have resulted from fears within the American business community that the International Trade Organization could be used to regulate, rather than liberate, big business (Lisa Wilkins, 1997; Helen Milner 1993). Only one element of the ITO survived: the General Agreement on Tariffs and Trade (GATT). Seven rounds of negotiations occurred under GATT before the eighth round – the Uruguay Round – concluded in 1995 with the establishment of the WTO as the GATT’s replacement. The GATT principles and agreements were adopted by the WTO, which was charged with administering and extending them. Unlike the GATT, the WTO has a substantial institutional structure. I think that the multilateral trading agreements is better than bilateral trading agreements because there will be no discrimination to all WTO members. Q4. What are the four main organs of the EU, and what is the purpose of each? 1. European Parliament: to pass European laws, voice of the European people in EU 2. Council of European Union: policy setting, voice of the member states, where decisions on foreign policy and security issues are made 3. European Commission: represents the interest of Europe as a whole, runs the day to day operations of EU 4. European Court of Justice: court that decides cases related to EU policies Q5. What is the impact of the EU on business? The European Union has had a significant influence on international trade, especially in respect of the countries that are member states in the Union. Internally, trading between the member states within the European Union has become less restrictive, because of the laws and regulations passed. Globally, the European Union has created a power that can compete internationally with superpowers such as the United States. Q6. The U.S. Congress approved the North American Free Trade Agreement despite strong opposition from organized labor. Why would labor have opposed NAFTA? I think a reason why is that they (organized labor) want to obtain working visa in North America. Q7. What is the importance of the OECD for business? OECD promotes economic expansion and provides a number of economic information/researches which can support and help its country members. Q8. Mercosur’s major trading partner is the EU rather than the United States. Why might this be the case? Mercosur is based on the EU and can trade several countries in the EU. Q9. How might a small business person in Des Moines, Iowa, who is exporting agricultural products find useful the international institutions and agreements that this chapter describes? 1. To find out which countries is available for a business person to export their productions. 2. To protect their products from other foreign competitors.

Zen Psychology

In all that we learn, finding peace in all the hurt and happiness, tears and laughter, and ups and downs is not an easy thing. Finding the inspiration to accomplish the things that will make us feel like fulfilled human beings is not an simple task. Like a wise person once said â€Å"Why is it that the deeper you go, the bigger it gets? † What drives great men to do great things? What drives evil men to do evil things? How can I find the courage inside me to accomplish all that I want to do, much less, figure out what I want to do? Life is full of different choices, which inevitably lead to different questions. Working, going to school, quitting your job, or moving to India all eventually lead to the question: What am I going to do with my life now? Zen, is not an answer to these problems. Zen is more of a psychological application rather then a philosophical school of thought. It doesn’t try to touch on metaphysics, spirituality, or anything of the sort. It is more of a complex psychology of acceptance, which turns out to be extraordinarily simple. Humans are afflicted with all external forms of life: we are subject to life and death, pleasure and pain, love and fear, good and evil, beautiful and ugly. We tend to sway, or strive towards one side, and reject its opposite. There is no real escape of one or the other, yet we somehow believe that sooner or later, we will be able to conquer the other side if we stay focused long enough. We often strive for good, hoping the evil in our lives will disappear. But the inevitable always arises, and we find ourselves in the same place that we started. Why is this? From a more Taoist point of view, life could not be without death. Pleasure could not exist without pain. Good could not exist without evil. Growth could not exist without stagnation. If the opposites are dependent on one another, why do we feel inclined to strive for one and reject the other? Why are we so afraid of what’s on the other side of the border? Zen is the psychology of accepting both sides. It is accepting that good and evil are both a part of your life, so there is no need to strive for one or fear the other. Pain is essential for pleasure, if pleasure is to be known as pleasure. Therefore, denial of one of these sides is like denying the existence of both ends. If we believe that evil cannot exist, then good cannot exist, because then there is nothing to compare it to. However, if we accept that both good and evil exist in our lives, it can allow us to feel more at home in the world. We can feel that the world is already whole, and that our lives are already perfect because we are living it. Acceptance also opens up the freedom in our lives. By accepting that we could one day be a failure, we start removing the fear of failure from our want to succeed. Our striving to succeed is then a choice, and not a product of our fear. Through our acceptance of our own fears, we will conquer them. But what is truly accepting everything in life? How can we truly accept everything that happens to us? Would making an effort to change be just another attempt to escape an aspect of ourselves? After all, to truly be accepting, you have to accept that you may not be truly accepting, right? Acceptance is not changing things at all, yet at the same time, a change takes place by accepting. This is the dilemma that the Zen philosophy faces. To be accepting, we can’t be forceful with life. We must accept all as it is, and let everything go. How the heck can we do that? Zen teaches that the only way to be truly accepting, is to live in the now. We hear that all the time, â€Å"Live in the now. Live in the now. What does â€Å"living in the now† actually mean? By losing the foresight of the future, or hindsight in the past, we open up that world of acceptance. Some people will steal because they see that they have something more in their future. Some people will do good deeds because they feel that later on, they will feel better about themselves. Living in the now, is discarding the past, not looking to the future, and just enjoying life as it is. Living in the now holds onto nothing, but accepts everything, because it’s a state of just awareness. Zen teaches that life is life, and nothing more, so we shouldn’t try to make it something that it isn’t. It is like the concept of the time of now, the concept exists, yet we can never hold on to it. Living in the now lets us see that all aspects of life are strangely beautiful and complex. Life is almost one of the most outrageous concepts ever thought of. We go through life, and we search for the answers, but oftentimes the search becomes so strong that we forget to live, we forget to smile, we forget that â€Å"it’s all good in the hood. † Zen tries to take it one step further, taking that frame of mind to every single moment of one’s life. It doesn’t teach us to follow certain ideals, it just teaches us to let go, and enjoy life as it is.

Deception Point Page 50

With calm bred from the performance of countless executions, Delta-One dialed a ten-second delay into the grenade's screw-dial, slid out the pin, and threw the grenade down into the chasm. The bomb plummeted into the darkness and disappeared. Then Delta-One and his partner cleared back up onto the top of the berm and waited. This would be a sight to behold. Even in her delirious state of mind, Rachel Sexton had a very good idea what the attackers had just dropped into the crevasse. Whether Michael Tolland also knew or whether he was reading the fear in her eyes was unclear, but she saw him go pale, shooting a horrified glance down at the mammoth slab of ice on which they were stranded, clearly realizing the inevitable. Like a storm cloud lit by an internal flash of lightning, the ice beneath Rachel illuminated from within. The eerie white translucence shot out in all directions. For a hundred yards around them, the glacier flashed white. The concussion came next. Not a rumble like an earthquake, but a deafening shock wave of gut-churning force. Rachel felt the impact tearing up through the ice into her body. Instantly, as if a wedge had been driven between the ice shelf and the block of ice supporting them, the cliff began to shear off with a sickening crack. Rachel's eyes locked with Tolland's in a freeze-frame of terror. Corky let out a scream nearby. The bottom dropped out. Rachel felt weightless for an instant, hovering over the multimillion-pound block of ice. Then they were riding the iceberg down-plummeting into the frigid sea. 56 The deafening grating of ice against ice assaulted Rachel's ears as the massive slab slid down the face of the Milne Ice Shelf, sending towering plumes of spray into the air. As the slab splashed downward, it slowed, and Rachel's previously weightless body crashed down onto the top of the ice. Tolland and Corky landed hard nearby. As the block's downward momentum plunged it deeper into the sea, Rachel could see the foaming surface of the ocean racing upward with a kind of taunting deceleration, like the ground beneath a bungee-jumper whose cord was a few feet too long. Rising†¦ rising†¦ and then it was there. Her childhood nightmare was back. The ice†¦ the water†¦ the darkness. The dread was almost primal. The top of the slab slipped below the waterline, and the frigid Arctic Ocean poured over the edges in a torrent. As the ocean rushed in all around her, Rachel felt herself sucked under. The bare skin on her face tightened and burned as the saltwater hit. The flooring of ice disappeared beneath her, and Rachel fought her way back to the surface, buoyed by the gel in her suit. She took in a mouthful of saltwater, sputtering to the surface. She could see the others floundering nearby, all of them tangled in tethers. Just as Rachel righted herself, Tolland yelled out. â€Å"It's coming back up!† As his words echoed above the tumult, Rachel felt an eerie upwelling in the water beneath her. Like a massive locomotive straining to reverse direction, the slab of ice had groaned to a stop underwater and was now beginning its ascent directly beneath them. Fathoms below, a sickening low frequency rumble resonated upward through the water as the gigantic submerged sheet began scraping its way back up the face of the glacier. The slab rose fast, accelerating as it came, swooping up from the darkness. Rachel felt herself rising. The ocean roiled all around as the ice met her body. She scrambled in vain, trying to find her balance as the ice propelled her skyward along with millions of gallons of seawater. Buoying upward, the giant sheet bobbed above the surface, heaving and teetering, looking for its center of gravity. Rachel found herself scrambling in waist-deep water across the enormous, flat expanse. As the water began pouring off the surface, the current swallowed Rachel and dragged her toward the edge. Sliding, splayed flat on her stomach, Rachel could see the edge looming fast. Hold on! Rachel's mother's voice was calling the same way it had when Rachel was just a child floundering beneath the icy pond. Hold on! Don't go under! The wrenching yank on her harness expelled what little air Rachel had left in her lungs. She jerked to a dead stop only yards from the edge. The motion spun her in place. Ten yards away, she could see Corky's limp body, still tethered to her, also jolting to a stop. They had been flowing off the sheet in opposite directions and his momentum had stopped her. As the water ran off and grew more shallow, another dark form appeared over near Corky. He was on his hands and knees, grasping Corky's tether and vomiting saltwater. Michael Tolland. As the last of the wake drained past her and flowed off the iceberg, Rachel lay in terrified silence, listening to the sounds of the ocean. Then, feeling the onset of deadly cold, she dragged herself onto her hands and knees. The ‘berg was still bobbing back and forth, like a giant ice cube. Delirious and in pain, she crawled back toward the others. High above on the glacier, Delta-One peered through his night-vision goggles at the water churning around the Arctic Ocean's newest tabular iceberg. Although he saw no bodies in the water, he was not surprised. The ocean was dark, and his quarry's weather suits and skullcaps were black. As he passed his gaze across the surface of the enormous floating sheet of ice, he had a hard time keeping it in focus. It was receding quickly, already heading out to sea in the strong offshore currents. He was about to turn his gaze back to the sea when he saw something unexpected. Three specks of black on the ice. Are those bodies? Delta-One tried to bring them into focus. â€Å"See something?† Delta-Two asked. Delta-One said nothing, focusing in with his magnifier. In the pale tint of the iceberg, he was stunned to see three human forms huddled motionless on the island of ice. Whether they were alive or dead, Delta-One had no idea. It hardly mattered. If they were alive, even in weather suits, they'd be dead within the hour; they were wet, a storm was coming in, and they were drifting seaward into one of the most deadly oceans on the planet. Their bodies would never be found. â€Å"Just shadows,† Delta-One said, turning from the cliff. â€Å"Let's get back to base.† 57 Senator Sedgewick Sexton set his snifter of Courvoisier on the mantelpiece of his Westbrook apartment and stoked the fire for several moments, gathering his thoughts. The six men in the den with him sat in silence now†¦ waiting. The small talk was over. It was time for Senator Sexton to make his pitch. They knew it. He knew it. Politics was sales. Establish trust. Let them know you understand their problems. â€Å"As you may know,† Sexton said, turning toward them, â€Å"over the past months, I have met with many men in your same position.† He smiled and sat down, joining them on their level. â€Å"You are the only ones I have ever brought into my home. You are extraordinary men, and I am honored to meet you.† Sexton folded his hands and let his eyes circle the room, making personal contact with each of his guests. Then he focused in on his first mark-the heavyset man in the cowboy hat. â€Å"Space Industries of Houston,† Sexton said. â€Å"I'm glad you came.† The Texan grunted. â€Å"I hate this town.† â€Å"I don't blame you. Washington has been unfair to you.† The Texan stared out from beneath the rim of his hat but said nothing. â€Å"Twelve years back,† Sexton began, â€Å"you made an offer to the U.S. government. You proposed to build them a U.S. space station for a mere five billion dollars.† â€Å"Yeah, I did. I still have the blueprints.† â€Å"And yet NASA convinced the government that a U.S. space station should be a NASA project.† â€Å"Right. NASA started building almost a decade ago.†

Philosophy of Language Essay Example | Topics and Well Written Essays - 1500 words

Philosophy of Language - Essay Example the study of meaning conveyed with its help. And it was in this aspect of his scholarly activity that contributions of Frege are perhaps the most wide-ranging. Indeed, Frege defined the majority of the primary problems that the philosophy of language had to surmount, formulated most of the fundamental concepts and theories in this field, and set new methodological standards of academic scrutiny for the philosophy of language. On ground of all this, the modern philosophy of language has even been likened to footnotes to ideas of Frege. Of course, already before Frege language was viewed as an indispensable tool employed by our memory to record our thoughts and used as a means of expression of our thoughts to people via verbal communication. But in the end of the nineteenth century some philosophers started to perceive language in an even more fundamental way - as a tool without the understanding of which it is impossible to tackle existing conceptual and ontological problems. It was i n this respect that Frege offered a variety of new insights into the functioning of language and its true significance. He was advancing the view that the very human thought as such is influenced by language as a form of symbolic interaction, and as he was interested in the study of the structure of the human thought he was naturally bound to closely analyse language. This is why we may find in his works so many fine observations that aim to uncover the most elementary principles of language usage (Weiner 2004, pp.1-6, 159-165). One of such subtle themes in works of Frege is his account of indirect speech, which holds an important place within his scholarly system where every seemingly minor linguistic mechanism matters. Let us overview his analysis of indirect speech and try through its critical evaluation to find out whether Frege gives an adequate account of it. First of all, to understand the place of the analysis of indirect speech in the works of Frege we should provide a proper context for its complete understanding. For Frege one of the motivating sources of his linguistic investigations was the dilemma represented by the fact that while language is necessary for us to be able to generate meaningful thoughts, it is at the same time the barrier for the adequate expression of thoughts because, being a sensible entity, language is used to express insensible thoughts. To find a proper reference point for the judgement on the matter of the possible interrelation that may exist between thought and language, Frege formulated two important concepts that lie at the point of intersection between them. The first such concept is the so-called sense that is contained in each expression. Sense of an expression relates to the specific way of formulation of description of an object, conception, or function that a certain sentence aims to describe. We m ay liken the notion of sense to the question 'how' is something expressed in a sentence. Another crucial concept of Frege is the notion of significance, or reference, of an expression, which is the actual object, conception, or function that that expression aims to represent. Similarly, we may liken the notion of reference to the question 'what' does a sentence attempt to tell us. Now, with the help of those two approaches to the analysis of information contained in a particular sentence we can establish that for every meaningful expression there can be only one reference, while there can be different senses that may be used to

Transaction and Traselation Exposure Essay Example | Topics and Well Written Essays - 500 words

Transaction and Traselation Exposure - Essay Example s made by both the Indian and Australian subsidiary gave back less dollars on the combined income statement i.e., translation exposure, even with no earnings remitted back to the parent company (Homaifar, 2004). Jeeves (UK) plc’s combined earnings will be reduced by the translation effect brought as a result of depreciation of the British pound against the other international currencies. Because of the fact that foreign earnings are normally translated at the standard exchange rate over the financial year would eventually mean low value of foreign currencies yielding low level of combined income (Homaifar, 2004). Existence of purchasing power parity (PPP) means higher US inflation than that of Britain. Demand for Jeeves (UK) plc products may not be affected due to price inflation from US, Canada and other euro zones aimed at offsetting the British consumer capability to obtain cheaper dollars. The British consumers’ purchasing ability on Jeeves items of trade versus other country products are not affected by rise and fall in the pound value. The economic exposure of Jeeves, a heavy exporter to the euro zone would decline since no need currency exchange is vital. Likewise, translational exposure of Jeeves would decline since Britain’s economic statements will no longer need translation. (Homaifar, 2004). Multinational companies have the obligation of ensuring that they are capable of reducing risks associated with foreign exchange. This can be attributed to the undisputable fact that their earnings are reliant on the foreign exchange rates. Because foreign exchange rates can fluctuate either up or down which would mean a constructive or destructive effect on the Company’s real profit. This calls for knowledge on minimizing risks associated with the exchange rates if they are to maximize on their profits and increase company’s equity (Homaifar, 2004). Certain strategies employed by a company to minimize foreign exchange risks include, but not restricted

Motivation College Essay Example | Topics and Well Written Essays - 1000 words

Motivation College - Essay Example At the same time, people represent the highest single cost figure, they also are considered to be the most unpredictable, difficult to control, and they are by far the one critical factor that nothing much can be done about. Much of the industry have turned its energies to solving more technical issues and has turned away from dealing with human factors as the primary key to improving profit. (Gerry, 45-57) Motivation is the key factor in influencing humans to work better, so an increase in motivation will result in higher productivity and more profit, which is the ultimate goal of the construction industry. Understanding and having knowledge about motivation theories can help to create a motivational atmosphere, and application of these theories can result in achieving higher productivity. The leadership style of a manager has a lot of influence on the motivation of workers. Construction is still considered as a tough guys business. Most construction managers and supervisors consider a democratic leadership style as a weakness. However, research has proved that democratic supervisors have achieved higher performance and better results than any other leadership style. (Iain, 78-85) Motivation is defined as, "a person's active participation in and commitment to achieving the prescribed results". (Gerry, 45-57) The concept of motivation is somewhat abstract, different strategies produce different result at different times, and there is no single strategy can produce guaranteed favorable results all the time. One of the difficulties in motivating workers is that they all are different and react differently to the same kind of change or action. Many motivation researchers agreed that managers can create a positive motivational atmosphere that can help in motivating workers for higher productivity, but they will likely not motivate everyone, because everyone is motivated by different things. Most companies are looking into ways to improve efficiency, productivity, and quality. The question is how to make workers work more productively This is a question of fundamental importance to any manager. The answer to this question is both complex and vague. Flannes and Levi n (2001) explained it by saying, "the project manager must effectively and comfortably wear many different hats when leading a project". (Levin, 2001) A construction manager's job is to get work done by the workforce. The construction manager's leadership style has a significant role in workforce motivation. Researchers have identified the major leadership styles as, laissez-faire, democratic, and autocratic. According to behavioral scientists, the democratic leadership style has achieved higher productivity and effectiveness. Concept of Motivation Concepts of motivation are somewhat abstract. To analyze factors that influence motivation, five motivation theories will be discussed in detail in this paper. Figure 1 shows a conceptual model of motivation. (Gerry, 45-57) At point A, a person has needs and tries to fulfill those needs. At point B, the person finds the sources of fulfilling those needs. At point C, he engages or motivates himself to achieve tasks to fulfill his needs. At point D, once he achieves his goal, new needs or variations of those original needs will be

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

Democritus - Essay Example The reality account is the most superior among the presocratists, in addition to being very close to explaining the current scientific perspective on ultimate reality. Only two presocratic atomists are recognized. They are Leucippus and Democritus, his student. But, very little is known on Leucippus who initiated the atomic theory. He was greatly influenced by Zeno; this is illustrated through his great interests in space paradoxes. Democritus is the figure through which atomism concept was passed to the later generations. Democritus ensured adequate public attention towards the atomism concept, and was at the forefront of the philosophical controversy. He wrote in almost all philosophical branches; for instance, grammar, mathematics, literature and natural philosophy. He strongly believed that atomism issue could be relevantly applied to all aspects of the society, even politics and social ethics. Demicrus theory explains that everything comprises atoms. The atoms are physically, and not geometrically indivisible. There exists an empty space between two atoms. The atoms are always in motion, and indestructible. The number of atoms is infinite. He reasoned that the solidness of an object resembles the shape of the comprising atoms. For example, water atoms are slippery and smooth, air atoms are whirling, and iron atoms are strong. The atomist theory closely resembles the present science, than the other theories of antiquity. Atomists explained that some reality levels existed to achieve the Eleatic demands. This reality comprised atoms and the void. The atoms are tiny and also indivisible particles. The atoms are Parmenidean real in two aspects. Firstly, cannot be altered qualitatively, destroyed nor generated. Secondly, the atoms meet Permenidean expectations. The atoms are of particular category, due to similar material composition. The reality entails one and continuous aspects in the qualitative view. Even though atoms

Thomas Jefferson Essay Example | Topics and Well Written Essays - 250 words - 3

Thomas Jefferson - Essay Example s notes that Jefferson was not a reflective political philosopher,  and the efforts Jefferson made at  political  philosophy were, in most cases, embarrassingly  shallow  and sometimes quite naive (1997). Secondly, although Ellis (1997) accepts the fact that Jefferson was a brilliant political theologian and  visionary, he does not leave out the point that the qualities of Jefferson displayed in his book were those of an  irrational  and outrageous political  personality. Ellis, in his article, argues that Jefferson was first to come up with the idea that peoples deepest  personal  longings were, as a matter of fact, achievable in his book, but then went ahead and suggested opposing principles in a way that hides their incompatibility. According to Ellis (1997), Americans saw Jefferson as a reassurance to them because of his many achievements, and any criticism was not welcome. In his book, Jefferson included some of his most memorable statements about the things he believed in  especially  in the political and social front (1995). However, Ellis (1997) points out that there are many ways that Jefferson failed to  bear  the full implications of his beliefs and  vision  about racism, slavery, and sexism, and wants to expose the underlying contradictions of Thomas Jefferson’s failure. From Ellis’ point of view we can conclude that no matter how influential and powerful a person is, there is always something to criticize him

The Rhetorical Canon of I Have a Dream Assignment - 1

The Rhetorical Canon of I Have a Dream - Assignment Example The timeline concentrates on Lincoln’s signing the Emancipation Proclamation as the beginning of positive change.   The second third of the speech outlines the (then) current struggles of the Civil Rights Movement. This section of the speech addresses the shortcomings of progress toward full citizenship of blacks, acknowledges the support of some whites and calls for a continued, unified effort of civilized discourse and non-violent actions.   The third section of the speech calls for action to complete the process. Martin Luther King, Jr. preaches his vision of America, America intended by the Declaration of Independence, the founding fathers, and President Lincoln.   His conclusion follows the montage of â€Å"My Country ‘is of Thee† imagery tying a negro spiritual refrain dreamed as a unified call from all races and religions, â€Å"Free at last! free at last! thank God Almighty, we are free at last!† A great connection of pathos and logos.   The first content section of the speech begins with a paraphrase from Lincoln’s Gettysburg Address, â€Å"Five score years ago, a great American, in whose symbolic shadow we stand today...† cleverly ties the setting to the subject matter. This device is part repetition and part reference through paraphrasing. The description continues as a simile; the proclamation â€Å"came as a great beacon light of hope† and â€Å"as a joyous daybreak to end the long night of their captivity†. (King, 1963)   The introduction and conclusion bookend the speech with a hard cadence of â€Å"freedom† and â€Å"free†. (King, 1963) This style highlights the moral and ethical (ethos) belief that freedom for all Americans is unalienable (pathos).   

Research Paper 1 Essay Example | Topics and Well Written Essays - 3750 words

Research Paper 1 - Essay Example the client acted on advice of counsel". Some of its derivatives include, but are not limited to, advisory counsel, appellate counsel, assigned counsel, corporate counsel, general counsel and King's Counsel. Under the Old Testament the word "counsel" and its derivatives, (which include "counselor") appear 118 times along the span of a number of constituent books that, on the whole form the first part of the Bible. Some of these Books (along with a selection of the references) are listed herein below.2 Please note that the relevant words are italicized and that, more importantly, these are not an exhaustive list.3 "An adviser (Proverbs 11:14; 15:22), a king's state counsellor (2 Samuel 15:12). Used once of the Messiah (Isaiah 9:6). In Mark 15:43, Luke 23:50, the word probably means a member of the Jewish Sanhedrim." It is clear, whether used as a verb, or a noun, the term "counsel" remains remarkably similar in use and in definition, as exemplified in the references above, to the definition provided by Black's Law Dictionary. It is to this extent, that we may deduce the word to mean "advice" or "advice"/"advisor". Furthermore, please note the use of the term in the New Testament. As mentioned above, the references are only to provide a guideline of what is the prevalent position of the term and are not a conclusive list of its appearance in the New Testament.5 It is clear that the use of the term does not differ much from its use in the Old Testament. It is to this effect, that it can seen that the use of the word "counsel" to be synonymous with the word advice. On a clear and literal interpretation of the word, counsel and advice, or, in addition, counselor and advisor mean much the same thing. Healing through Jesus Christ has many biblical examples like the story of the healing at the pool of Bethesda in John 5:2-15. "In these lay a great multitude of sick people, blind, lame, paralyzed, waiting for the moving of the water," (John 5:3 ). The word wisdom is generally associated with its root word "wise", which is defined Showing good judgement or the benefit of experience." although this takes the form of the adjective; the noun is defined by Wiktionary6 as either the element of personal character that causes one to distinguish the wise from the unwise, a piece of wise advice, the discretionary use of knowledge for the greatest good.7Furthermore the Dictionary also describes it as the ability to apply relevant knowledge in an insightful way, especially to different situations from that in which the knowledge was gained. According the Oxford English Dictionary wisdom is the capacity to judge rightly in matters relating to life and conduct and allowing soundness of judgement in our daily decisions in a more practical way. Wisdom is defined by Easton's Bible Dictionary as: "A moral rather than an intellectual quality. To be "foolish" is to be godless (Psalm 14:1; Comp. Judges 19:23; 2 Samuel 13:13). True wisdom is a gift from God to those who ask it (Job 28:12-28; Proverbs 3:13-18; Romans 1:22; 16:27; 1 Corinthians 1:17-21; 2:6-8; James 1:5). "Wisdom" in Proverbs 1:20; 8:1; 9:1-5 may be regarded not as a mere personification of the attribute of wisdom, but as a divine

IDEAL ACOUSTIC AND INTERIOR DESIGN FOR A JAZZ CLUB Essay

IDEAL ACOUSTIC AND INTERIOR DESIGN FOR A JAZZ CLUB - Essay Example Very often the when dealing with small, closed places, such as a club, there are a few vital aspects that need to be taken into consideration. One such aspect is reverberation. It is the residual sound that remains after the source of sound, or music in this context, is stopped. This occurs due to the presence of highly reflective surfaces such as hard walls and wooden floors. When more such surfaces are present, the reverberation time, i.e. the time duration for which the sound is sustained after the source is turned off, increases. This can cause disastrous effects by increasing the overall noise level. A similar problem is the reflection of sound. This can be very annoying to a listener due to an effect described as the ‘microphone effect’ (â€Å"Education: Acoustics 101†). This is a problem caused due to peaked roofs and reflective corners. Both these problems can be countered by the use of absorptive materials. When the word â€Å"absorptive† is used c ommon materials that come to mind are carpets and wall hangings. While usage of a carpet is a good idea, it will in no way be sufficient to overcome the ill effects of reflection and reverberation. As mentioned before the peaked or domed ceiling should the dealt with. Also if the back walls are flat or, worse, concave they can contribute to the slapping back of the sound to the performer(s) on the stage. Adding absorptive materials to the ceilings and acoustic wall paneling to the back walls can effectively reduce the above mentioned problems (â€Å"Project remedies†). Adding absorptive material, preferably black, to the stage back wall and also sometimes the side walls, is in some cases a very effective measure to obtain same reverberation times both on the stage and the rest of the room. A factor not be overlooked is the audience itself. The audience themselves contribute to the absorption factor. The space is less absorptive without the audience, so care must be taken to m aintain consistency in

Wildlife Conservation in India Essay Example for Free

Wildlife Conservation in India Essay Nature is the major part that gave plenty of chances to flourish mankind. When it comes about doing justice, it’s all what nature do, but not us. We learnt from childhood to save others, to think for others first, and rest all the things. In fact, we are living all because of the nature. And when our turn came to save the nature, we are simply sitting back, relaxing as if nothing has happened. Therefore, the government of India started giving advertisements to save the nature or in easy language ‘Save Wildlife’. Many wildlife organizations are there who try to save and flourish the wildlife. Many natural projects and programmes have been undertaken by the Indian Government like Project Tiger, Nature Camps, and Jungle Lodges. These have been organized to promote the wildlife awareness among the people in every remote areas of India. All of these projects help preserving the natural heritage as well as encourages the eco-tourism. The wild beings are the gift of the nature that helps decorate the natural beauty by their exceptional ways of existence. Today, due to the rising deforestation and negligence, wildlife is receiving a threat that needs special attention from every human being. The green heritage of this world could only be saved by joining hands together. The population of tigers is day-by-day diminishing, and so to preserve and protect them government has taken some initiatives. It is today very important for every individual to know this major issue of wildlife. The education and awareness will at least help people to stop killing more animals or birds. The major example of efforts to save the endangered Rhinoceros is in the Kazirange Sanctuary in Assam. To protect wildlife like Elephants, Periyar in Kerala is also doing exceptionally well, where as, the Dachigam National Park is also joining its hand to save the Hangul or Kashmiri Stag. Gir National Park that is located in Gujarat is the only surviving home for the almost wiped out Asiatic Lions in India. Wildlife Conservation in India covers some 3.29 million square kilometers of area including the floral and faunal species, mammals, reptiles, insects, and birds. Today, the Wildlife Conservation in India has become the most renowned holiday destinations due to its diverseness. In India, you will get total 571 sanctuaries and reserve parks, sheltered by the Indian Government. Some of the significant Wildlife Sanctuaries that could be found in India are: * Bandhavgarh National Park in Madhya Pradesh * Corbett National Park in Uttar Pradesh * Kaziranga National Park in Assam * Sariska Wildlife Sanctuary in Rajasthan * Sunderbans National Park in West Bengal * Manas Tiger Reserve in Assam * Gir National Park Sanctuary in Gujarat * Kanha National Park in Madhya Pradesh * Periyar Wildlife Sanctuary in Kerala * Dachigam National Park in Jammu Kashmir Besides this, there are many other NGOs are also working on the wildlife conservation like Wildlife Society of Orissa, Rhino Foundation for Nature, Friends of Forests, North Eastern Society for Preservation of Nature and Wildlife, Nature’s Beckon, Nature Conservation Society Amravati, The Friends of the Doon and Bali Nature, and Wild Life Conservation Society. Wildlife aids in sustaining the balanced living systems of earth that as a result guarantees survival of life. In fact, by studying about the wildlife further, Scientists achieved lots of precious information about different life processes and discovered significant medical products. Tourists when throng to India to see the major attractions and make some memorable time, they make sure that the nation could offer them good sights of wildlife as well. So be the one to save our environment and wildlife and make India a thriving place for these living beings. Active conservation projects in India Tiger Conservation Programme Geographical location: Asia/Pacific Southern Asia India The project aims at conserving the tiger and the species that cohabit its habitat. Project activities primarily focus on conservation efforts within the protected areas and their adjoining forests. There is also a major effort to work with the local communities; primarily to mobilise support for the cause of tiger conservation, and at the same time bring economic benefits to the communities by means of innovative mutually benefitting activities. Objectives Provide support to protected areas to strengthen their anti-poaching activities. Play a facilitators role to develop, ratify and adopt strategies. Protect high priority landscapes and the biodiversity therein. Restore critical habitats. Solution The project relates to conservation action in the 3 priority tiger landscapes in India, i.e. the Sunderbans, Satpuda Maikal and the Terai Arc. In addition to working in the landscape, WWF will also provide support to protected areas to strengthen their anti-poaching capabilities. The proposed activities in the selected landscapes will involve working closely with the governmental and non-governmental agencies along with the local communities. WWF will play the role of catalytic role in facilitating the agencies to collaborate to develop, ratify and adopt strategies, protect important biodiversity areas, conserve landscapes of high priority and restore critical habitats. Asian Rhino and Elephant Action Strategy (AREAS) Geographical location: Asia/Pacific Asia General Asia/Pacific Southeast Asia Indonesia Asia/Pacific Southeast Asia Malaysia Asia/Pacific Southern Asia India Asia/Pacific Southern Asia Nepal Asia/Pacific Southern Asia Sri Lanka  © WWF Laos Summary WWF’s Asian Rhino and Elephant Action Strategy (AREAS) was set up to focus on the conservation of these iconic flagship species. The programme was developed on the back of priorities defined by WWF Asia/Pacific Regional Strategy. This project is concerned with the next phase of the AREAS programme and priorities will be further developed. Background With a few notable exceptions, populations of the 3 Asian rhino species (Greater One-horned rhinoceros (Rhinoceros unicornis), Javan rhinoceros (Rhinoceros sondaicus) and Sumatran rhinoceros (Dicerorhinus sumatrensis) and the Asian Elephant (Elephas maximus) have experienced major declines over the past few decades as a result of habitat loss, fragmentation, and poaching. Large mammals, like rhinos and elephants, are wide-ranging and require extensive areas to support viable populations. It is possible that rhino and elephant populations in several of Asias relatively small protected areas have reached carrying capacity, and the areas have inadequate ecological resources to support larger populations. The animals are unable to use the surrounding areas as habitat fragmentation of their natural habitat has led to the reserves becoming isolated. In many areas, the only chance to maintain or rebuild viable rhino and elephant populations is to include the larger landscape in conservation planning. Objectives 1. Expand existing reserves and creating new reserves where possible. 2. Link proximal protected areas by corridors. 3. Manage buffer zones so that wildlife conservation activities and other natural resources provide more benefits to the local communities than irreversible extraction of resources. 4. Encourage low-intensity land use throughout the conservation landscape that are compatible with wildlife use and dispersal, yet provide equivalent benefits. 5. Re-establish the traditions of the local people that once allowed a relatively benevolent coexistence with wildlife. 2. Conservation of Red Pandas 3. Geographical location: 4. Asia/Pacific Southern Asia India 5. 6.  © WWF-Canon / Martin HARVEY 7. Summary 8. Scientific information on the status of the red panda in Sikkim is very scant. While large areas are shown as red panda distribution areas, the reality is that only small pockets are available for the species. Authentic information on where exactly these animals are ranging and how exactly these places are connected and or what threatens these linkages is vital for creating strategies for effective conservation interventions. The Khangchendzonga landscape itself is a large area and the number of stakeholders is huge. Among them are government and non government agencies and influential individuals. These also include educational and research institutions that make key inputs into decision making. Bringing all of these together on a platform to make an alliance for conservation is expected to go a long way in achieving larger conservation goals. It is clear that the entire landscape including the Khangchendzonga Biosphere Reserve (Sikkim, India) is facing various threats. But there is no scientifically documented information that actually identifies the threats as well as shows levels of damage each one of them is causing or the potential of the damage that is waiting to happen. While this kind of dataset will appraise us of the level of interventions that are needed, it will also help in generating opinion among decision makers. 9. Background 10. Though the red panda (Ailurus fulgens) is the state animal of Sikkim and reported to be found in six protected areas (PAs) within the state (Choudhury 2001), its status in the wild is thought to be steadily declining (Lachhungpa 1997). Choudhury (2001) also reports that a 1,000 times increase in tourists in Sikkim between 1980 and 1995 and their subsequent requirement for firewood has accelerated habitat loss. In addition to this, he mentioned that construction of roads, over-grazing, etc. have also had their toll on the red panda habitats in Sikkim. The ecology of this species has been studied by Pradhan et al. (1999) in Singhalila National Park, West Bengal, an area that is adjacent to the state of Sikkim and has contiguous patches to this state’s largest PA, i.e. the Kanchenjunga National Park. The state of Sikkim is also likely to hold about 20% of the potential red panda habitat in India (Choudhury 2001). Therefore, in order to propose a conservation action plan for the species, the foremost activity to be carried out is to estimate the current status and distribution of the red panda in Sikkim. This activity will identify the PAs and other areas of red panda habitat that need immediate attention. 11. Objectives 12. 1. Understand the conservation status of the red panda in Sikkim. 2. Strategise for long-term conservation of the red panda. 3. Conduct feasibility for reintroductions of the red panda in order to create populations in identified sites. 13. Solution 14. It is known that the red panda inhabits sub-tropical and temperate forests (Choudhury 2001) wherein they are threatened from habitat loss and habitat fragmentation, competition from domestic livestock, reduction of habitat quality by removal of maternal den trees (Glatstone 1994). Hence, conservation needs for this species in Sikkim is to be determined and addressed. The weaknesses of the red panda habitats within and outside PAs are to be quantified and specific strengthening measures are to be implemented. All these activities will require to build-up a partnership with different government authorities like the Forest Department, the Indian army and NGOs like the Mountain Institute, Resources Himalaya and the International Centre for Integrated Mountain Development (ICIMOD). A broad-based awareness programme will also be initiated at the middle of the first year to make the people of the state aware about the conservation issues for this species. In due course of time, a tie up could be done with the Padmaja Naidu Himalayan Zoological Park, Darjeeling, which has successfully carried out an ex-situ conservation programme of red panda, by breeding this species in captivity and releasing them in the wild. Interestingly, one of the two individuals that were radio-collared and released in the Singhalila National Park, has mated in the wild and given birth to offspring. 15. Terai Arc Landscape securing corridors, curbing poaching and mitigating HWC 16. Geographical location: 17. Asia/Pacific Southern Asia India 18. 19.  © WWF-Canon / Helena Telkanranta 20. Summary 21. The Terai Arc Landscape contains spectacular forests, savannahs and grasslands, providing vital habitat for three endangered large mammals: tiger, elephant and rhinoceros. This project will focus on restoring wildlife corridors, poaching and mitigation of human/wildlife conflict (HWC). These activites will have an overall positive impact on wildlife and will be focused on the states of Uttarakhand and Uttar Pradesh. 22. Background 23. The Terai Arc Landscape (TAL) is spread over approximately 49,500 sq km and stretches from Nepal’s Bagmati river in the east to India’s Yamuna river in the west. TAL in India covers approximately 30,000 sq km across the states of Uttarakhand, Uttar Pradesh and Bihar. This area of India is about 50% forested. Vegetation in TAL-India consists of sal forests, sal mixed forests, riverine forests, mixed forests, grasslands and open scrubs. Some of the charismatic mega-fauna in TAL-India includes tiger (Panthera tigris), Asiatic elephant (Elephas maximus), great Indian one-horned rhinoceros (Rhinoceros unicornis), swamp deer (Cervus duvauceli duvauceli) and the Gangetic dolphin (Platanista gangetica). TAL is also drained by major rivers such as Sharda, Kosi, Ramganga, Gandak, Bagmati, Sonanadi, Rapti, and Saryu. TAL in India has 9 protected areas (PAs) which are Rajaji National Park, Corbett National Park and Tiger Reserve, Sonanadi Wildlife Sanctuary, Kishanpur Wildlife Sanctuary, Dudhwa National Park and Tiger Reserve, Katerniaghat Wildlife Sanctuary, Suhelwa Wildlife Sanctuary, Sohagibarwa Wildlife Sanctuary and Valmiki National Park and Tiger Reserve covering a total area of 4,500 sq km. TAL in India is among the most densely populated rural areas in the country as more than 20 million people reside here (2001 census). During the last two decades the population in TAL has increased by as much as 54.2%, which is 9% above the national average. Most of the poorer communities depend on the forest for their subsistence. Firewood, fodder and grass for thatching and rope making are the most significant resources extracted from the forests. Wild fruits, honey, medicinal plants, and leaves are some non-timber forest products (NTFPs) which are also extracted from the forests and these also contribute to the household economy of rural populations. Natural resource based occupations are predominant across TAL-India. Only 7% of the population uses purchased fuel such as liquefied petroleum gas (LPG), coal and kerosene in the entire TAL-India, the remainder using fuel wood collected from the forests. This landscape faces several threats like loss of wildlife and its habitat at an alarming rate. Habitat degradation and fragmentation due to biotic pressures and developmental activities are causing immense damage to the TAL. Livelihoods of millions of people are also at risk, as the natural resources in the TAL provide a means of income as well as vital ecological services, which are being lost as the landscape is further degraded. There are direct threats to wildlife in terms of poaching and conflicts with humans. There are tribes who have been hunting animals as a tradition and many of these still continue to do so. Meager amounts are offered to the villagers residing near forests by organized poachers to kill animals. On the other hand when the wild animals move out of the forest areas due to shrinking of natural habitat and come in conflict with the local people, most of the time it is the animal which loses out in the fight. Species which are already stripped of their habitats often face retaliatory killing. The main threats to wildlife conservation in the Indian part of TAL include corridor degradation; poaching, illegal extraction of natural resources and wildlife trade; high levels of human wildlife conflict; lack of participation from the local people; inappropriate policies and inadequate infrastructure support for implementing the wildlife conservation measures by the state departments. The root causes of some of these problems include limited capacity within the Forest Department (particularly staff outside the PA system, i.e. in the territorial forest divisions) to undertake effective wildlife conservation measures in the critical wildlife corridors and tackle the illegal wildlife trade. Another underlying cause of habitat degradation is weak community institutions and limited alternative livelihoods which lead to over-extraction of forest resources. 24. Objectives 25. Secure critical wildlife corridors within TAL-India; Curb wildlife poaching and illegal wildlife trade in TAL-India; Mitigate human-wildlife conflict in TAL-India; and Build strong community based institutions. 26. Solution 27. WWF-India proposes to work with the forest department and other government agencies securing critical corridors and curbing poaching and illegal wildlife trade. It will work with the forest department, local administration and with local communities and community based organizations to mitigate human-wildlife conflict. WWF will also work on the building of a community based institution for wildlife conservation. 28. Achievement 29. 1. Moved the Central and State Government to secure Gola wildlife corridor. 2. Working with different stakeholders for reducing wildlife trade. 3. Human wildlife conflict mitigated substantially around the Corbett Tiger Reserve.

The Development of Soft Skill Training in the Workplace

The Development of Soft Skill Training in the Workplace Introduction Since the beginning of the twentieth century and especially after World War II, training programs have become widespread among organizations in the United States, involving more and more employees and also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General Electric, and International Harvester had factory schools that focused on training technical skills for entry-level workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or learning center. In recent decades, as the U.S. companies are confronted with technological changes, domestic social problems and global economic competition, training programs in organizations have received even more attention, touted as almost a panacea for organizational problem. The enormous expansion in the content of training programs over time has now largely been taken for granted. Now people would rarely question the necessity of training in conversational skills. However, back to the 1920s, the idea that organizations should devote resources to training employees in such skills would have been regarded as absurd. Such skills clearly were not part of the exact knowledge and methods that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years later, eleven percent of U.S. organizations deem communications skills as the most important on their priority lists of training, and many more regard it as highly important. More than three hundred training organizations specialize in communications training (Training and Development Organizations Directory, 1994). Previous studies on training have largely focused on the incidence of formal training and the total amount of training offered. This study, however, draws attention to the enormous expansion in the content of training with an emphasis on the rise of personal development training (or popularly known as the soft skills training, such as leadership, teamwork, creativity, conversational skills and time management training). Personal development training can be defined as training programs that aim at improving ones cognitive and behavioral skills in dealing with one self and others. It is intended to develop ones personal potential and is not immediately related to the technical aspects of ones job tasks. Monahan, Meyer and Scott (1994) describe the spread of personal development training programs based on their survey of and interviews with more than one hundred organizations in Northern California. Training programs became more elaborate; they incorporated, in addition to technical tra ining for workers and human relations training for supervisors and managers, a widening array of developmental, personal growth, and self-management courses. Courses of this nature include office professionalism, time management, individual contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace, career management, and structured problem solving. Courses are also offered on health and personal well-being, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition. Training Excuses Training is one element many corporations consider when looking to advance people and offer promotions. Although many employees recognize the high value those in management place on training and development, some employees are still reluctant to be trained. It is not uncommon to hear excuses regarding why someone has not received training. Some people are just comfortable in what they are doing. Some fail to see the value of training because they really believe that they already know it all. And while that might be true, the knowledge value of training and development is not the only perk. Training and development offers more than just increased knowledge. It offers the added advantage of networking and drawing from others experiences. When you attend a seminar or event with others who have jobs that are much like yours, you have the added benefit of sharing from life experience. The seminar notes or the conference leader might not give you the key nugget you take back and implement in the workplace. Your best piece of advice for the day might come from the peer sitting beside you. Another common excuse is that there is not enough money budgeted to pay for training. Who said that training always carries a heavy enrollment fee? Training can be free. You can set up meetings with peers who are in similar positions and ask how they are doing their jobs. Follow someone for a day to see how he organizes or manages his work and time. The cost to you is a day out of your normal routine, so the only drawback may be working a little harder on an assignment to catch up from a day out of the office. You usually dont think twice about taking a day of vacation, so why should a day of training be any different? Time is another often-heard excuse when training and development is mentioned. Have you considered that training and development might actually give you more time? Often the procedures, ideas, short cuts, and timesaving hints learned in training and development sessions equal more time in the long run. Have you heard the old saying that you have to spend money to make money? Well, in a sense, the same is true for training and development. You have to devote some time to training and development to make you more productive in the long run. What is Training in terms of organization? Transferring information and knowledge to employers and equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of the management of people. It also means that in organizational development, the related field of training and development (T D) deals with the design and delivery of workplace learning to improve performance. Difference between Training and Learning There is a big difference: Training implies putting skills into people, when actually we should be developing people from the inside out, beyond skills, i.e., facilitating learning. So focus on facilitating learning, not imposing training. Emotional maturity, integrity, and compassion are more important than skills and processes. If you are in any doubt, analyze the root causes of your organizations successes and your failures they will never be skills and processes. Enable and encourage the development of the person in any way that you can. Give people choice we all learn in different ways, and we all have our own strengths and potential, waiting to be fulfilled. Talk about learning, not training. Focus on the person, from the inside out, not the outside in; and offer opportunities for people to develop as people in as many ways you can. A Brief Critique of Previous Approaches to Employee Training It is a classic question in the training field, first raised by human capital theorists, that why firms train their employees. Many attempts have been made to address this question, but the question of why firms provide general-skill training has not been fully understood. There have been two main theoretical approaches towards employee training, namely, the human capital approach and the technology-based approach. The human capital approach regards training as investment in human capital. Training is provided only when the benefit from productivity gains is greater than the cost of training. The technology-based approach regards training as a skill formation process. According to this approach, the expanded training in the contemporary period is driven by the rapidly changing technologies and work reorganization. These two approaches are popular in academic and policy discussions. What they have in common is that they assume an instrumental logic and technical rationality behind tra ining decisions. Training is provided because it satisfies the functional needs of an organization. Studies with these approaches have largely overlooked the content of employee training, as if all kinds of training programs equally contribute to human capital accumulation or skill formation. Moreover, personal development training becomes a puzzle if viewed from these approaches, because it does not seem to follow from an instrumental logic or technical rationality. The Puzzle about Personal Development Training The puzzle about personal development training comes in the following four ways. First, it is not innately or immediately related to the technical aspects of specific job tasks. Second, prior need analysis is rarely conducted for such training, despite suggestions to do so in many training handbooks. Third, organizations and trainers seldom conduct evaluations of behavior or outcome changes brought out by such training. Evaluation, when there is one, is often about how one feels about the training or what one has learned. The evaluation questionnaire is often called a smile sheet, as trainees often respond happily to the questions. But the impact of the training remains uncertain. Fourth, the rapid expansion of personal development training has taken place in the absence of scientific evidence of any link between such training and improvement in organizational bottom lines. Core Argument So, why have organizations increasingly engaged in personal development training? It is because that the rise of the participatory citizenship model of organization over time has driven the expansion of personal development training in organizations. This argument is based on an institutional perspective towards organizations. It is distinct from previous approaches to training in two ways. First, it recognizes that training is not only provided to satisfy functional needs of firms, but is also shaped by the shared understanding about individuals and organizations, which is called organizational model in this study and is independent of the functional needs. Second, training decisions are not only affected by the internal conditions of an organization, but are also affected by the dominant ideologies and practices in the organizational field. Importance of Developing a Role in Training Developing a national role in training is important for an employers organization for several reasons. First, it enables the organization to contribute to the development of a countrys human capital, through its influence on education policies and systems and training by public training institutions, to better serve business needs. It also enables it to influence employers in regard to the need for them to invest more in training and employee development which employers should recognize as one key to their competitiveness in the future. Second, it provides an important service to members, especially in industrial relations in respect of which sources of training for employers in developing countries are few. Third, it is an important source of income provided the organization can deliver relevant quality training. Fourth, it compels its own staff to improve their knowledge without which they cannot offer training to enterprises through their own staff. Fifth, the knowledge required for training increases the quality of other services provided by the organization policy lobbying, advisory and representation services. Sixth, it contributes to better human relations at the enterprise level and therefore to better enterprise performance, by matching corporate goals and people management policies. Finally, it improves the overall image of the organization and invests it with a degree of professionalism, which can lead to increased membership and influence. Many entrepreneurs seem to view employee training and developmen t as more optional than essentiala viewpoint that can be costly to both short-term profits and long-term progress. The primary reason training is considered optional by so many business owners is because its viewed more as an expense than an investment. This is completely understandable when you realize that in many companies, training and development arent focused on producing a targeted result for the business. As a result, business owners frequently send their people to training courses that seem right and sound good without knowing what to expect in return. But without measurable results, its almost impossible to view training as anything more than an expense. Now contrast that approach to one where trainings viewed as a capital investment with thoughtful consideration as to how youre going to obtain an acceptable rate of return on your investment. And a good place to start your thoughtful consideration is with a needs analysis. As it relates to training and development, needs analysis is really an outcome analysiswhat do you want out of this training? Ask yourself, Whats going to change in my business or in the behavior or performance of my employees as a result of this training thats going to help my company? Be forewarned: This exercise requires you to take time to think it through and focus more on your processes than your products. As you go through this analysis, consider the strengths and weaknesses in your company and try to identify the deficiencies that, when corrected, represent a potential for upside gain in your business. Common areas for improvement in many companies is helping supervisors better manage for performance. Many people are promoted into managerial positions because theyre technically good at their jobs, but they arent trained as managers to help their subordinates achieve peak performance. Determining your training and development needs based on targeted results is only the beginning. The next step is to establish a learning dynamic for your company. In todays economy, if your business isnt learning, then youre going to fall behind. And a business learns as its people learn. Your employees are the ones that produce, refine, protect, deliver and manage your products or services every day, year in, year out. With the rapid pace and international reach of the 21st century marketplace, continu al learning is critical to your businesss continued success. To create a learning culture in your business, begin by clearly communicating your expectation that employees should take the steps necessary to hone their skills to stay on top of their professions or fields of work. Make sure you support their efforts in this area by supplying the resources they need to accomplish this goal. Second, communicate to your employees the specific training needs and targeted results youve established as a result of your needs analysis. Third, provide a sound introduction and orientation to your companys culture, including your learning culture, to any new employees you hire. This orientation should introduce employees to your company, and provide them with proper training in the successful procedures your companys developed and learned over time. Every successful training and development program also includes a component that addresses your current and future leadership needs. At its core, this component must provide for the systematic identification and development of your managers in terms of the leadership style that drives your business and makes it unique and profitable. Have you spent time thoughtfully examining the style of leadership thats most successful in your environment and that you want to promote? What steps are you taking to develop those important leadership traits in your people? Financial considerations related to training can be perplexing, but in most cases, the true budgetary impact depends on how well you manage the first three components (needs analysis, learning and leadership). If your training is targeted to specific business results, then youre more likely to be happy with what you spend on training. But if the training budget isnt related to specific outcomes, then money is more likely to be spent on courses that have no positive impact on the company. In many organizations, training budgets are solely a function of whether the company is enjoying an economic upswing or enduring a downturn. In good times, companies tend to spend money on training thats not significant to the organization, and in bad times, the pendulum swings to the other extreme and training is eliminated altogether. In any economic environment, the training expense should be determined by the targeted business results you want, not other budget-related factors. To help counter this tendency, sit down and assess your training and development needs once or twice a year to identify your needs and brainstorm how to achieve your desired results effectively and efficiently. Your employees are your principle business asset. Invest in them thoughtfully and strategically, and youll reap rewards that pay off now and for years to come. Beyond Training: Training and Development Training is generally defined as change in behavior yet, how many trainers and managers forget that, using the term training only as applicable to skills training? What about the human element? What about those very same people we want to train? What about their individual beliefs, backgrounds, ideas, needs and aspirations? In order to achieve long-term results through training, we must broaden our vision to include people development as part of our strategic planning. Although training covers a broad range of subjects under the three main categories (skills, attitude, knowledge), using the term training without linking it to development narrows our concept of the training function and leads us to failure. When we limit our thinking, we fall into the trap of: Classifying people into lots and categories Thinking of trainees as robots expected to perform a job function Dismissing the individual characteristics of people and the roles they play Focusing only on what needs to be done without adequately preparing the trainees involved to accept and internalize what is being taught. We are dealing with human thoughts, feelings and reactions which must be given equal attention than to the skill itself. We thus create a double-focus: people development and skills training. These two simultaneous objectives will give us the right balance and guide our actions to reach our goal. To clarify our training and development objectives, and identify our criteria for success, we must ask ourselves a few questions: Do we expect an automatic, faultless job performance? Does attitude count? Does goodwill count? Do loyalty and dedication count? Does goal-sharing count? Does motivation count? Do general knowledge and know-how count? Do people-skills count? Does an inquisitive mind count? Does initiative count? Does a learning attitude count? Does a sense of responsibility count? Do team efforts count? Do good work relations count? Does creative input count? Do we want employees to feel proud of their role and contribution? How can we expect such qualities and behavior if we consider and treat our personnel as skills performers? However, we could achieve the desired results if we address the personal development needs of the employees involved. When we plan for both training and development, we achieve a proper balance between the needs of the company and those of the trainees. The synergy created takes us to new levels, to a continuing trend of company growth. Our consideration of the people involved results in work motivation, goal-sharing, and a sense of partnership. Not only do the employee-trainees perform at the desired levels, but they offer to the company and its customers their hidden individual gifts and talents, and this reflects itself in the quality of service. Customers feel and recognize efficient performance, motivation and team-work. They become loyal customers. We can learn from the case of a small restaurant operator who had become desperate at the negligent attitude of his servers, resulting in customer complaints. He decided to seek professional expertise to help him replace his employees with motivated, trained people fresh out of a waiters training school. Following some probing questions it came to light that, besides hourly pay, he did not offer much to attract and retain loyal and dedicated employees. Through professional consultation, he came to realize that even if he paid higher wages to new trained employees, the problem would persist because employees want more than wages from their work place. They want: Organization and professional management Information regarding the business and its customers Recognition for their role in the companys success Acknowledgement of their individual capacities and contributions Positive discipline / fairness A say in the way the business is run. The restaurant operator realized that until then he had treated his employees as plate carriers and this is exactly how they had behaved and performed. He was ready to change his mode of operation: he diverted his focus to the needs of his employees, re-structured his organisation, planned new operational strategies, a human resources strategy, training and development guidelines, disciplinary rules and regulations. He communicated and shared these in a meeting with his employees and handed out the employee handbook prepared for that purpose. He also reminded them of their responsibilities towards the business, the customers, and themselves (taking charge of their own training, development, and work performance). They were more than pleased when he asked them to express their opinions, make comments and suggestions. He was surprised at the immediate transformation that took place. He began receiving excellent reviews from his customers, the employees worked as a team, their motivation sky-rocketed and he never had to replace them! All this was accomplished by extending the previous concept of training to that of training and people development. Training and Development represents a complete whole that triggers the mind, emotions and employees best work performance. It is not only business managers and owners who must do this shift in thinking, but Human Resources Directors and Training Managers (whose title should be Training and Development Managers). By their actions, they should offer a personal example, coaching and guiding all the people in an organisation to think beyond training and invest efforts in people: Professional development Personal development. Contrary to what some managers think, people do not quit a place of work as soon as they have grown personally and professionally through training and development programs at least they do not do so for a long while. They become loyal to their employer and help him/her grows business-wise, which offers them more opportunities. They chart their own course for career advancement within the broader framework of organizational growth. Do we not call employees our human resources asset? Whatever their positions, each expect to be treated as such; when they are, they give more than their physical presence at work. Training Evaluation Training Improving business performance is a journey, not a destination. Business performance rises and falls with the ebb and flow of human performances. HR professionals lead the search for ways to enhance the effectiveness of employees in their jobs today and prepare them for tomorrow. Over the years, training programmes have grown into corporate with these goals in mind. Training programmes should enhance performance and enrich the contributions of the workforce. The ultimate goal of training is to develop appropriate talent in the workforce internally. In India, training as an activity has been going on as a distinct field with its own roles, structures and budgets, but it is still young. This field is however; expanding fast but controversy seems to envelop any attempts to find benefits commensurate with the escalating costs of training. Training has made significant contributions to development of all kinds. Training is essential; doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness and waste. The training apparatus and costs have multiplied but not its benefits. Dissatisfaction persists and is growing at the working level where the benefits of training should show up most clearly. This disillusionment shows in many ways reluctance to send the most promising people for training, inadequate use of personnel after training etc. With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in its development. Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight into what training can or cannot do and skill in designing and carrying out training effectively and economically. The searchlight of inquiry may make the task and challenges stand out too starkly, too simply. Using experience with training in India and other rapidly developing countries has this advantage at similar risk. The contribution that training can make to development is needed acutely and obviously. At the same time, the limited resources available in these countries make this contribution hard to come by. These lines are sharply drawn; on the one hand, no promise can be ignored; on the other, no waste is permissible. Much of the training provided today proceeds as if knowledge and action were directly related. This assumption is itself a striking illustration of the wide gulf that separates the two. On a continuum with personal maturation and growth at one end and improvement in performance of predetermined tasks at the other, education lies near the former, and training near the later. Focusing training on skill in action makes the task wide and complex. Training embraces an understanding of the complex processes by which various factors that make up a situation interact. For every training strategy, no matter which, the proper focus right from the very outset is on one or more people on-the-job-in-the-organization this whole amalgam. Wherever the focus moves during the training programme, the starting point becomes the focus again at the end. The difference lies in what people have learned that they now apply. That difference, in terms of more effective behavior is the measure of the efficacy of training. The training process is made up of three phases: Phase 1: Pre-training. This may also be called the preparation phase. The process starts with an understanding of the situation requiring more effective behavior. An organizations concerns before training lie mainly in four areas: Clarifying the precise objectives of training and the use the organization expects to make of the participants after training; selection of suitable participants; building favorable expectations and motivation in the participants prior to the training; and planning for any changes that improved task performance will require in addition to training. Phase 2: Training. During the course of the training, participants focus their attention on the new impressions that seem useful, stimulating and engaging. There is no guarantee that the participants will in fact learn what they have chosen. But the main purpose remains: participants explore in a training situation what interests them, and a training institutions basic task is to provide the necessary opportunities. Having explored, participants try out some new behavior. If they find the new behavior useful, they try it again, check it for effectiveness and satisfaction, try it repeatedly and improve it. Finally, they incorporate this new facet into their habitual behavior in the training situation. If they do not find it useful, they discard it, try some variant, or discontinue learning in this direction. The intricate process of selection and testing is continuous and more or less conscious. It is important that work organizations meanwhile prepare the conditions for improved performance by their participants upon their return. Phase 3: Post-training. This may be called the follow up phase. When, training per se concludes, the situation changes. When the participants return back to work from the training, a process of adjustment begins for everyone involved. The newly learned skills undergo modification to fit the work situation. Participants may find their organizations offering encouragement to use the training and also support for continuing contact with the training institution. On the other hand, they may step into a quagmire of negativity. More effective behavior of people on the job in the organization is the primary objective of the training process as a whole. In the simplest training process, improvement is a dependent variable, and participants and organizations independent variables. The training process has the following major objectives: Improvement in Performance Training will be an important aid to managers for developing themselves as well as their subordinates. It is not a substitute for development on the job, which comes from doing, experiencing, observing, giving and receiving feedback and coaching. Research has shown that 80% of a persons development takes place on the job. However, training can contribute the vital 20% that makes the difference. Training can bring about an improvement in a persons: Knowledge Skills Attitude Thereby raising his potential to perform better on the job. Growth Training is also directed towards developing people for higher levels of responsibility thereby reducing the need for recruiting people from outside. This would have the effect of improving the morale of the existing employees. Organizational Effectiveness In company training provides a means for bringing about organizational development. It can be used for strengthening values, building teams, improving inter-group relations and quality of work life. The ultimate objective of training in the long run is to improve the companys performance through people performing better. Benefits of Training Evaluation Evaluation has three main purposes: Feedback to help trainers understand the extent to which objectives are being met and the effectiveness of particular learning activities as an aid to continuous improvement Control to make sure training policy and practice are aligned with organizational goals and delivering cost-effective solutions to organizational issues Intervention to raise awareness of key issues such as pre-course and post-course briefing and the selection of delegates Evaluation is itself a learning process. Training which has been planned and delivered is reflected on. Views on how to do it better are formulated and tested .The outcome may be to: Abandon the training Redesign the training new sequence, new methods, new content, new trainer Redesign the preparation/pre-work new briefing material, new pre-course work Rethink the timing of the training earlier or later in peoples career, earlier or later in the training programme, earlier or later in the company calendar Leave well alone The following are the clear benefits of evaluation: Improved quality of training activities Improved The Development of Soft Skill Training in the Workplace The Development of Soft Skill Training in the Workplace Introduction Since the beginning of the twentieth century and especially after World War II, training programs have become widespread among organizations in the United States, involving more and more employees and also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General Electric, and International Harvester had factory schools that focused on training technical skills for entry-level workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or learning center. In recent decades, as the U.S. companies are confronted with technological changes, domestic social problems and global economic competition, training programs in organizations have received even more attention, touted as almost a panacea for organizational problem. The enormous expansion in the content of training programs over time has now largely been taken for granted. Now people would rarely question the necessity of training in conversational skills. However, back to the 1920s, the idea that organizations should devote resources to training employees in such skills would have been regarded as absurd. Such skills clearly were not part of the exact knowledge and methods that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years later, eleven percent of U.S. organizations deem communications skills as the most important on their priority lists of training, and many more regard it as highly important. More than three hundred training organizations specialize in communications training (Training and Development Organizations Directory, 1994). Previous studies on training have largely focused on the incidence of formal training and the total amount of training offered. This study, however, draws attention to the enormous expansion in the content of training with an emphasis on the rise of personal development training (or popularly known as the soft skills training, such as leadership, teamwork, creativity, conversational skills and time management training). Personal development training can be defined as training programs that aim at improving ones cognitive and behavioral skills in dealing with one self and others. It is intended to develop ones personal potential and is not immediately related to the technical aspects of ones job tasks. Monahan, Meyer and Scott (1994) describe the spread of personal development training programs based on their survey of and interviews with more than one hundred organizations in Northern California. Training programs became more elaborate; they incorporated, in addition to technical tra ining for workers and human relations training for supervisors and managers, a widening array of developmental, personal growth, and self-management courses. Courses of this nature include office professionalism, time management, individual contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace, career management, and structured problem solving. Courses are also offered on health and personal well-being, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition. Training Excuses Training is one element many corporations consider when looking to advance people and offer promotions. Although many employees recognize the high value those in management place on training and development, some employees are still reluctant to be trained. It is not uncommon to hear excuses regarding why someone has not received training. Some people are just comfortable in what they are doing. Some fail to see the value of training because they really believe that they already know it all. And while that might be true, the knowledge value of training and development is not the only perk. Training and development offers more than just increased knowledge. It offers the added advantage of networking and drawing from others experiences. When you attend a seminar or event with others who have jobs that are much like yours, you have the added benefit of sharing from life experience. The seminar notes or the conference leader might not give you the key nugget you take back and implement in the workplace. Your best piece of advice for the day might come from the peer sitting beside you. Another common excuse is that there is not enough money budgeted to pay for training. Who said that training always carries a heavy enrollment fee? Training can be free. You can set up meetings with peers who are in similar positions and ask how they are doing their jobs. Follow someone for a day to see how he organizes or manages his work and time. The cost to you is a day out of your normal routine, so the only drawback may be working a little harder on an assignment to catch up from a day out of the office. You usually dont think twice about taking a day of vacation, so why should a day of training be any different? Time is another often-heard excuse when training and development is mentioned. Have you considered that training and development might actually give you more time? Often the procedures, ideas, short cuts, and timesaving hints learned in training and development sessions equal more time in the long run. Have you heard the old saying that you have to spend money to make money? Well, in a sense, the same is true for training and development. You have to devote some time to training and development to make you more productive in the long run. What is Training in terms of organization? Transferring information and knowledge to employers and equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of the management of people. It also means that in organizational development, the related field of training and development (T D) deals with the design and delivery of workplace learning to improve performance. Difference between Training and Learning There is a big difference: Training implies putting skills into people, when actually we should be developing people from the inside out, beyond skills, i.e., facilitating learning. So focus on facilitating learning, not imposing training. Emotional maturity, integrity, and compassion are more important than skills and processes. If you are in any doubt, analyze the root causes of your organizations successes and your failures they will never be skills and processes. Enable and encourage the development of the person in any way that you can. Give people choice we all learn in different ways, and we all have our own strengths and potential, waiting to be fulfilled. Talk about learning, not training. Focus on the person, from the inside out, not the outside in; and offer opportunities for people to develop as people in as many ways you can. A Brief Critique of Previous Approaches to Employee Training It is a classic question in the training field, first raised by human capital theorists, that why firms train their employees. Many attempts have been made to address this question, but the question of why firms provide general-skill training has not been fully understood. There have been two main theoretical approaches towards employee training, namely, the human capital approach and the technology-based approach. The human capital approach regards training as investment in human capital. Training is provided only when the benefit from productivity gains is greater than the cost of training. The technology-based approach regards training as a skill formation process. According to this approach, the expanded training in the contemporary period is driven by the rapidly changing technologies and work reorganization. These two approaches are popular in academic and policy discussions. What they have in common is that they assume an instrumental logic and technical rationality behind tra ining decisions. Training is provided because it satisfies the functional needs of an organization. Studies with these approaches have largely overlooked the content of employee training, as if all kinds of training programs equally contribute to human capital accumulation or skill formation. Moreover, personal development training becomes a puzzle if viewed from these approaches, because it does not seem to follow from an instrumental logic or technical rationality. The Puzzle about Personal Development Training The puzzle about personal development training comes in the following four ways. First, it is not innately or immediately related to the technical aspects of specific job tasks. Second, prior need analysis is rarely conducted for such training, despite suggestions to do so in many training handbooks. Third, organizations and trainers seldom conduct evaluations of behavior or outcome changes brought out by such training. Evaluation, when there is one, is often about how one feels about the training or what one has learned. The evaluation questionnaire is often called a smile sheet, as trainees often respond happily to the questions. But the impact of the training remains uncertain. Fourth, the rapid expansion of personal development training has taken place in the absence of scientific evidence of any link between such training and improvement in organizational bottom lines. Core Argument So, why have organizations increasingly engaged in personal development training? It is because that the rise of the participatory citizenship model of organization over time has driven the expansion of personal development training in organizations. This argument is based on an institutional perspective towards organizations. It is distinct from previous approaches to training in two ways. First, it recognizes that training is not only provided to satisfy functional needs of firms, but is also shaped by the shared understanding about individuals and organizations, which is called organizational model in this study and is independent of the functional needs. Second, training decisions are not only affected by the internal conditions of an organization, but are also affected by the dominant ideologies and practices in the organizational field. Importance of Developing a Role in Training Developing a national role in training is important for an employers organization for several reasons. First, it enables the organization to contribute to the development of a countrys human capital, through its influence on education policies and systems and training by public training institutions, to better serve business needs. It also enables it to influence employers in regard to the need for them to invest more in training and employee development which employers should recognize as one key to their competitiveness in the future. Second, it provides an important service to members, especially in industrial relations in respect of which sources of training for employers in developing countries are few. Third, it is an important source of income provided the organization can deliver relevant quality training. Fourth, it compels its own staff to improve their knowledge without which they cannot offer training to enterprises through their own staff. Fifth, the knowledge required for training increases the quality of other services provided by the organization policy lobbying, advisory and representation services. Sixth, it contributes to better human relations at the enterprise level and therefore to better enterprise performance, by matching corporate goals and people management policies. Finally, it improves the overall image of the organization and invests it with a degree of professionalism, which can lead to increased membership and influence. Many entrepreneurs seem to view employee training and developmen t as more optional than essentiala viewpoint that can be costly to both short-term profits and long-term progress. The primary reason training is considered optional by so many business owners is because its viewed more as an expense than an investment. This is completely understandable when you realize that in many companies, training and development arent focused on producing a targeted result for the business. As a result, business owners frequently send their people to training courses that seem right and sound good without knowing what to expect in return. But without measurable results, its almost impossible to view training as anything more than an expense. Now contrast that approach to one where trainings viewed as a capital investment with thoughtful consideration as to how youre going to obtain an acceptable rate of return on your investment. And a good place to start your thoughtful consideration is with a needs analysis. As it relates to training and development, needs analysis is really an outcome analysiswhat do you want out of this training? Ask yourself, Whats going to change in my business or in the behavior or performance of my employees as a result of this training thats going to help my company? Be forewarned: This exercise requires you to take time to think it through and focus more on your processes than your products. As you go through this analysis, consider the strengths and weaknesses in your company and try to identify the deficiencies that, when corrected, represent a potential for upside gain in your business. Common areas for improvement in many companies is helping supervisors better manage for performance. Many people are promoted into managerial positions because theyre technically good at their jobs, but they arent trained as managers to help their subordinates achieve peak performance. Determining your training and development needs based on targeted results is only the beginning. The next step is to establish a learning dynamic for your company. In todays economy, if your business isnt learning, then youre going to fall behind. And a business learns as its people learn. Your employees are the ones that produce, refine, protect, deliver and manage your products or services every day, year in, year out. With the rapid pace and international reach of the 21st century marketplace, continu al learning is critical to your businesss continued success. To create a learning culture in your business, begin by clearly communicating your expectation that employees should take the steps necessary to hone their skills to stay on top of their professions or fields of work. Make sure you support their efforts in this area by supplying the resources they need to accomplish this goal. Second, communicate to your employees the specific training needs and targeted results youve established as a result of your needs analysis. Third, provide a sound introduction and orientation to your companys culture, including your learning culture, to any new employees you hire. This orientation should introduce employees to your company, and provide them with proper training in the successful procedures your companys developed and learned over time. Every successful training and development program also includes a component that addresses your current and future leadership needs. At its core, this component must provide for the systematic identification and development of your managers in terms of the leadership style that drives your business and makes it unique and profitable. Have you spent time thoughtfully examining the style of leadership thats most successful in your environment and that you want to promote? What steps are you taking to develop those important leadership traits in your people? Financial considerations related to training can be perplexing, but in most cases, the true budgetary impact depends on how well you manage the first three components (needs analysis, learning and leadership). If your training is targeted to specific business results, then youre more likely to be happy with what you spend on training. But if the training budget isnt related to specific outcomes, then money is more likely to be spent on courses that have no positive impact on the company. In many organizations, training budgets are solely a function of whether the company is enjoying an economic upswing or enduring a downturn. In good times, companies tend to spend money on training thats not significant to the organization, and in bad times, the pendulum swings to the other extreme and training is eliminated altogether. In any economic environment, the training expense should be determined by the targeted business results you want, not other budget-related factors. To help counter this tendency, sit down and assess your training and development needs once or twice a year to identify your needs and brainstorm how to achieve your desired results effectively and efficiently. Your employees are your principle business asset. Invest in them thoughtfully and strategically, and youll reap rewards that pay off now and for years to come. Beyond Training: Training and Development Training is generally defined as change in behavior yet, how many trainers and managers forget that, using the term training only as applicable to skills training? What about the human element? What about those very same people we want to train? What about their individual beliefs, backgrounds, ideas, needs and aspirations? In order to achieve long-term results through training, we must broaden our vision to include people development as part of our strategic planning. Although training covers a broad range of subjects under the three main categories (skills, attitude, knowledge), using the term training without linking it to development narrows our concept of the training function and leads us to failure. When we limit our thinking, we fall into the trap of: Classifying people into lots and categories Thinking of trainees as robots expected to perform a job function Dismissing the individual characteristics of people and the roles they play Focusing only on what needs to be done without adequately preparing the trainees involved to accept and internalize what is being taught. We are dealing with human thoughts, feelings and reactions which must be given equal attention than to the skill itself. We thus create a double-focus: people development and skills training. These two simultaneous objectives will give us the right balance and guide our actions to reach our goal. To clarify our training and development objectives, and identify our criteria for success, we must ask ourselves a few questions: Do we expect an automatic, faultless job performance? Does attitude count? Does goodwill count? Do loyalty and dedication count? Does goal-sharing count? Does motivation count? Do general knowledge and know-how count? Do people-skills count? Does an inquisitive mind count? Does initiative count? Does a learning attitude count? Does a sense of responsibility count? Do team efforts count? Do good work relations count? Does creative input count? Do we want employees to feel proud of their role and contribution? How can we expect such qualities and behavior if we consider and treat our personnel as skills performers? However, we could achieve the desired results if we address the personal development needs of the employees involved. When we plan for both training and development, we achieve a proper balance between the needs of the company and those of the trainees. The synergy created takes us to new levels, to a continuing trend of company growth. Our consideration of the people involved results in work motivation, goal-sharing, and a sense of partnership. Not only do the employee-trainees perform at the desired levels, but they offer to the company and its customers their hidden individual gifts and talents, and this reflects itself in the quality of service. Customers feel and recognize efficient performance, motivation and team-work. They become loyal customers. We can learn from the case of a small restaurant operator who had become desperate at the negligent attitude of his servers, resulting in customer complaints. He decided to seek professional expertise to help him replace his employees with motivated, trained people fresh out of a waiters training school. Following some probing questions it came to light that, besides hourly pay, he did not offer much to attract and retain loyal and dedicated employees. Through professional consultation, he came to realize that even if he paid higher wages to new trained employees, the problem would persist because employees want more than wages from their work place. They want: Organization and professional management Information regarding the business and its customers Recognition for their role in the companys success Acknowledgement of their individual capacities and contributions Positive discipline / fairness A say in the way the business is run. The restaurant operator realized that until then he had treated his employees as plate carriers and this is exactly how they had behaved and performed. He was ready to change his mode of operation: he diverted his focus to the needs of his employees, re-structured his organisation, planned new operational strategies, a human resources strategy, training and development guidelines, disciplinary rules and regulations. He communicated and shared these in a meeting with his employees and handed out the employee handbook prepared for that purpose. He also reminded them of their responsibilities towards the business, the customers, and themselves (taking charge of their own training, development, and work performance). They were more than pleased when he asked them to express their opinions, make comments and suggestions. He was surprised at the immediate transformation that took place. He began receiving excellent reviews from his customers, the employees worked as a team, their motivation sky-rocketed and he never had to replace them! All this was accomplished by extending the previous concept of training to that of training and people development. Training and Development represents a complete whole that triggers the mind, emotions and employees best work performance. It is not only business managers and owners who must do this shift in thinking, but Human Resources Directors and Training Managers (whose title should be Training and Development Managers). By their actions, they should offer a personal example, coaching and guiding all the people in an organisation to think beyond training and invest efforts in people: Professional development Personal development. Contrary to what some managers think, people do not quit a place of work as soon as they have grown personally and professionally through training and development programs at least they do not do so for a long while. They become loyal to their employer and help him/her grows business-wise, which offers them more opportunities. They chart their own course for career advancement within the broader framework of organizational growth. Do we not call employees our human resources asset? Whatever their positions, each expect to be treated as such; when they are, they give more than their physical presence at work. Training Evaluation Training Improving business performance is a journey, not a destination. Business performance rises and falls with the ebb and flow of human performances. HR professionals lead the search for ways to enhance the effectiveness of employees in their jobs today and prepare them for tomorrow. Over the years, training programmes have grown into corporate with these goals in mind. Training programmes should enhance performance and enrich the contributions of the workforce. The ultimate goal of training is to develop appropriate talent in the workforce internally. In India, training as an activity has been going on as a distinct field with its own roles, structures and budgets, but it is still young. This field is however; expanding fast but controversy seems to envelop any attempts to find benefits commensurate with the escalating costs of training. Training has made significant contributions to development of all kinds. Training is essential; doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness and waste. The training apparatus and costs have multiplied but not its benefits. Dissatisfaction persists and is growing at the working level where the benefits of training should show up most clearly. This disillusionment shows in many ways reluctance to send the most promising people for training, inadequate use of personnel after training etc. With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in its development. Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight into what training can or cannot do and skill in designing and carrying out training effectively and economically. The searchlight of inquiry may make the task and challenges stand out too starkly, too simply. Using experience with training in India and other rapidly developing countries has this advantage at similar risk. The contribution that training can make to development is needed acutely and obviously. At the same time, the limited resources available in these countries make this contribution hard to come by. These lines are sharply drawn; on the one hand, no promise can be ignored; on the other, no waste is permissible. Much of the training provided today proceeds as if knowledge and action were directly related. This assumption is itself a striking illustration of the wide gulf that separates the two. On a continuum with personal maturation and growth at one end and improvement in performance of predetermined tasks at the other, education lies near the former, and training near the later. Focusing training on skill in action makes the task wide and complex. Training embraces an understanding of the complex processes by which various factors that make up a situation interact. For every training strategy, no matter which, the proper focus right from the very outset is on one or more people on-the-job-in-the-organization this whole amalgam. Wherever the focus moves during the training programme, the starting point becomes the focus again at the end. The difference lies in what people have learned that they now apply. That difference, in terms of more effective behavior is the measure of the efficacy of training. The training process is made up of three phases: Phase 1: Pre-training. This may also be called the preparation phase. The process starts with an understanding of the situation requiring more effective behavior. An organizations concerns before training lie mainly in four areas: Clarifying the precise objectives of training and the use the organization expects to make of the participants after training; selection of suitable participants; building favorable expectations and motivation in the participants prior to the training; and planning for any changes that improved task performance will require in addition to training. Phase 2: Training. During the course of the training, participants focus their attention on the new impressions that seem useful, stimulating and engaging. There is no guarantee that the participants will in fact learn what they have chosen. But the main purpose remains: participants explore in a training situation what interests them, and a training institutions basic task is to provide the necessary opportunities. Having explored, participants try out some new behavior. If they find the new behavior useful, they try it again, check it for effectiveness and satisfaction, try it repeatedly and improve it. Finally, they incorporate this new facet into their habitual behavior in the training situation. If they do not find it useful, they discard it, try some variant, or discontinue learning in this direction. The intricate process of selection and testing is continuous and more or less conscious. It is important that work organizations meanwhile prepare the conditions for improved performance by their participants upon their return. Phase 3: Post-training. This may be called the follow up phase. When, training per se concludes, the situation changes. When the participants return back to work from the training, a process of adjustment begins for everyone involved. The newly learned skills undergo modification to fit the work situation. Participants may find their organizations offering encouragement to use the training and also support for continuing contact with the training institution. On the other hand, they may step into a quagmire of negativity. More effective behavior of people on the job in the organization is the primary objective of the training process as a whole. In the simplest training process, improvement is a dependent variable, and participants and organizations independent variables. The training process has the following major objectives: Improvement in Performance Training will be an important aid to managers for developing themselves as well as their subordinates. It is not a substitute for development on the job, which comes from doing, experiencing, observing, giving and receiving feedback and coaching. Research has shown that 80% of a persons development takes place on the job. However, training can contribute the vital 20% that makes the difference. Training can bring about an improvement in a persons: Knowledge Skills Attitude Thereby raising his potential to perform better on the job. Growth Training is also directed towards developing people for higher levels of responsibility thereby reducing the need for recruiting people from outside. This would have the effect of improving the morale of the existing employees. Organizational Effectiveness In company training provides a means for bringing about organizational development. It can be used for strengthening values, building teams, improving inter-group relations and quality of work life. The ultimate objective of training in the long run is to improve the companys performance through people performing better. Benefits of Training Evaluation Evaluation has three main purposes: Feedback to help trainers understand the extent to which objectives are being met and the effectiveness of particular learning activities as an aid to continuous improvement Control to make sure training policy and practice are aligned with organizational goals and delivering cost-effective solutions to organizational issues Intervention to raise awareness of key issues such as pre-course and post-course briefing and the selection of delegates Evaluation is itself a learning process. Training which has been planned and delivered is reflected on. Views on how to do it better are formulated and tested .The outcome may be to: Abandon the training Redesign the training new sequence, new methods, new content, new trainer Redesign the preparation/pre-work new briefing material, new pre-course work Rethink the timing of the training earlier or later in peoples career, earlier or later in the training programme, earlier or later in the company calendar Leave well alone The following are the clear benefits of evaluation: Improved quality of training activities Improved