“Swot Analysis of Project Management in Bangladesh”

â€Å"SWOT Analysis of Project Management in Bangladesh† August 11, 2012 Shah Md-Al-Emran Faculty of Business Administration ASA University Bangladesh Subject: Submission of â€Å"SWOT Analysis of Project Management in Bangladesh †. Sir, We are pleased to submit my report onâ€Å"SWOT Analysis of Project Management in Bangladesh†. . This report is a part of Project Management (MGT411) to complete our BBA program. We have prepared this report under the instruction of you. Though it was a tough job but it’s a great pleasure to perform the task and it enrich my knowledge. We have given our sincere effort to complete the report. We don’t copy anything from anywhere. Finally we are submitting the report and will be grateful if you kindly†¦show more content†¦Ã¢â‚¬ ¢ To determined the investment opportunities. †¢ To describe the resource utilization of project in Bangladesh. †¢ To estimate the challenges of project management in Bangladesh. Specific objectives: There are some specific objectives which are given below: †¢ To determine the strength of project in Bangladesh. †¢ To systematic, planning and organizing control of project. †¢ Information about strategic information of project. †¢ Identify the problems of project management in Bangladesh. D. Methodology: We have use two methodology to prepare our term paper, these are given below: 1) Primary data 2) Secondary data Primary data: primary data is collected from the following way: †¢ Face to face conversation with different project managers and personnels Secondary data: Secondary data is taken by using following sources: †¢ Information from different articles about project management in Bangladesh †¢ Information from the book of project management. †¢ Research data about project management. E. Limitations Limitations which we have faced while we are preparing this report are given below: †¢ Lack of information. †¢ Lack of co-operation of different project personnel. †¢ Lack of knowledge. †¢ Limited time for collect data. Chapter 2: project management A. Project Management Project management is the discipline of planning, organizing, securing, managing,Show MoreRelatedMy Personal Swot Analysis854 Words   |  4 PagesIntroduction: SWOT analysis is a strategic planning method used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project or in a business venture. The aim of any SWOT analysis is to identify the key internal and external factors that are important to achieving the objective. The internal factors may be viewed as strengths or weaknesses depending upon their impact on the organizations objectives. What may represent strengths with respect to one objective may be weaknessesRead MoreBangladesh Economy: a Swot Analysis3420 Words   |  14 Pages[2010] [Bangladesh Economy: A SWOT Analysis] Course Title: HRM 501 Submitted to: Lieutenant General Mohd. Aminul Karim MBA Program BRAC University Prepared by: Nushrat Sharmin ID # 09264022 MBA Program Summer 2010 Semester Introduction This paper aims to examine Bangladeshs overall economy with special focus on strengths, weaknesses, opportunities, threats (SWOT) analysis. The research has found that Bangladesh is going to encounter series of economic hurdles in near future. Over the lastRead MoreA Brief Note On The Country Prime Financial Institution For Supporting Private Sector Essay1088 Words   |  5 Pages2.3 Vision of BDBL To emerge as the country prime financial institution for supporting private sector industrial and other projects of great significance to the country’s economic development. Also be active in commercial banking by introducing new lines of product and providing excellent services to the customers. 2.4 Mission of BDBL †¢ To be compete with other banks Financial institutions in rendering services †¢ To contribute to the country’s socio economic development by identifying new profitableRead MoreGrameenphone1473 Words   |  6 Pagesearly nineties, when Telenor decided to expand thetr operation into the Eastern European market. In the nintes they focused on south Asian market, starting with Bangladesh in 1996 and moving later into Thailand, Malaysia. Telenor entered into BD in joint venture with Grameen telecome- Telenor(62%) and Grameen telecome (38%). PESTLE analysis: 1.Social Initiatives The Grameenphone Community Information Center is a shared premiseRead MoreAcknowledgement Essay2279 Words   |  10 PagesDear Sir, Prof. Dr. Serajul Hoque Lecturer in Marketing, Faculty of Business ASA University Bangladesh Sub: Submission of a Assigment. It is my pleasure to submit the assigment report on â€Å"AKIJ GROUP†. So I prepared Report about â€Å"AKIJ GROUP† as a partial requirement for fulfillment of MBA. I have collected primary amp; secondary data from the respected related respondents amp; finally analyzed the information to prepare this Report to place before you for your kind approval. IRead MoreImproving Access to Safe Water in Bangladesh2835 Words   |  11 PagesEVALUATING THE SOURCES OF FRESHWATER RESOURCES TO IMPROVE ACCESS TO SAFE WATER IN BANGLADESH OVERVIEW Access to safe and reliable drinking water is a long-standing problem in developing countries, and it was identified as a major target in the United Nations Millennium Development Goals. But, even the recent data indicate that close to 900 million people lack access to a safe and sustainable source of drinking water. The access to safe water is affected by temporal differences in availability ofRead MoreOverview of SQUARE pharmaceuticals LTD2777 Words   |  12 Pagesï » ¿ Introduction: Square Pharmaceuticals Ltd. (SPL) has been the trendsetter in Bangladesh Pharmaceutical Market since its inception in 1958. Over the last decade SPL actually rose to a new standard moving beyond manufacturing quality medicines to win mindshare of patients, physicians, shareholders, business partners, and communities where we work and live. Our dedication to addRead MoreAnalitical Analysis on British American Tobacco3080 Words   |  13 PagesBUS 101 PROJECT SUBMITTED TO : NOOR-E-HASNIN SECTION: 06 SUBMITTED BY : 1. RUSHMIAN ANNOY WADUD (1410221643) 2. SERAJUS SALEHIN (1511397630) 3. HASAN MUSTAFA TARIQUE (1510270630) 4. FARHAN HASAN (1510199630) 5. MD. ARIFUL ISLAM (1230423026) Acknowledgment We owe our profound gratitude to our course instructor Ms. Noor-E-Hasnin (NEH), who took keen interest on our project work and guided us all along, till the completion of our project work by providing all the necessaryRead MoreVending Machine5083 Words   |  21 PagesImportance of Maintainance amp; Insurance e.Execution f.Monitor g.Evaluation 4. Industry Overview and Analysis...................................................................................... 15 4.1. PEST Analysis.......................................................................................................... 15 3.3. Industries SWOT...................................................................................................... 16 5. Core CompetitorsRead MoreUnilever Bangladesh Ltd. Bus 1013222 Words   |  13 PagesFINAL PROJECT Unilever Bangladesh Faculty Member: Nadia Asraf (NAF) Course BUS 101, Sec 9 Submitted by: Shah Asif, Id: 081170030 Sabrina Akther -1210680030 Sufia Akhter Suma-1130043030 Rubiya Jahan Chowdhury -1210677030 Date: 15-04-2012 NORTH SOUTH UNIVERSITY Table of Contents Titles | Page Number | Executive Summary | 5 | Introduction | 6 | SWOT Analysis | 6 | Functional Management in Uniliver Bangladesh ltd | 10 | Promotional Strategies and Tools | 13 | Conclusion | 16 | Reference

Essay about My Values and God - 1465 Words

Values in life are something that are extremely important to have in my life. A value is something that a person considers to be important to themselves. Financial values vary from person to person. Not everybody wants the same lifestyle. Some people dream of having expensive cars, spacious homes and many possessions. Others search for the simple life, uncluttered by material goods. Our values influence the way we earn, spend, save, invest and spend money. Personal values are influenced by family and friends, by television and movies, and by what attracts us in the marketplace. For example, you may want to go to college, yet you want to earn money to buy a new car. If you cannot afford both, you must make a choice. A goal is a†¦show more content†¦Keep the vision of your goals clear and compelling by using visual representations like tree diagrams and mind maps, which will allow you to create goals into organized patterns. Personal motivation and stamina help to ensure that we are on track with regards to our goal achievements. What motivates you will depend on the consequences of your actions- that is, you will be motivated to select a particular task if it gives you more positive rewards than the other, like enhanced sense of pride and or accomplishment. Being flexible means being able to reframe our setbacks in goal achievement as challenges. It also means looking for alternatives and making them work for us. Self-discipline is about doing what needs to be done rather than what you would like to do. To be more disciplined, you need to take responsibility for yourself managing your own life and fulfilling the goals that you have set out. Achieving goals is a constant process, never a destination in itself. Now that you have arrived at your outcome, its time to set another objective. However, schedule a period of rest and allow yourself to celebrate your successes; then start on your journey again. Our goals are based on our values. Since we have a li mited amount of money, we choose those things we value most. Saving part of current income to purchase a car is taking action to reach a goal. People often use money to gain security,Show MoreRelatedCore Value Essay1005 Words   |  5 Pages My Core Values: Honesty, Prayer, Bible, and Evangelism Most people and organizations have their own core values; for example, one of Apple’s core values according to Tim Cook Apple’s CEO is simple, not the complex (Apple core values, n.d.). Martin Luther King’s core values was that his children live in a colorblind society (Garris, 2006). Core values play a great role for organizations to achieve their mutual goal. Therefore, to become a good leader, leaders must know what their core values areRead MoreMy Mission Statement : The Myers Briggs Type Indicator1450 Words   |  6 PagesPersonal Awareness Paper My mission statement is to be a light and voice for Christ in a dark world. My core values, spiritual gifts, and my life experiences have all played an important role in forming my mission statement and who I am. My core values have given me an opportunity to make relationships with people because of God and my life growing up. Also, my spiritual gifts have given me another way to have a closer relationship with God. Lastly, my life experiences have changed the way I amRead MorePersonal Values and Spirituality1379 Words   |  6 Pagesfortunate to have realized my faith in god in early years of my life and experiences in life have only strengthened my faith; I was born and raised in a small town in India and my elementary to undergraduate education has been from a Christian, catholic school, Convent of Jesus Mary, a congregation established by Mother Claudine Thevnet who wanted to undertake the education of girls in India. It was in school, I first experienced the introduction to C hristianity and my family being Hindu resonatedRead MorePersonal Statement959 Words   |  4 Pagescitizenship within the church, local community, and globally, are emphasized. As an older student at Lee University, I admit that these values were heavily communicated to me, by my mother, from an early age. After high school, I did not pursue a vocation and worked in a factory in Alabama for a couple of years. It was during this time, that I realized, that God wanted more out of and for me. I returned home to Tennessee, and by a literal miracle, I became a student of Lee University. After twoRead MoreEssay on Nietzsche1296 Words   |  6 Pagesanswering them without order. First of all, from my interpretation of Nietzsche, modern humanity did not invent the idea of God. Rather the God had a functional role from his point of view. There is no doubt that, modern humanity had the idea of God, but in my opinion, this idea was like a heritage to the modern humanity from their ancestors. We should look at the earlier times of the history in order to understand the roots of the invention of God. At this point, I agree with Magnus opinion, asRead MorePersonal Values And Moral Values Essay874 Words   |  4 Pages Without moral values, how would we live our lives by a standard? Moral values help you choose between right and wrong. It is what you use to determine your personality and characteristics. You use them to judge a person on what is right and wrong. Moral values help you live your life making the correct decisions. They are very important in your everyday life. If you use them, people will look at you as a person with good ethics. If you have moral values in every aspect of your life, some peopleRead MoreMy Life At The Age Of 18 Months Old1426 Words   |  6 Pageswith my new adoptive parents and brother. I know that this has immensely shaped the course of my life. Because of my parents I was able to attend a good, private school from kindergarten on, and thus go onto acquire a college education from another Christian institution. Because of this I was able to live a relatively comfortable life surrounded by people who love and support me. Unfortunately, I know that this is not the reality for all children. Because I know how drastically different my lifeRead MoreMy Experience With The Theistic Worldview814 Words   |  4 PagesI have given plenty of thought to what my particular worldview and values are and it has been a challenging exercise. I do not think in the same manner as I did when I was younger. As a child and even as a young adult my beliefs stemmed from selfish views. My beliefs have changed and evolved over the years and I have not been here long. There are many factors that have accompanied these changes, my life experiences. I suppose several people have launched their views similar to me. This happensRead MorePersonal Worldview Essay1002 Words   |  5 PagesEssay My worldview has been shaped and expanded over the course of my lifetime by many different influences. My family, friends, coworkers, teachers, and even strangers have made impacts on my life that have in one way or another changed how I view society and the world around me. The three main components that help to form my worldview are Ethics, Human Nature, and God, because they molded my thoughts, experiences, education and life decisions. I feel the strongest aspect of my worldviewRead MorePersonal Worldview Inventory 1 Essay1509 Words   |  7 PagesWorldview Inventory My personal beliefs have formed me over the course of my lifetime by many different influences. Many people have made important impact in my life that have changed my beliefs in society and my life. The major two values that help determine my worldview are God and Ethics they are the ways that help me shape my beliefs, and life decisions. I feel the strongest aspect of my worldview is my tremendous sense of spirituality and the relationship I have with God. All of these beliefs

Construction of Queen Wharf-Free-Samples-Myassignmenthelp.com

Question: Discuss about the Case Study of Construction of Queens Wharf. Answer: Introduction The project mainly reflects on the construction of Queens Wharf, which is mainly set up in order to attract the new visitors as well as investment as it mainly helps in reconnecting the city of Brisbane as well as the Brisbane River (TheUrbanDeveloper.com 2017). The construction of Queens Wharf will mainly include implementation of residential towers, department store, beverage outlets, and Queensland hotel and hospitality school. The assignment mainly helps in elaborating the organizational setting and environment of the project in order to understand the entire project context. The assignment also assists in providing proper analysis as well as overview about the utilization of project management related tools, concepts as well as techniques in order to demonstrate the understanding as well as knowledge related with the project. Brief description of the organizational setting and the project environment The Queens Wharf is mainly constructed in order to attract large number of visitors as it generally helps in reconnecting the activity of Brisbane that helps in defining the entire city of Brisbane including Queen Street Mall, South bank, Botanic Gardens as well as Parliamentary precinct with the Brisbane River. It is identified that it is being delivered with the help of Star Entertainment Group as well as Chai Tai Fook enterprise for facilitating the planning as well as delivery of the Queens Wharf Brisbane integrated resort development (TheUrbanDeveloper.com 2017). It is mainly expected to create more than 2000 construction related jobs and 8000 additional ongoing employment opportunities. The development of resort must include implementation of new hotels, residential towers, new department store, beverage outlets and Queensland cinema as well as hospitality school. Outline the objectives of the project and its importance The main objectives of developing Queens Wharf resort are as follows: To develop Queens Wharf for providing proper facility to the people of Brisbane. To enhance job opportunities within the area of Brisbane To enhance tourism within Australia The resort of Queens Wharf is mainly developed for providing appropriate facility to the visitors as the resort mainly consists of residential rooms, hotels, beverage outlets, moonlight cinema and Queensland hotel. The construction of the resort also enhances construction jobs by 2000 in the area f Brisbane (TheUrbanDeveloper.com 2017). In addition to this, the development is mainly done as it is expected to provide $1.69 billion annually and also assists in enhancing tourism Detailed over as well as analysis of the use of relevant project management concept, techniques and tools Process utilized for defining the project It is identified that appropriate steps are utilized by the project manager in order to define the entire project. The steps that are utilized are as follows: Planning phase: In this phase, proper plan is created by the project managers in order to begin the project. The manager of the project mainly involves in activities that include time estimation, budget estimation, and analysis of project requirement as well as preparation of project schedule. Initiation phase: The initiation phase is created in order to define the scope of the project, objectives as well as deliverables (Todorovic et al. 2015). It is identified that the project manager assists in preparing financial plan, appointing workers as well as identifying project related risk. Execution phase: It is found that appropriate activities are utilized in the phase for constructing the entire resort of Queens Wharf. It is found that the activities that are utilized for executing the construction off resort include application of tiles, colors, and bricks, installation of electrical circuit, and implementation of residential tower, beverage outlet as well as hotel. Development phase: The project manager develops the entire project of Queens Wharf in this phase by executing number of activities that include preparation of vision statement, formation of resort campus board, payment structure and more (Zlatanova 2017). In addition to this, the entire project is finalized in this phase. Closure phase: In this phase, the project manager mainly assists in handling the entire deliverables of the project. In addition to this, they also involves in managing the project by reviewing the entire project after its implementation. Discussion of project plan The entire project plan of Queens Wharf is designed for controlling as well as executing the project. The steps that are incorporated within the construction of resort for completing the project execution within time are as follows: Requirement of project analysis: It is identified that proper requirement analysis is important in order to construct the resort of Queens Wharf within the estimated budget and time. Project nature analysis: The nature of the project must be evaluated effectively so that the entire project will be executed properly by arranging proper materials as well as resources (Burke, 2013). It is found that project nature analysis helps in giving a clear concept about the project which is quite advantageous. Project resource estimation: The resources of the project must be estimated effectively in order to complete the entire project within the assumed time and budget. Improper estimation of resources generally leads to project failure. Time schedule estimation: It is considered as one of the most significant task for the project manager as it helps in providing proper idea about the required time for completing the project (Costa, Larson and Stamieszkin 2014). Proper estimation of time is required in order to complete the execution of the project within the assumed budget. Estimation of budget: It is found that appropriate estimation of project is one of the significant tasks for providing an appropriate overview about the required budget of the project. Appropriate estimation of project is necessary for completing the entire project within the estimated time Estimation of labor: The workforce that is required must be analyzed as well as estimated within the planning phase (Fleming and Koppelman 2016). Proper estimation is required in order to complete the entire project within the assumed budget and time. Additional requirement Analysis: In this activity, the additional requirement of the project is estimated for completing the project successfully within the assumed budget and time. Scheduling resources and costs Figure 1: Gantt chart (Source: Created by Author) Resource Sheet Resource Name Type Material Label Max. Units Std. Rate Ovt. Rate Cost/Use Accrue At Base Calendar Project manager Work 100% $50.00/hr $0.00/hr $0.00 Prorated Standard Sponsor Work 100% $0.00/hr $0.00/hr $0.00 Prorated Standard Finance manager Work 100% $30.00/hr $0.00/hr $0.00 Prorated Standard Site supervisor Work 200% $25.00/hr $0.00/hr $0.00 Prorated Standard Contractor Work 100% $25.00/hr $0.00/hr $0.00 Prorated Standard Plumber Work 500% $20.00/hr $0.00/hr $0.00 Prorated Standard System planner Work 300% $25.00/hr $0.00/hr $0.00 Prorated Standard Risk manager Work 100% $30.00/hr $0.00/hr $0.00 Prorated Standard Project planner Work 400% $25.00/hr $0.00/hr $0.00 Prorated Standard Management of project risks It is identified that during the construction of Queens Wharf, the project manager faces numerous challenges as well as issues, which can be managed properly by following the steps that are provided below: Risk identification: It is identified that risk identification is one of the significant step in risk management. The risks must be identified properly so that they can be mitigated or resolved easily by adopting proper strategies as well as methods (Hwang, Zhao and Toh 2014). The risk associated with the construction of resort can be identified as per the types of the risk that include personnel risk, cost related risk, deadline risk as well as quality related risk. Risk analysis: Risk analysis is mainly undertaken for elaborating the risk that is mainly related with the Queens Wharf. In this step, various risks are identified as per their probability of occurrence. It is identified that both the cost assessment as well as project portfolio helps in classifying the project (Mir and Pinnington 2014). It is quite significant to analyze the risk appropriately so that the project manager can achieve appropriate information about the risks. Risk assessment: The risk analysis is mainly done by utilizing both qualitative and quantitative measurement of risks. In the construction of resort, numerous procedures of risk assessment are generally used that generally include qualitative research, probable maximum loss, risk map and performance indicators (Pinto 2014). Proper strategy must be utilized for assessing the risks so that the risks must be mitigated easily. Risk control: The risks that are analyzed within the risk analysis step are generally influenced with the help of project managers for determining the steps that are helpful in risk control. The different types of risk control step that must be applied for controlling the risk of the project include bearing, avoidance as well as passing risk. The project managers must follow appropriate steps or strategies for controlling the risk in order to minimize the level of impact it creates. Risk Monitoring: Risk that is associated with the construction of Queens Wharf must be identified properly (Serpella et al. 2014). The main objective of the risk management plan is not only to reduce risk. The various risk related with the project should be completed within the estimated budget as well as time. Project performance management Performance management is mainly referred as one of the procedure that mainly assists in implementing, planning as well as improving both the effectiveness as well as efficiency of the project. The main purpose is to provide appropriate facility to the people of Brisbane by developing hotel, hospitality school, beverage outlets, and Queensland cinema within the same resort (Taylan et al. 2014).The development of Queens Wharf also helps in providing appropriate job opportunities to the people of Brisbane. It is found that both performance management and evaluation is mainly designed in order to access the past level of performance, goal achievements and for assisting employees to identify different objectives and goals associated with the project of Queens Wharf. In contrast to this, it is identified that timely performance is mainly undertaken when the probationary period gets completed. It is identified that the present Australian environment is generally characterized by different types of mergers, downsizing as well as acquisitions with the help of appropriate consolidation measures. It mainly assists in influencing the entire industry an also helps in creating proper different between failure and success (Kuo and Lu 2013). Appropriate rules as well as principles are mainly utilized in order to manage the performance properly. It is stated by Mir and Pinnington (2014) that appropriate communication is quite necessary between the various levels of the organization for achieving appropriate objectives of the organization. There is appropriate value that generally assists in negotiating, commenting as well as discussing various objectives related with performance. The evaluation session should be properly reviewed as it mainly helps the managers in sharpening different types of problems associated with project. Conclusion It can be concluded from the entire assignment that development f Queens Wharf is quite advantageous to the people of Brisbane. It is generally set for enhancing the number of visitors. The resort helps in providing appropriate facility to the visitors and it consists of beverage outlet, moonlight cinema, residential hotels and more. The visitors can get all the facility within the same resort and therefore then do not have to face problems. The development of Queens Wharf helps in providing job opportunities to the people of Brisbane. It is identified that during the development of the project the managers faces number of challenges which can be only resolved by taking appropriate steps that are generally discussed in this project References Burke, R., 2013. Project management: planning and control techniques.New Jersey, USA. Costa, A., Larson, E. and Stamieszkin, K., 2014.Quality Assurance Project Plan (QAPP) for Water Quality Monitoring in Cape Cod Bay 2014-2016. Massachusetts Water Resources Authority, Environmental Quality Department. Fleming, Q.W. and Koppelman, J.M., 2016, December. Earned value project management. Project Management Institute. Hwang, B.G., Zhao, X. and Toh, L.P., 2014. Risk management in small construction projects in Singapore: status, barriers and impact.International Journal of Project Management,32(1), pp.116-124. Kuo, Y.C. and Lu, S.T., 2013. Using fuzzy multiple criteria decision making approach to enhance risk assessment for metropolitan construction projects.International Journal of Project Management,31(4), pp.602-614. Mir, F.A. and Pinnington, A.H., 2014. Exploring the value of project management: linking project management performance and project success.International journal of project management,32(2), pp.202-217. Pinto, A., 2014. QRAM a Qualitative Occupational Safety Risk Assessment Model for the construction industry that incorporate uncertainties by the use of fuzzy sets.Safety Science,63, pp.57-76. Serpella, A.F., Ferrada, X., Howard, R. and Rubio, L., 2014. Risk management in construction projects: a knowledge-based approach.Procedia-Social and Behavioral Sciences,119, pp.653-662. Taylan, O., Bafail, A.O., Abdulaal, R.M. and Kabli, M.R., 2014. Construction projects selection and risk assessment by fuzzy AHP and fuzzy TOPSIS methodologies.Applied Soft Computing,17, pp.105-116. TheUrbanDeveloper.com. (2017).7 Major Projects Shaping Brisbane As Australia's New World City - TheUrbanDeveloper.com. [online] Available at: https://www.theurbandeveloper.com/7-brisbane-major-projects-new-world-city/ [Accessed 13 Aug. 2017]. Todorovi?, M.L., Petrovi?, D.?., Mihi?, M.M., Obradovi?, V.L. and Bushuyev, S.D., 2015. Project success analysis framework: A knowledge-based approach in project management.International Journal of Project Management,33(4), pp.772-783. Zlatanova, S., 2017. Research Project on the Usability of Oracle Spatial within the RWS Organisation; Detailed Project Plan.GISt Report No. 15, Delft, 2002, 13 p.

Type and Structure of Crime and Punishment Essay Example For Students

Type and Structure of Crime and Punishment Essay Crime and Punishment is a psychological novel that deals with Raskolnikovs aspirations to transcend pity, guilt, and the desire for companions. He is mentally tormented due to his intellectual disgust with his compassionate and submissive nature that suffers for others pain. Both of Raskolnikovs personalities are personified in the novel. The embodiment of the cold, intellectual side of Raskolnikovs character is Svidrigailov, who cares little of other peoples needs but will do anything to see that his own are met. Svidrigailov can even beat and kill his wife and feel no remorse (Dostoevsky 282). He keeps to himself mainly and does not have a want for friends. However, it is seen that Svidrigailov is wrong in his ways when he is rejected by Dounia and can no longer stand living alone in the shadows of society, and resorts to suicide(511). We will write a custom essay on Type and Structure of Crime and Punishment specifically for you for only $16.38 $13.9/page Order now Svidrigailov is what Raskolnikov desires to become. In his theory of the extraordinary man, there is no room for bothering with others feelings. And since Raskolnikov despises the idea of being a louse, or an ordinary person who is ruled by morality, accepting charity from an old woman nauseates him as soon as he leaves it up to the evil part of his character that dissects every action and compares it to how Napoleon (113-14) would have acted. This section of his personality is responsible for the murders of Alyona Ivanovna and Lizaveta. The compassionate humble aspect of Raskolnikov is symbolized in Sonia Semyonovna Marmeladov. Sonias father, Semyon Zakharovitch was a drunkard and could not financially support the family, thus Sonia shows a great level of compassion and prostitutes herself in order to care for the Marmeladovs, much like Raskolnikov giving almost all his money to the family (14, 185-86). The outstanding humanitarianism of Sonia is also illustrated by her reaction to Raskolnikovs confession. Instead of turning her back on him, she sympathized and declared that there is no onein the whole world as unhappy as you (411-12). Sonia is the redemptive figure in the novel, too, persuading Raskolnikov to confess to the police. Sonias relation to Raskolnikov was rightly paralleled in the novel to that of Jesus raising the dead Lazarus (325-28). Raskolnikov was separated from society, and through confessing to first Sonia and then the police, he had nothing to hide and was brought back into the world, even though as a prisoner in a Siberian labor camp (535). Raskolnikovs psychological dilemma is solved through Sonia. Crime and Punishment is the story of Raskolnikovs dissatisfaction with himself, which is the cause of all his problems. Sonia, though passivley, helps Raskolnikov find comfort in religion and morality, which coincide with his natural disposition.

Critical/Contextual Analysis

Advertisement is a form of non personal communication of which the main purpose is to entice sales. It also promotes sales of ideas, services and goods to corporate or the general public. There are several forms of advertisement, which include print media, television, radio and the internet.Advertising We will write a custom essay sample on Critical/Contextual Analysis specifically for you for only $16.05 $11/page Learn More Advertisements are effective as they are intended to communicate with the consumers and thereby persuading them. In addition to this, advertisements contribute ideally to the economic growth of the country. There are several factors to look for when placing an advertisement. Some of the se factors include; age, gender and class of the targeted group or audience. The only hurdle in choosing the most effective form of an advert is the cost involved. Advertisements have a lot of impact to the general public and as such, the corporate wo rld has developed advertising as a common trend especially when new products are being introduced in the market. With reference to the provided picture this paper will assess how the advert creates meaning through language, typography, color and image. In addition to this, the paper will establish who the advert is targeted at and how gender, class, race and age are represented. The image entails language techniques. There are several language techniques that can be used in an advertisement. However, in order to reach a great number of people, most businesses use the descriptive language technique. The given advertisement tends to describe a person who is not afraid of failing in anything he does but hates loosing. As such, Thierry Henry is an iconic figure in the world of football and as he is commonly known to do, he tries everything in football to ensure that his team prospers. This means that the advert urges the subjects of the target group to do everything they have to do so l ong as they do not lose. The iconic figure of Thierry Henry, as used in the advert, shows a person who has put his fear behind and thereby showing the willingness to try new ideas to become successful.Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More The use of image also describes a person who is hopeful though having doubts. However, the introduction of the dominant Reebok sign at the bottom of the advertisement heightens the tone of the advert and as such, urges the subjects of the target group to put doubts behind them and move on with new ideas. Despite Thierry Henry being an iconic figure, the mood as shown by his face signifies a person who rarely tries new ideas and is now regretful in regard to why he did not try them out. The tone of the message, that is, the use of bold and light colored writings signifies that one should not give up and move on in new ideas. The image is instructive beca use it instructs the targeted group on what to do so as not to have any regrets upon incorporation of new ideas. In addition to this, the writing can be said to be instructive as it tends to instructs us to develop and try out new ideas in our day to day activities. The image also instructs the targeted group on what to follow in order to ensure success in all their endeavors. Moreover, the image coupled with the writings instructs the targeted group that, for them to succeed; they must never be afraid of failing and must always hate losing when it comes to implementation of new ideas. The image is emotive because, coupling Thierry Henry’s image and the iconic sign of the Reebok brand, which has been a commanding company in the sports world; it creates emotion of hope and happiness. By looking at the image, a sense of hope is imparted on the targeted group such that, if they adapt the message as conveyed, they will indeed have a better future. Furthermore, the image, as portr ayed by the mood on Thierry Henry’s face, depicts emotion of fear in regard to what will happen if the targeted group adapt the conveyed message, ‘I do not fear to fail but am afraid to lose’, but still become unsuccessful. The image of Thierry Henry depicts a person who is having regrets as to why he never tried out new ideas in life. The effectiveness of language techniques is effective depending on the audience being targeted by the advertisement (Freeman 2000).Advertising We will write a custom essay sample on Critical/Contextual Analysis specifically for you for only $16.05 $11/page Learn More The notion of symbolism technique is used in the advertisement. The use of Reebok sign as well as Thierry Henry’s image can be attributed to the use of symbolism and as such, it has proved effective as the main idea behind the advert is passed. For the subjects of the targeted group not regret later in life, they ought not to signif y any fear in regard to failure. Rather, they should always develop an attitude of winning in everything, just like Reebok company and Thierry Henry does, that is, they are usually not afraid to fail but commonly, they are not afraid to fail but they hate losing. The image also symbolizes two kinds of life; a life where one is full of regrets because he never tried out new ideas and a life whereby a person is happy and hopeful and anticipates facing the future because he tried out new ideas which later turned out well for him. Further, the image also signifies a great deal of contrast. As such, the mood of Thierry Henry contrasts with the tone and the message being conveyed. Another technique utilized in the advertisement is typography. Some words have been highlighted in an effort towards emphasizing the importance in the information being portrayed to the targeted group. The image also uses two images, that is, two contrasting images of iconic figure of Thierry Henry entailing dif ferent structural appearances and sizes. This notion indeed symbolizes the two distinct kinds of lives that the two people are living. One of the images is big and visible to symbolize a person who is full of hope and ready to face the future. On the other hand, the second image not that big. In addition to this, the second picture is not substantially visible and this symbolizes a person who has lost all hope for the future due to the decisions he has made in his past. In the advert, words are written such that different color tones are able to put a great deal of emphasis. Some of the words have been highlighted in bold to depict a hopeful and happy person who is ready to face the future with confidence. This is very important because it brings out the importance of the message to the subjects of the targeted group (Lewis 2007). The factors considered when choosing the typography to use is the age, gender and class of the targeted group. The image targets a group of young men and women who have just completed the education system and are not sure of what kind of decisions to make in order to facilitate an appealing future.Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More The image portrays to the target group the kind of life they will get depending on the kind of decisions they make today and how it will affect their future. In addition to this the image creates awareness, that is, it conveys to them that the decisions they make today will affect the kind of life that they will have tomorrow and as such, this helps them not regret making some decisions. Another important technique used is color. This technique has been used to captures the attention of the targeted group. In any advertisement, the use of color attracts sights and as such, message portrayed by the image is conveniently passed to a great number of people. In the advert, words have been highlighted with color and this makes the writings attractive to the targeted group. The targeted group is assumed to be in a kind of dilemma. They are faced with a difficulty of choosing the right decisions to face the future. The image is used to inform the targeted group about how important it is to make informed choices. The image as well as the writings signifies how risky it is if informed choices are not made and how one will regret not making some choices in the future. The image captures both the positive and negative aspects of the future and displays them all in the same image. The class of the targeted group is assumed to be young men and women who don’t know yet how to go about their lives and need someone who will show them the direction to take so that their future will not be entailed with regrets. By looking at the image the young men and women will discover that if they don’t make the right decisions presently, it will not be possible to make them at a future date. On the other hand, the advertisement considers the young from all races. This is because it does not include limiting attributes in the message. The use of a man in the advert seems to discriminate the female gender but with a greater insight into the advert, it is that the female gender is very much considered. This is shown y the generalized writing. When making an advertisement vital to ensure that the designer establishes the targeted group/audience and as such, it will be very easy to make the suitable advertisement (Freeman 2000). The type of advertisement differs considering such factors as age, gender, race and class. Some of the advertisements are racist in nature and as such, they cannot be subjected to some geographic regions (Freeman 2000). The advert has a distinct feature since it identifies the brand that is being advertised to the targeted group. The distinct feature is the use of the brand logo in the image and an arrow point towards it hence making it more visible. The brand logo also uses different colors from the rest of the image hence making it more conspicuous. The brand uses known media personalities and iconic sports brand; Thierry Henry and Reebok sign, in order to attract the attention of the targeted group. The use of known media persona lities is very important because it attracts the attention of a great number of individuals and hence making an advertising strategy more effective (Lewis 2007). As such it is a very effective strategy because; by attracting the targeted group, it passes the intended message, that is, I am not afraid to fail but I am afraid to lose. In the image, the background used represents the past which is known coming into a future which is unknown to the target group. The use of distinct features in advertising is very important because it blends with the expectations of the targeted group to convey the message intended to be passed more effectively (Lewis, 2007). The use of both aspects of the future in the image is also very important because it tells the targeted group the need of making informed choices when it comes to decisions pertaining their lives in the near future. The use of images in advertising is the most effective because, according to many researchers, a picture is worth a th ousand words (Saussure 2011). In addition to this, an image is the most effective type of advertisement because it brings out the sense in which all human being are always attracted to what they see around them (Barthes 2003). It is very important to choose distinct colors which are bright of which they attract the human eye and help in passing the message intended to be passed across to the targeted group/audience. From this analysis, it is clear that the use of images in brand advertisement is the most effective type of advertisement because it helps in the passing of the intended message to the target group/audience. Also we see that the use of distinct color in the image is very effective because by this we see that when one uses the bright colors, they attract the human eye and in the process passing on the intended message to the target group/audience. The use of more than one language, topology and color techniques in advertisement is also very important because it help in th e passing of the message intended more effectively as compared to the other types of advertisements. References Barthes, R (2003), Mythologies, John Wiley and Sons, London, UK Freeman, D (2000), Techniques and Principles in Language Teaching, Oxford University Press London, UK:. Huddersfield, UK Lewis, J (2007), Typography: Design and Practice, Jeremy Mills Publishing, Saussure, F (2011), Course in General Linguistics, Columbia University Press, New York This essay on Critical/Contextual Analysis was written and submitted by user Franco Byers to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How Are the Experts Using LinkedIn - Guest Post by Helen Denney-Stone

How Are the Experts Using LinkedIn - Guest Post by Helen Denney-Stone I was honored to discover an article on LinkedIn Publisher that gave me extensive mention and props for my presentation at the LinkedIn Success Summit. I requested that the author, Helen Denney, allow me to publish a revised version of the article on my blog, and she graciously agreed! Enjoy the updated article below! ⊕⊕⊕⊕⊕ When Liam Austin chose the speakers for his LinkedIn Success Summit, he invited Brenda Bernstein and 34 other top speakers to share their winning strategies and tips on how to use the LinkedIn platform. Together, these invited experts condensed decades of experience and success into a wealth of video sessions. If you haven’t yet been able to generate a positive Return on Investment (ROI) using the LinkedIn platform, you most definitely will after hearing these stories and strategies. The following are my takeaways from 3 of the experts, all who have one major thread in common: they are all women experts on LinkedIn! They give advice on how to stand out on LinkedIn, and even how to build a basic LinkedIn profile, in case you’re just starting out! Brenda Bernstein #1 Amazon best-selling author of How to Write a Killer LinkedIn Profile. Brenda is a highly qualified and award winning writer. Founder of the Essay Expert, LinkedIn expert and Speaker. Brenda believes that you can profit from your personality when writing your LinkedIn profile. The key points below are her strategies on how to do this in an authentic and memorable way. Don’t be afraid to share your values, vision, beliefs and personality prominently in your profile. Do this effectively and you will stand out from your competitors. Get a branded head shot that has some oomph! Try choosing 3 words that describe your personality, and share them with your photographer. Then choose your head shot based on which one best captures those 3 words. Don’t lose sight of keywords as you share your personality! Prioritize keywords in your headline if you want to be found in searches. Write your Summary to show your personality and the personality of your business. Figure out what makes you and/or your business stand out- and if you want to be personable, write in the 1st person (I/me).Brenda suggests that to get material for your LinkedIn Profile, you can write down 3 peak moments in your life/business. Next pull out any common threads. You will learn a lot about what you have to offer and what makes you tick. You can also ask people you know what they see as your strengths. Write down what they say and weave it into your profile. If they like it then others probably will too! Finally, determine what you want people to take away from reading your profile. What action do you want them to take next? Read your profile Summary now that you’ve included more of yourself in it. If you were a member of your target audience, would you take the action you want your readers to take? Publish on LinkedIn and show your personality and credibility in your articles. Make sure to respond when people comment on your posts. Be active in LinkedIn Groups and don’t be afraid to show your humour, intelligence and personality. When someone sends you a friend invitation, respond and give them something free first- something you feel will be of value to them. Brendas Quotes: â€Å"Almost no one likes writing about themselves. But almost everyone likes seeing themselves expressed authentically on paper.† â€Å"Top mistake on LinkedIn: Thinking all you need is a KILLER LinkedIn profile.† ⊕⊕⊕⊕⊕ Donna Serdula Donna, the Founder of Vision Board Media, is a LinkedIn Profile Optimisation Expert speaker and author. Donna explained your profile is NOT your resume. Your resume is your professional past; it is what you have already done. Your LinkedIn profile is your online reputation- who you are and why connections should pay attention to you. It is your digital representation of your future. Make your profile compelling, exciting and authentic. It is, after all, people’s first impression of you. It should make people want to know more. Donna’s 3 Keys to Maximising your LinkedIn Profile: Before you start on your profile, answer this question: What is the goal of my LinkedIn profile? Only after you know your goal can you can write strategically, keeping that goal in the forefront of your mind. Always talk about what your target audience wants to hear. Speak to them directly, as if they are across the table from you! Headline Think what people would be typing into the search bar on LinkedIn to find you. Optimise your profile for these keywords so you show up in search results. How can you stand out when someone is scrolling through the search results? The first part they will see is your name, your profile picture, and your headline (which by default is your current job title and your company). So make sure your profile image is professionally done, and that your headline is optimised with keywords, is compelling and showcases a benefit statement. Summary Your Summary, which is 2000 characters maximum, should demonstrate who you are, that you understand your readers’ problems, and that you can help them.Your summary should be in 1st person narrative and written conversationally. Highlight some successes, demonstrating how you can help your audience.Be succinct and answer what your customers/clients want to know. If possible, include a link and offer for them to take the next step. Include a clear call to action at the end, as well as your phone number and email so people can contact you easily. Keywords Research your keywords. Then make sure that these keywords are in your heading, summary, experiences and interests. Place the keywords anywhere that is reasonable. Your profile must read naturally and authentically. Never, never stuff your profile with keywords; but take the time to place them everywhere that is plausible. Donna’s Quotes: â€Å"Recognize your target audience and don’t say what you want to say, rather think what your target audience wants to hear.† â€Å"Step back, think about your goal, think about your audience.† ⊕⊕⊕⊕⊕ Karen Yankovich Founder of Linked Up Success, Karen is a LinkedIn expert and speaker. When someone puts your name in a Google search and sees your LinkedIn profile right at the top, this is statistically what they will look at first. This is a brilliant opportunity through your profile to instantly communicate who you are, your personal brand. Use your profile to get them to feel comfortable doing business with you. Karen shares her 5 tips that you need to pay attention to when completing your profile. Be certain to complete these 5 areas and use them effectively. Headline Your headline should be strong and customer/client centric. In other words, just stating that you are CEO is not enough! Your headline is searchable by Google and shows up prominently in Google Search. Be bold, own what you do, and be confident when painting that picture for others to see! Summary Firstly, actually fill this out! Break your summary into easily consumable sections with bullet points. Write it in the 1st person, use all 2000 characters you are allowed, and include keywords. Experience This section builds on who you are and what you have accomplished to be where you are today. Think about all your past experience, not just your previous jobs. Position yourself as influential and the expert you are. Call to Action Remember to put in a call to action not in a salesy way, but something like, â€Å"Reach out if you want a complimentary training†; â€Å"Listen to my podcast†; or â€Å"Download my free report† Make your profile stand out by taking advantage of all the ways LinkedIn provides to customize your profile. Boost your business with 3 further strategies from Karen: Build up your recommendation and be active; actually ask for recommendations. Show up! Be active in groups, post regularly, share, and comment on influencers. Sort your connections by recency, then send a personal note to the most recent. When they respond, take the opportunity to offer help. Karen’s Quotes: â€Å"Start with a strong personal brand to grow your business on LinkedIn.† â€Å"#1 Mistake on LinkedIn: Don’t be pushy, be mindful.† ⊕⊕⊕⊕⊕ Did you pick up the major common thread? It’s your profile! Your LinkedIn Profile is like a 5-minute fast dating session where you get to say who you are, what you do and how you can help. It is your audience’s first impression- make it great, make it authentic, and make it you! The LinkedIn Success Summit was full of many wonderful interviews and the above is a summary of just 3 of the 35 presenters. You’ll find even more great tips by clicking here. Would you like to read more from Helen about LinkedIn experts and influencers (and save yourself the time of listening to all the presentations at the Summit)? Then please click here to read Part 1 of Helen’s Summit Summaries! Helen Denney-Stone is CEO and co-founder of Nudge Marketing, a firm that provides affordable, results-based marketing training for small businesses. She is a published author and artist and loves all things, mindful and marketing†¦ oh! and high heels, boxer dogs and the smell of freshly cut grass. Read the original version of this article here.

Sexeducation Speech or Presentation Example | Topics and Well Written Essays - 250 words

Sexeducation - Speech or Presentation Example The Problem Sex education is a major issue all over the world. The most widely debated point is whether to educate children about sex. Why do children need to know about sex? Should children learn about sex? At what age should they learn it? All of these questions are hotly debated. This topic has its pros and cons like any other topic, but which arguments are the most convincing? Let’s take a look at the way sex education is handled in two different cultures: American culture and Arab culture. Most people in the United States learn about sex in school, but in Arab culture they are more likely to learn from their parents. I think that makes a big difference. Where and how young people first learn about sex is very important. Bad sex education at an early age could lead to many problems. Fortunately, there is a solution. When introducing young people to a new idea, it’s important to be cautious and make sure they are ready. For example, you shouldn’t teach a five- year-old about the specifics of sex that he isn’t yet ready to understand any more than you would try to feed a baby solid foods before he is able to chew them. Kids should be guided into the topic at a pace that they can understand. It’s important to teach kids about sex carefully, in small steps.

Final reflective Paper Term Example | Topics and Well Written Essays - 750 words

Final reflective - Term Paper Example The film itself is for the most part always in reflection. These reflections are most often not varying shades of gray, but in contrasting dark and light, black and white. From a technical standpoint, lighting in the film tells a story all its own that the director has certainly intended. By his use of light or white to represent the good and higher principles, and his implementation of shadows and darkness to represent the more nefarious ideations in the movies, Welles rummages around in our psyches to evince a reaction to the scenes before word one is spoken. We are certainly instinctively programmed to trust the light, because you can see more, and distrust the mysterious darkness. Welles uses this as his own commentary on his characters as well as social commentary and the greater society. It is also interesting to think how Welles would have done this movie if color filmmaking were more in vogue. Also interesting that Welles, seeing the world through absolutes of black and white , also parallels this with newsprint and running a newspaper where stores are all there in black and white. Again this also represents the search for knowledge. It is interesting to note the progression of light and darkness in Kane as the movie progresses as well. The movie begins, as many good tales do, at the end. Kane murmering those famous words, Rosebud and dropping the snow globe. He is in the darkest of rooms, you can’t even see him, the snow globe however is well lit. When we see Charlie as a child he is in the whites and brightest of scene, virgin snow. As he progresses scenes alternate between light and dark depending on the event, but overall the brightness tends to recede and Kane’s character becomes darker as he is more stained by the realties of life. There is certainly also an element of realism, a documentary

Taking Middle School Kids Back to the Adventurous World of Literature Essay Example for Free

Taking Middle School Kids Back to the Adventurous World of Literature Essay The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. Students who do not take time to read tend to have poor reading skills and sadly many students in middle school choose not to read. The transition from elementary to middle school makes an impact to the student’s interests and pastimes. Middle school students read less due to time spent with peers, participation in sports activities and other after-school activities, and to a growing lack of interest in textual materials (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Once the students stop practicing leisure reading, they start struggling with reading. Studies confirm a decline in reading scores on standardized tests, a decline in attitudes towards reading and a growing number of students who have good reading abilities, but choose not to read (Rodriguez Lira, 1998). When students stop practicing leisure reading they stop exercising their vocabulary affecting their reading comprehension. â€Å"The goal of comprehending text is not easily attainable for many adolescents, who demonstrate consistent and persistent difficulties with reading for understanding. † (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed, Stillman Spisak, 2011). According to rate and accuracy scores, middle school students have shown a tendency in declining grades. One of the reasons might be because decoding to reading comprehension drops in adolescence and older students have more highly developed strategies that reduce their confidence on word identification skills (Reed, 2010). Middle school students in Texas struggle with their reading skills because most of them do not practice leisure reading. Both qualitative and quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes- TAKING KIDS BACK TO THE WORLD OF LITERATURE 2 Hassell Pradnya Rodge, 2007). The purpose of this literature review is to recognize the problem of students who choose not to read and find a possible solution to motivate them in devoting leisure reading time. There are a numerous of experimental, quantitative, qualitative, descriptive, correlational, and causal-comparative research studies done in the State of Texas and outside of Texas that have identified this problem and gathered data, important information, and suggested interventions to create possible solutions. According to Knulst Kraaykamp (1998), leisure reading is the reading students choose to do for pleasure; is the reading done for a hubby or fun, it is a non-school recreational activity. Students in elementary schools do practice leisure reading, but once students get to middle school this practice declines. For some reason many students who are good readers simply choose not to read (Beers, 1998). Students Do Not Comprehend What They Read One of the reasons students choose not to read it is due to the lack of reading comprehension making them lose interest in literature. In the article â€Å"Understanding the Cause of Intermediate and Middle School Comprehension Problems†, the authors were able to conduct a qualitative study by conducting a causal-comparative research. They determined the reasons of middle school students who struggle with reading is due to the lack of comprehension in specific vocabulary knowledge, background knowledge, or an understanding of subjects’ metaphors. They stressed students do not necessarily understand the meaning of words they are able to pronounce (Palumbo Loiacono, 2009). After analyzing their findings they describe data where it shows students in kinder garden were more exposed to narrative reading than to comprehension skills. They indicate that once the students get to middle school, it is now the teacher’s task to teach reading skills, comprehension strategies, vocabulary, and the multifaceted problems of subject matter text by using a variety of activities, supports, and scaffolds (Palumbo Loiacono, 2009). As a possible solution, they suggest using a strategy that has being used in the past since 1980 called Instructional Cloze (a story summary where every fifth word is deleted to be filled in the blank so students can be engaged in subject matter knowledge) to improve subject matter comprehension (Palumbo Loiacono, 2009). TAKING KIDS BACK TO THE WORLD OF LITERATURE 3 Many students don’t understand what they read, but comprehension is not the only reason they choose not to read for pleasure. Skills Alone Do Not Produce Readers On the other hand, Beers, the author of the article â€Å"Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No†, conducted a qualitative research and found out that skills alone do not produce readers. Reading experts recognize that some students leave school with the ability to read, but without the desire (Beers, 1998). Competency tests force many teachers to think they should focus more on reading skills than on reading pleasure (Maracek ,1978, as cited in Beers, 1998). According to Beers, reading can become a desired activity or an undesirable one. One of the great disasters of present-day education is not so much that many students leave school unable to read and to write, but that others graduate disliking reading even with the abilities they might have. Some of the reasons that indicates as to why students dislike reading is too much television, too little parental modeling, and too much emphasis on a skills approach to reading (Beers, 1998). In order to identify the different kind of readers in middle school, Beers gathered data by conducting interviews to reluctant reading students with openended questions on attitudes towards reading. After this, she provided descriptive data that displays characteristics of uncommitted, unmotivated and unskilled readers. With this data, she was able to see patterns of responses and understood students choose not to read for great number of reasons. Those patterns helped her to categorize types of aliteracy (Beers, 1998). In the Merriam-Webster dictionary, aliteracy is stated as the quality or state of being able to read but uninterested in doing so (hacker, 2012). Beers was able to observed devoted and inactive readers want to choose their own books, have teachers read aloud a few pages, meet the author, buy books at a book fair, keep a reading journal, go to the library, participate in panel debates, small group discussions or share books with friends. While uncommitted and unmotivated readers do want to choose their own books from a narrowed choice, have teacher read aloud entire book, compare movie to book, read illustrated books, do art activities based on books, read nonfiction material such as comic, sports, drawing, cars, fashion, make-up magazines (Beers, 1998). Beers TAKING KIDS BACK TO THE WORLD OF LITERATURE 4 did not give treatments to students in order to determine which reasons causes the distaste in reading, instead she conducted a survey to students about their feelings towards reading to gather qualitative data. Parents Modeling Leisure Reading According to the survey Beers conducted, parental modeling takes a big role in encouraging adolescents to literature practice. Devoted and inactive readers talked about their childhood where they remember seeing their parents reading to them at all times of the days and also remember their parents reading books in front of them, everywhere they were. On the other hand, many of the unmotivated students said their parents don’t read and they explain their parents used to read to them when they were kids but only before going to bed, it was an activity meant to keep them quiet and make them go to sleep. So they would see reading as a boring activity (Beers, 1998). This statement was also observed by researchers Hamston and Love, who conducted a quantitative and qualitative study at a private school. Their article is titled: â€Å"Voicing Resistance: Adolescent Boys and the Cultural Practice of Leisure Reading†. In this research the authors decided to focus on boys, leisure reading, and family reading dispositions due to the concerns raised in the literature regarding boys and literacy (Hamston Love, 2005). The study was conducted in a three year period at a private boy’s school. There were two stages in this research. In the first stage, Hamston and Love focused on 91 boys identified as good and committed leisure time readers. In the second stage, the researchers focused on 75 boys identified as mostly able readers who choose not to read. In both stages of the research, quantitative and qualitative data was gathered from each student through questionnaires about their reading practices, their parents, and the ways their parents share reading with their sons (Hamston Love, 2005). After observing and analyzing the questionnaires, researchers gathered quantitative and qualitative data where they were able to identify a similar culture for committed readers in the study; their parents guided them and facilitated them with leisure time reading. While reluctant readers show several acts of resistance and they lack enthusiasm to engage in the reading practices due to communication and relationships between these boys and their parents (Hamston Love, 2005). The TAKING KIDS BACK TO THE WORLD OF LITERATURE 5  research shows reluctant readers resist to reading novels since they are not highly motivated, they consider these privileged text. However, they are engaging in reading and interacting with multi-media, electronic and complex visual texts that relate to their lives as adolescents, but they still lack the passion in engagement to textual practice. (Hamston Love, 2005). The Leisure Reading Habits In a quantitative and descriptive research done at an urban middle school, Hughes-Hassell and Rodge (2007) found an interesting fact about the leisure reading habits. In this particular school, a study was conducted to collect data by administering a 5-page, 20-item questionnaire. It was focused on factors related to reading by choice. For example, whether or not adolescents read in their leisure time; if so, what, when and why do they read? The questionnaire contained multiple-choice and open-ended questions (Hughes-Hassell, Rodge, 2007). Seventy-two percent of the students indicated that they engaged in reading as a leisure activity, a finding that is consistent with other studies of adolescent reading. Twenty-two percent said they read â€Å"constantly†, and 50% indicated they â€Å"read when they get a chance. † Six percent of the adolescents indicated that they do not read; the other 22% said they read only for school (Hughes-Hassell, Rodge, 2007, p. 23-24). These descriptive data exposes good percentage of students who are engaged in leisure reading. However it also raises a question: Why do these adolescents’ reading scores at this particular school remain low when they reported that they engage in leisure reading? (Hughes-Hassell, Rodge, 2007). It has been proven that â€Å"students who read in their spare time become better readers, score higher on achievement tests in all subject areas, and have more content knowledge that those who do not† (Cunningham Stanovich, 1991; Krashen, 1993, as cited in Hughes-Hassell, Rodge, 2007). But why is the survey showing otherwise? Hughes-Hassell and Rodge suggest a possible explanation that it involves the type of reading they are doing. In their survey it displays that â€Å"books† are not the preferred leisure reading material for both male and female students. In the data gathered it shows 72% read magazines about sports, video games, and music. Forty four TAKING KIDS BACK TO THE WORLD OF LITERATURE 6 percent of the students liked reading comic books, 37% choose internet reading material and only 30% of the students read books for pleasure (Hughes-Hassell, Rodge, 2007). Reading magazines, comic books and internet material is considered light reading and according to Hafner, Palmer and Tullos (1986), light reading does not automatically result in an ability to read advanced material, it only provides motivation for more reading (Hughes-Hassell, Rodge, 2007). After the research was conducted and observations were made, the authors provided these are following suggestions for teachers and librarians. 1. Teachers and librarian should provide the types of materials students prefer, including magazines, comic books, and the Internet. 2. Students’ culture and heritage need to be respected by providing multicultural resources that are relevant to students’ lives, as well as resources in their first language. 3. It is important to talk to students to find out what they are passionate about. of them don’t have time to read after school. 5. Adequate fund must be provided for school and classroom libraries in low-income urban communities. 6. Summer reading must be encouraged because it is critical to summer learning. for â€Å"parents play a significant role in developing and sustaining the leisure reading habits of children and adolescents† (Kim, 2004; Strommen Mates, 2004, as cited in Hughes-Hassell, Rodge, 2007). 8. Teachers and librarians have to be passionate about the love of reading and display the books currently reading by the teacher or librarian. (Hughes-Hassell, Rodge, 2007). 4. Students must be provided with time during the school day to read, because some 7. It is imperative to partner with parents to promote and encourage leisure reading Struggling Readers and Silent Reading In the experimental research: â€Å"Silent Reading Manifestations of Adolescent Struggling Readers† conducted by the researchers Gilliam, Dykis, Gerla, and Wright, vital facts were found about the importance of adolescents practicing silent reading. TAKING KIDS BACK TO THE WORLD OF LITERATURE 7. Many struggling adolescents’ readers have not fully developed the skill to read silently, discouraging them from finding a passion for reading (Gilliam, Dykis, Gerla Wright, 2011). According to Miller (1972), efficient silent reading implies a strong correlation between a rapid reading rate and a high level of comprehension (Gilliam, Dykis, Gerla Wright, 2011). Reading silently is developmental; students start first grade by reading out loud, but at the end of the school year 50% of these students read silently with correct understanding. Students who could not read silently either vocalized or moved their lips as they read to themselves, slowing down their reading rate (Gilliam, Dykis, Gerla Wright, 2011). The purpose of this case study was to discover the connection between speech and reading to oneself among struggling readers in secondary schools. Ninety-five struggling readers in the middle and high school students were chosen as the target population in which they received a treatment for an individual administration of a norm-referenced measure of reading along with direct observations (Gilliam, Dykis, Gerla Wright, 2011). During the test administrations, examiners observed the students in order to determine whether they read silently or whether they moved their lips, mumbled, or whispered as they read, or whether they read aloud. The exam had reading comprehension passages to observe the recorded student’s reading comprehension (Gilliam, Dykis, Gerla Wright, 2011). After making observations, the researchers found that less than half of the secondary struggling readers read silently when reading to themselves. In other words, the majority of struggling readers do not practice silent reading which is a fundamental aspect of comprehension and rate of comprehension. The authors propose silent reading to be taught to struggling readers, the study demonstrated that it will improve their reading rate and comprehension; this might also encourage them to practice leisure reading. (Gilliam, Dykis, Gerla Wright, 2011). Reading Interventions in the Middle Grades In the qualitative article titled: â€Å"Reading Intervention in the Middle Grades†, Allington offers five principles to help middle school struggling readers to succeed. After comparing and contrasting different interventions used in the past without success, TAKING KIDS BACK TO THE WORLD OF LITERATURE 8 his first principle suggests all students need high-quality instruction all day long. He proposes teachers to find appropriate lesson materials, because students need books they can actually read (Allington, 2011). It has been confirmed students cannot learn much from books they cannot read accurately, fluently, and with understanding (Allington, 2007). The second principle is to expand the volume of reading that struggling readers do every day, but do it with a book that they can both read and enjoy. With reading practice matters, struggling readers need to dramatically expand their reading activity (Allington, 2011). It may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). If expanding reading activity among struggling readers is the goal, then the third principle is to provide students with books they can read and books they are interested in reading (Allington, 2011). In the fourth principle, Allington advices not to use decoding instruction for middle school struggling readers because this instruction is rarely useful for older struggling readers. Even when decoding lessons bring struggling older readers’ word recognition up to grade level, there is usually no improvement in their reading comprehension (Torgeson Hudson, 2006). In the fifth and last principle, Allington points out that it is teachers who present the problem that needs to be solved, more than the students do. In other words, it becomes clearer that many of the struggling readers’ problems are caused by teachers, especially when they don’t take action in providing appropriate instruction. In order to help struggling readers, teacher must provide reading material that is to the student’s interest, books they can read and understand to expand their reading time along with reading comprehension (Allington, 2011). Substantial supportive facts with Allington’s fourth principle are found in the article, â€Å"Efficacy of a Reading Intervention for Middle School Students with Learning Disabilities†. Wanzek, Vaughn, Roberts and Fletcher (2011) conducted a one year experimental study which included sixth to eighth grade students with learning disabilities from seven middle schools. In this study, researchers conducted a reading intervention by providing 50 minutes of phonemic decoding instruction to middle school students compared with similar students who did not receive the intervention. No significant differences were found for phonemic decoding fluency and passage comprehension (Wanzek, Vaughn, Roberts, Fletcher, 2011). Since no major effect TAKING KIDS BACK TO THE WORLD OF LITERATURE. 9 was encountered in this experimental study, Allington’s suggestion is correct, teachers should focus more on training struggling readers with reading comprehension by providing time and students’ centered interest reading materials which at the same time it promotes leisure reading (Allington, 2011). Efficacy of Collaborative Strategic Reading Collaborative strategic reading (CSR) is one of the effective solutions found in reading comprehension for struggling readers. Collaborative strategic reading is defined as follows: Collaborative Strategic Reading (CSR) is a set of four strategies. CSR integrates word identification, reciprocal reading, and cooperative learning. CSR teaches students how to monitor their comprehension and also how to use procedures for clarifying understanding when difficulties arise. Students also learn main idea and questioning practices that assist them on text while reading and guiding group responses to text after reading (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011, p. 940). The authors Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA (2010) conducted experimental studies to test the CSR effectiveness for struggling readers. In their article, â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, they explained the experimental study conducted to diverse students who were identified as struggling readers. After their study analysis and the positive impact made on the intervened students, they concluded CSR is an effective practice that should be used as a reading intervention (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). A year later, another experimental study was conducted by the authors: Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed and Stillman-Spisak (2011), to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students. The title of the article is â€Å"Efficacy of Collaborative Strategic Reading with Middle School Students†. In this study, students were selected from three school districts from seventh and eighth grade. After they were TAKING KIDS BACK TO THE WORLD OF LITERATURE 10 randomly assigned to class, there were 27 comparison classes and 34 treatment classes. Students in the treatment classes received the intervention and students in the comparison classes received typical instruction (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Students in the treatment classes outperformed students in the comparison classes on a standardized reading comprehension exam. After the study findings, authors reassure CSR is an achievable and effective practice that can be integrated into reading and language arts instruction to make a positive impact (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Even though these two experimental studies about CSR effectiveness were completed in the same states, Texas and Colorado, the researchers had different designs and questions with diversity students. In the first study: â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, the authors targeted identified struggling students and used CSR as a reading intervention to experiment reading comprehension (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). In the second study: â€Å"Efficacy of Collaborative Strategic Reading With Middle School Students†, the researchers focused on the effectiveness of CSR with adolescent readers when applied by well trained and supported CSR teachers (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Reading Time Provided for self-selected books In order to promote leisure reading, one of the many suggestions made by researchers is to provide reading material that will target the adolescents’ interest and give them time during school to read. To test these recommendations and see students’ attitudes towards reading, Rodriguez and Lira (1998) conducted an experimental study at a middle school in South Texas. The study consisted of providing 30-minute periods five times a week for eight months to 41 eighth grade students. The students’ assignment was to read from self-selected books (books which did not have more than five unknown words on any given page), keep a reading log, take home their books and participate in the reading club (Rodriguez Lira, 1998). This experimental design was combined with TAKING KIDS BACK TO THE WORLD OF LITERATURE 11 a descriptive and a group pretest-posttest to determine if there was a significant difference with students’ scores before and after the experiment. Rodriguez and Lira (1998) also made observations on students who participated in this study observing for positive attitudes towards reading. The results point out that most of the students enjoyed the required reading and felt they had improved with their reading skills, specifically their vocabulary and fluency. Even though the study did not reveal significant improvements in reading achievement for the 41 students, however, the study showed greater gains in reading achievement for students with low to average reading abilities than it did with students with better reading abilities (Rodriguez Lira, 1998). In other words, struggling readers improved their reading abilities, and this fact proves a statement mentioned earlier; it may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). Successful Engagement with Text Using the E-reader Making technology part of a motivational reading tool can encourage reluctant students to engage in literature. Johnson, Mckenzie, Miranda Williams-Rossi (2011) conducted an experimental study in a middle school where 199 students were given 1525 minutes to read high interest chapter books and stories on the Amazon Kindle ® reader. This was done to study the attitudes and response to reading using e-books by reluctant students. After making qualitative observations, the authors found reluctant readers demonstrated motivation in reading, engagement and expressed high levels of satisfaction with the e-readers. Researchers were very satisfied with the reluctant attitudes towards reading after this study, that they recommend e-readers to be used in reading improvement classes as another choice for reading material (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Conclusion The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for TAKING KIDS BACK TO THE WORLD OF LITERATURE 12 Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. It has been demonstrated that students who practice leisure reading perform better in many subject areas (Hughes-Hassell Pradnya Rodge, 2007). Leisure reading is the key to help students improve the standardized test scores. After examining experimental and nonexperimental studies conducted in and out of the state of Texas, it is alarming to know students in the middle schools choose not to read for numerous reasons. In schools, students are not being motivated to read for pleasure, instead teachers focus more on reading skills to pass standardized tests so teenagers are being forced to read lacking the passion to literature (Beers, 1998). Many reading materials offered to students are out of their interest and most of the time these books are filled with unknown vocabulary words causing the student to struggle by not comprehending the reading (Palumbo Loiacono, 2009). There have been several reading interventions done to help students with vocabulary decoding and reading skills, but researches show the most important of all is reading comprehension; and this can only be obtained when teenagers self-select the reading material (Rodriguez and Lira, 1998). Researches show silent reading is a great way for students to better comprehend text and it helps read at a faster rate, but most of them have not developed this skill (Gilliam, Dykis, Gerla Wright, 2011). When students enter middle school, their reading habits start declining because they start getting involved in after school activities or just hang out with friends. Time must be provided during school hours for them to dedicate leisure time (Allington, 2011). Parents take a big role in influencing their kids in leisure reading by practicing reading themselves and motivating their kids to practice reading at home (Hamston Love, 2005). A research study shows teenagers are fascinated with technology and using electronic devices such as e-readers has made a positive impact on reluctant readers with their attitudes towards reading (Miranda Williams-Rossi, 2011). Both qualitative and TAKING KIDS BACK TO THE WORLD OF LITERATURE 13 quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes-Hassell Pradnya Rodge, 2007). TAKING KIDS BACK TO THE WORLD OF LITERATURE 14 References Cited Allington, R. L. (2007). Effective teachers, effective instruction. In K. Beers, R, E. Probst, Reif (Eds. ), Adolescent literacy: Turning promise into practice (pp. 273288). Portsmouth, NH: Heinemann. Allington, R. L. (2011). Reading intervention in the middle grades. Voices From The Middle, 19(2), 10-16. Beers, K. (1998) Choosing not to read: Understanding why some middle schoolers just say no. Into Focus: Understanding and Creating Middle School Readers, 1-27. Gilliam, B. K. , Dykes, F. , Gerla, J. K. , Wright, G. L. (2011). Silent reading manifestations of adolescent struggling Readers. Reading Improvement, 48(3), 118-127. Hacker. (2012). In Merriam-Webster. com. Retrieved April 30, 2012, from http://www. merriam-webster. com/dictionary/hacker Hafner, L. , Palmer, B. , Tullos, S. (1986). The differential reading interests of good and poor readers in the ninth grade. Reading Improvement, 23, 39-42. Hughes-Hassell, S. Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent Adult Literacy, 51(1), 22-33. TAKING KIDS BACK TO THE WORLD OF LITERATURE 15 Hamston, J. Love, K. (2005). Voicing resistance: Adolescent boys and the cultural practice of leisure reading. Discourses: studies in the cultural politics of education, 26(2), 183-202. Johnson, K. A., Mckenzie, N. , Miranda, T. , Williams-Rossi, D. (2011). Reluctant readers in middle school: successful engagement with text using the e-reader. International Journal of Applied Science and Technology, 1(6), 81-91. Knulst, W. Kraaykamp, G. (1998) â€Å"Trends in leisure reading: forty years of research on reading in the Netherlands. † Poetics, 26:1 (September), 21-41. Mohammed, S. S. , Swanson, E. , Roberts, G. , Vaughn, S. , Klingner, J. K. , Boardman, A. , Society for Research on Educational Effectiveness. (2010). The effects of collaborative strategic reading instruction on the reading comprehension of middle school students: Year 1. Society For Research On Educational Effectiveness. National Center for Education Statistics. (2011). The nations report card reading 2011 state snapshot report. Texas. Grade 8, Public Schools. National Center For Education Statistics, ERIC. Web. 24 Mar. 2012. TAKING KIDS BACK TO THE WORLD OF LITERATURE 16 Palumbo, A. Loiacono, V. (2009). Understanding the causes of intermediate and middle school comprehension problems. International Journal of Special Education, 24(1), 75-81. Reed, D. (2010). The contribution of retell to the identification of struggling adolescent readers. Request LLC, 1-226. Rodriguez, C., Lira, J. R. (1998). A study of eighth grade students from a south Texas middle school who participated in 30-minute required reading periods of selfselected books. Torgeson, J. K. , Hudson, R. F (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels A. E. Farstrup (Eds. ), What research has to say about fluency instruction (pp. 130-158). Newark, DE: International Reading Association. Torgeson, J. K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In M. Snowling C. Hulme (Eds. ), The Science of reading: A handbook (pp. 521-537). Malden, MA: Blackwe

Main Objectives of Training in Employment

Main Objectives of Training in Employment The training, development and education of employees at all level of hierarchy in an organization are considered as an essential tool in maintaining competitiveness in the international arena. The chance for workplace learning to improve individual and organizational performance has been acknowledged for a very long time. Training is a fundamental component in helping to resolve major organizational or management problem. Training is an ideal way to learn a job. Today, Management of the skills of the workforce is an essential aspect of doing business, and employee development will likely grow in the future (Noe, 1999). The benefits of employee development extend beyond the actual skills gained and their contribution to an individuals productivity (Benson, 2002). Training is the use of systematic and planned instruction activities to promote learning. This approach can be summarized in the phrase learner-based training. (Armstrong, 2001) Training has an opposite role to play in accelerating learning: that is, training should be reserved in circumstances justifying a more directed expert-led approach instead of viewing training as a comprehensive and all-pervasive solution for the development of the people. (Reynolds, 2004) 2.1. Learning Learning is defined as a method of increasing an individuals ability to take action. (Kim, 1993) The definitive aim of learning policies and programs of any organisation is to make provision of skilled, knowledgeable and competent workforce necessary to meet present and prospective needs. (Armstrong, 2001) However, Reynolds et al (2000) explained that there is a need to make difference between learning and training as learning is a process of acquiring new knowledge, skills and capabilities whilst training is one of the actions an organisation can take for the promotion of learning. Similarly, Sloman (2003a) distinguished between learning that lies within the domain of the individual and training that lies within the domain of the organization. Today, The approach is to focus on the individual learning by ensuring that it happened when needed that is, just-for-you and just-in-time learning. 2.2. Definition of Training In General, Training is defined as a planned and systematic effort to modify or develop knowledge, skills and attitudes through learning experiences, to achieve effective performance in an activity or range of activities. (Garavan et al., 1995; Harrison, 1993; Reid et al., 1994). The Manpower Services Commission (1981) described training as a designed process aiming at the development of attitude, knowledge or skill behaviour through the knowhow of learning in order to achieve performance in an activity or series of activities. The idea behind training in the situation of the work is to increase the capabilities of an individual so as to satisfy the current and prospective needs of the organisation. Training is the systematic modification of behaviour through learning which occurs as a result of education, instruction, development and planned experience. (Armstrong, 1999) Decenzo and Robbins (1996) defined training as a learning experience that seeks a relatively permanent change in an individual that will improve the ability to perform on the job. As well, Decenzo and Robbins pointed out that training bring about changes in skills, knowledge, attitudes, or behaviour. Many other definitions provided in literature lay emphasis on a current job focus. Being a very popular activity, it appear to cross all the limits including on- the- job training, off- the- job training , training to young employees , adult training, formal and informal training through work experience. Looking forward critically to the views on training concepts revealed the same thing in appearance what really differs is the alternative of words. 2.3. Aim of Training The central aim of training is to aid an organisation achieving its purpose by adding value to its key resources, that is, the people it employs. Consequently, to attain the overall effectiveness and efficiency of an organisation, it needs to invest in its people to enable them to perform better and to empower them to make the best use of their natural abilities. 2.4. The three main objectives of Training pointed out by Armstrong (1999) are as follows: Training develops the ability of the employee to enhance their performance. Assist in the growth of the people in the organisation as far as possible, as such its future Human Resources can be met within the organisation, The learning time for employees starting new jobs on appointment, transfer or promotion are lessened and also ensure that the latter are totally competent as promptly and cost-effectively as possible. 2.5. The need for training is justified in many ways: Learning can take place through formal training as: Formal instruction can develop the skill for the works requirements. Various skills are needed for the number of employees which have to be developed quickly so as to meet new demands and cannot be obtain through relying on experience. In order to ensure that employees meet their responsibilities critical information need to be imparted. Common learning need has to be met, which can be dealt through training programs. 2.6. The Systematic Approach to training The influential factors in conflict with the good performance of employees are the inadequacy of training. With simple recruitment, no seriously minded organisation can be staffed by employees having expertise and potentials in variety of discipline desired for the total functioning. Through, a systematic approach to training of the personnel on a continuous basis connects the totality of the workforce towards higher productivity in the organisation. The Manpower Services Commission (1981, p.59) defined systematic training as training undertaken on a planned basis as a result of applying a logical series of steps. In practice, the number and description of these steps tends to vary, but in general terms they would cover such aspects as the development of training policy, identification of training needs, development of training objectives and plans, implementation of planned training and validation, evaluation and review of training. Typically, the systematic model consists of 5 components: analysis of training needs, design of training curriculum, development of training curriculum, implementation or delivery and finally the evaluation. (Carnevale et al, 1990). 2.7. Models of Training: 2.7.1. ADDIE model The most common conceptual model for systematic training is the ADDIE model. The ADDIE model presents a systematic process for determining training needs, the design and development of training programs and materials, implementation of the program, and evaluation of the effectiveness of the training (Gagne et al, 2005). The ADDIE model has been evolved through written or oral tradition both formally and informally (Molenda, 2003). Figure 1-ADDIE Model: Phases, System Functions, and Quality Improvement Source: Department of the Air Force (2001) Note: ADDIE = analyze, design, develop, implement, and evaluate. The ADDIE illustrated above is one of the revised model. The model shows that: Evaluation is the focus of the ADDIE process. ADDIE is a continuous process with flexibility to enter and reenter various phases when necessary so as to develop, update or revise instruction. The ADDIE activities take place within and are dependent on system functions. Cooperation is necessary among personnel performing in the system function and those who design develop and implement instructional systems. All activities and system function is based on continuous improvement for the overall system. The entire process of this model is the ADDIE model takes place with the sphere of Quality improvement. ADDIE depends on the mission and job analysis for required data in order to design, develop and implement instruction. There are more than 100 different variations of the model; however, almost all of them reflect the generic ADDIE process. 2.8. Performance improvement focus Models There are normally three models related to training for performance improvement. The following three models, performance-based instruction, training for performance system, and training for impact, take a performance improvement focus. They each work from the assumption that it is unlikely that training by itself will improve individual or organizational performance. These models emphasize the analysis and evaluation phases and their connection to the host organization The performance-base instruction Training for performance system Training for impact. However, these three models work on the assumption that training by itself would not improve the performance of employee or the organisation as emphasize must be on the analysis and evaluation phase. 2.8.1.The performance-base instruction Model Performance-base instruction (PBI) model was developed by Dale Brethower and Karolyn Smalley in 1998. The PBI model was specially designed to add value to individuals and organizations performance through which the gap between the novice and the excellent performance is reduced. Holton et al (2000) stated that the model is learner and organisation centered and seeing that there is an improvement in performance, it hereby adds value to the organization. Figure 2-Performance-Based Instruction Source: Brethower and Smalley (1998). The benefit of this systematic training approach is to enhance the high ratio of benefit to the high ratio of cost as it uses a systematic and efficient development process. Brethower and Smalley (1998) pointed out the application of the PBI model is put into practice through: (1) Guided observation, (2) Guided practice, (3) Demonstration of mastery. 2.8.2. Training for performance system The Training for performance system (TPS) model was initially developed by Richard A. Swason in 1978 which have begin with the composition of the ADDIE model as discussed previously and thus have expand one each phase to mitigate rigidity and shortcomings. Swason(2002) defined the TPS as a process for the development of human expertise for the purpose of improving individual, organizational and process performance. Normally, the TPS analyzes the requirement for basic organisational performance and also deal with the development of the expertise in the field of knowledge work and system work. Figure 3 Training for Performance System, Source: Swanson (2002). TPS give rise to a systematic training model with the potential to produce outstanding outcomes in the training environment for all content. Thus this is accomplished in 2 ways: The traditional 5 phases of training is supported by a solid leadership function. The basis of leadership includes the tasks of: Championing the training and development mission and goals of training, Managing the training and development process, Ensuring the continuous improvement of the process. Each phase is divided into two specific steps which further describe the major processes that make up the phase which is backed up by a an easy-to-use support system for every step. The analysis phases (Swanson, 1996) and the evaluation phase (Swanson, 1996; Swanson Holton, 1999) in the TPS model is emphasis as being the key to success. 2.8.3. Training for impact model This model links training with the specific goal of an organization. That is, the need that drives the request for training is identified in the organization. This model helps the trainer to document their training efforts. The Training for impact model states a mandatory need assessment. That is, the business result expected to take place from the improvements are recognized on the front end. This model helps the Human Resource Development (HRD) professional to focus on the requirement and delivery for the improvement in skills and knowledge whereas, management to focus on the needs required in the working environment to support new skills or knowledge. Then, the results must be measured. (Cowell et al, 2006). Figure 4-Training for impact Source: Robinson and Robinson (1989). Robinson and Robinson (1989) outlined 12 steps of progression through the Training-for-impact model. Step 1: Identify business need and client: This means that training should help in maximizing opportunities, and thus be more projects driven than curriculum base. Step 2: Form a collaborative relationship with client: the learning experience and work environment us examined. Step 3: conduct initial project meeting: This is a key step in the training process. Step 4: Conduct Performance effectiveness assessment: Front-end assessment is mandatory as it identifies. What gap exists? What should be? What should not be? What is the difference between the two? Step 5: Conduct cause analysis: In this step the cause of the gap that exists should be identified. Steps 6 and 7: tabulate, interpret and report results to the client: the HRD manager must present the result in a way to encourage management to take expected action. Step 8: design the reaction and learning evaluation system: In this step, the reaction evaluation that is, receiving information from participant and learning evaluation that is, assessment of the degree of skill and knowledge which have been learn should be designed. Step 9: design tracking system: The behavioural, non-observable and operational results should be identified clearly and must be specific to allow measurement. Step 10: conduct training: maximum impact to the organisation is assured because of the time and efforts devoted in the need assessment. Step 11: collect, tabulate and interpret evaluation and tracking data: comparison of the date collected with the base data for evaluation of outcome evidence. Step 12: report to the client: the results from all evaluation with emphasis on tracking studies should be reported. Clients will assist with evaluation and follow up actions. 2.9. The Systematic training process 2.9.1. Training needs analysis The analysis phase was originally based on the understanding that training was needed and that analyzing the content was the starting point. Goldstein (1986) described needs assessment as an effort to analyse and diagnose the organization, task and person, to determine if a cure is necessary and what cure is most likely to produce the desired results. Needs analysis is a systematic attempt to identify current and future organizational problems. (Anderson, 1993; Roscoe, 1995). Training need analysis is a process of determining what ought to be (goals) and assessing the amount of discrepancy between what ought to be and what actually is (needs). (Briggs, Gustafson and Tillman, 1991). The purpose of a training needs analysis is to close the gap between the actual and desired situations by determining discrepancies in outcomes, placing them in order of priority and selecting the most important for closure or reduction. (Rothwell and Kazanas, 1998). It is important to carry out training needs analysis before organizing any training activities as it guaranteed the success of the activities. The analysis ensures synergy among the learning need of individual and quest for effectiveness, job performance and strategic organisational development. (Potter et al., 2003) Normally the TNA refers to the process of examining needs for training in order to determine how they might actually be met. It attempt to define gaps between what people know and can do and what they should know and be able to do. To gain a meaningful analysis, it is crucial to use the system approach. Following certain steps will be beneficial as it provide direction and focus in the process. As such, it provides a framework within which to work and to report results to management. The steps that are normally used to analyse training needs are as follows: Step 1: Perform a gap analysis Step 2: Identify priorities and importance Step 3: Identify causes of performance problems and/or opportunities Step 4: Identify possible solutions and growth opportunities Step 5: Present your findings A Training Needs Assessment is normally conducted so as to determine what the actual performance problem(s) is (are) (Rossett, 1999). However, in some cases, a problem is not due to the of lack in instruction but to deficiencies within the job structure or environment (Clark, 1999). 2.9.2. Designing the training program The next step consists of designing the training program. It is imperative for organisations to realize while designing the program that is equally important to consider what trainees should know or be able to do after the training is complete. One thing that should be considered before designing the training program us what the program is to accomplish, that is the objectives. Without knowing what the program is to accomplish it is very difficult to design the program. 2.9.2.1. Determining training objectives and training plan After the need analysis, it becomes easier to establish training objectives and to determine what the learners must be able to perform after the training program. However, Mckenna and Beech (2002) stated the importance for a sound basis to be established for other elements of Human Resource Management practice such as performance management, reward management combined with training and development. That is, training and development itself cannot help in the total development of employee without the complement of appraisal and motivation. 2.9.2.2. Determine the content Once, attainable and measurable objectives have been set, it is crucial to determine the content. This can be either a complete training program or ne task only. In the content details of the course content and time, resources required, method of training, who should do the training and who should be trained information should be available. 2.9.2.3. Implementing training The success of the training program totally depends on how well it is implemented. The establishment of a suitable learning environment is one of the most important elements determining the success of the training provided. There should be the right provision for the availability of training facilities as such trainers will be able to gain the interest of the audience, maximize understanding and participation. The method of training used is normally based on the identified needs, training objectives, an understanding on part of the trainees, resources available and the awareness of the learning principle. The most popular training and development techniques used by organizations can be classified as either on the job training and off the job training. (DeCouza et al, 1996) On the job training This is the most widely use method of training as it is simple and less costly to operate. It is normally conducted at the work site and in context of the actual job. Here, there is a close collaboration between the trainer and learner. There are 3 common methods used for on the job training are: learning by doing, mentoring, and shadowing and job rotation. Off the job training Off the job training involves employees taking training course away from their place of work. It might also be provided by the organsation training department or by external providers. The training methods are: Lectures Demonstration Role play Case study Demonstration 2.9.3. Evaluation of training program A review of literature on evaluation of training was conducted to identify methods of effectiveness evaluation for training programs. Upon checking the effectiveness of training, Kenny et al (1992) stated that both during and after the completion of the training, it must be reviewed by training officers, the line manager and if required by the trainee also. Evaluation helps to measure the cost benefits of the training program not only based on the achievement of its laid down objectives. Phillips (1991) defined evaluation as a systematic process to determine the worth, value, or meaning of something whereas, Holli and Calabrese (1998) defined evaluation as contrast of an observed value or a standard quality or criteria of comparison. Therefore, Evaluation is the process of forming value decision about the quality of programs, products, and goals. 2.9.3.1. Methods of training effectiveness evaluation Training can be evaluated in several ways. Beardwell and Holden (1993) have cited some of these methods as follows: Questionnaires : this is the most common approach of obtaining responses about the training program from the trainee. Tests : An important evaluation program for measuring learning. This help to show the change in skills, knowledge or ability of the trainee attribute from the program. These are common on formal courses. Structured exercises : this provides the opportunities to apply the learned skills and techniques under observation of evaluators. Interviews : this is a direct way of gathering information from trainees. This can be formal and informal; individual or group, face to face or by telephone. 2.9.3.2. Approaches to evaluation of training Upon the definition of evaluation, the Kirkpatrick Model was the most commonly reported model. Phillips (1991) pointed out that the Kirkpatrick Model was one of the most well known frameworks for the classification of evaluation areas. This was confirmed by America Society for Training and Development (ASTD) in 1997 when carrying a survey on human resource development. 2.9.2.3. The Kirkpatrick Model: Level one : reaction Level two : Learning Level three : Behavior Level 4 : Results Level one: Reaction Normally, stakeholder reactions provide useful insight into factors that contribute to learner motivation and satisfaction but do not directly measure training results. Typically, reaction data includes the learn ability data collected from trainees and teach ability data collected from trainers. Level 2: Learning The determination of the learning gain is an essential measure. Did the training programs achieve its objectives? Have the trainees mastered the knowledge, skills and attitudes at which the training was directed? If the training does not result in learning, training has no value to an organization. However, there are ample evidences that learning from training is often quickly lost or not transferred to the job in a way that improves employee performance. Therefore, measuring learning alone does not provide adequate evidence of trainings value to the organisation. (Collins, 2002; Dionne, 1996). Level 3: Behaviour It is argued the trainee work performance is the most meaningful and critical factor in judging the training effectiveness. That is, it determines the extent to which changes in behaviour and job performance have occurred as a result of the training event and also involves both the employees and managers evaluation of changes in job related activities. Level 4: Results Finally, the impact of the training event on the organisation performance is measures as it is views as many or equals to more important than individuals work performance. However, organisational performance can only be achieved through individual performance. 2.10.Training and Employees Performance Overview The quality of the workforce and their development through training are key factors in determining long term profitability and the optimum performance of organisations. Therefore, to hire and retain quality employees, it is crucial to invest in their development of their skills, knowledge and abilities so that the individual and eventually the organizations performance can increase. Traditionally, training is given to new employees only. However, this is a mistake as ongoing training for existing employees helps them to adjust to changing job requirement quickly. Figure 5-Bramleys individual model of training Source:Swart et al(2005) The model in general assumes that employee knowledge, skills and attitudes will change by the adoption of a training program; however, this does not always end in that way. If the employee believes, there is an improvement in his knowledge and skills; then it may be safe to also assume that, there will be an increase in the persons individual performance. Through training the persons competencies will be reinforced and will enable him or her to execute the tasks assigned effectively and efficiently. As a result, according to the model, there will be an increase in the overall performance of the organization. Nevertheless, individual job performance is also influenced by the culture and the structure of the organization, by the job design, the reward systems used to motivate employees and the power and politics that exist in the organization and the group processes. Individuals may not achieve their goals and thus not perform well, due to problems associated with the reasons above and not necessarily due to lack of skills. Wright and Geroy (2001), argued to ensure training effectiveness, certain issues must be taken into account. Management style may need to change and training also, has to fit with the culture of the organization. Some companies may offer training programs that, the organization itself is not prepared to accept the ensuing changes. Besides, Eisenberger et al. (1986) proposed that employees are more likely to become committed to an organization, if they believe that the organization is committed to them and management should make efforts to create a positive work environment. Managers, also have the responsibility, to ascertain which factors inhibit effectiveness and make the appropriate decisions, to ameliorate the situation (Swart et al., 2005). Although in theory training seems to increase organizational performance, in actuality the evidence for such a claim is scant. Bartel (1994), in a survey 2.11. Performance Management Definition of performance management Fisher et al (2003) defined performance management as the integration of performance appraisal systems with broader human resource systems as a means of aligning employees work behaviors with organizational goals. Performance management should be an ongoing, interactive process that is designed to enhance employee capability and facilitate productivity. 2.11.1 Criteria for assessing employees performance Productivity Productivity can be said to be the raison dà ªtre of management. According to Armstrong (1999) productivity represents the output of goods and services that can be obtained from a given input of employees. The sources of productivity gains includes (Schiller, 2002) Higher skills- increase in the skills of labour More capital- An increase in the ratio of capital to labor Improved management- better use of available resources in the process. Technological advancement- development and use of better capital equipment. Training leads to the development of higher skill and thus impacts on employee performance. The focus is that employee will not perform better at work no matter how hard they try and regardless of how they want until they know what they are supposed to do and how they are supposed to do it (Zaccarelli, 1997). Productivity is one of the most important elements for assessing employee performance. Motivation and Job Satisfaction Job satisfaction refers to an employees overall assessment of his or her work and work-related experiences, which is influenced by an individuals values, ideals and belief.( Baron, 1976; Chan et al., 2004). Research has been reporting job satisfaction as an important predictor of several critical negative and positive work outcomes. Job satisfaction is a very important motivator for employees performance and has been found to inversely relate to turnover.(Mak and Sockel, 1999; Rust et al., 1996). On the other hand, the offering talented employees training to retain them on their current job function and allowing them to learn to new skills can be utilized to improve employee satisfaction within the organisation (Rice et al, 1991). Evidence suggest that suggests that training is more likely to have a positive impact on employee satisfaction where the employers develop formal, structured approaches to training that link skill formation to job tenure, career progression, recognition and rewards (Heyes and Stuart, 1994). Therefore, these factors lead to the employee being happy and thus performance better. Level of customers satisfaction There is a positive relationship between happy employees and satisfied customers. It would seem that if people feel good about their jobs, their happiness would be reflected in the quality of their work and in positive feedback from their customers. People are an integral part of customer relationship management as it is not just about technology. However, unless the employee is trained and empowered to manage the customer base within the correct organisational structure there will be an impact on the success of the implementation. Employees need to work at the levels of their abilities and have responsibilities commensurate with these if they are not to feel under-utilized which can lead to dissatisfaction. Staff members who manage customers are usually capable of much more than they are asked to do. That is why policies that empower your staff to manage customers better work so well (Stone et al., 2000). Degree of Coordination Coordination is a part of all organizations that have a certain degree of specialization or differentiation among their parts, commanding some sort of coordinated effort across them. A mechanism of coordination can be considered any administrative tool used for achieving integration among different units within an organization. Coordination as compared with control should be less direct and less costly (Cray, 1984). The greater the level of interdependence within the organization, the greater the need for integration. Employees are assessed on the relationship between department and colleagues. Relationship management is very crucial in any orgnisation as it is a social arrangement where all people work together to achieve common goal. Commitment towards the organisation Commitment is a very important concept as it helps to enhance performance of employees. Employees who feel committed to their organisation are more valued and thus perform better. As such investing in people is one important aspect which leads to organisational commitment. Employee may view an effective training experience as an indication that the company is willing to invest in them and cares about them; this, training may enhance their commitment to the organization(Tannenbaum et al., 1991) References Stone, M., Woodcock, N. and Mactynger, E. (2000) Customer Relationship Marketing, Kogan Page, London. Cray, D. (1984), Control and coordination in multinational corporations