Communication skills in a group interaction Essay

Communication is one of the most imperative things of being a human being. If we were not able to communicate, we would not be able to interact with others; therefore we would most likely be unsuccessful in leading our lives to their full potential. There are two types of communication, which are verbal and non verbal. So we can use our voice along with non verbal communication like your eyes, gestures and voice tone to name a few. Everything that we do can give off a positive or negative vibe about yourself, which could potentially enhance or worsen communication. LOOKING AT EFFECTIVE COMMUNICATION The job of a health and social care worker is to enhance the quality of people’s lives. They must allow the clients to be in control and independent. This is why it is imperative that care workers are aware of what demands the clients have on them, and the appropriate communication skills they need to use to improve their life. Abraham Maslow theory which said ‘the goal of ones life was person growth’ would show that everyone should aim to develop their own ability and potential. However, before this stage can take place there are such things which need to be taken into account, the main thing would be ‘deficiency needs’. see more:explain how distress may affect the way an individual communicates These have been put into a pyramid which is shown below: It is important for any health and social worker to posses certain vital skills. They need to understand how important it is to communicate and interact with other, along with knowing and understanding their own individual needs. Basically Maslow (1) theory is explaining how an individual person should strive to develop their individual ability and potential. Before the individual can develop their own potential the levels in the pyramid will need to be met. This deficiency needs play a role in fulfilling individual needs, and it is therefore it is imperative that social and health workers are fully aware of these deficiency needs. Communication that takes place in an early years setting has to that of a high standard to enhance the potential of the clients, especially when working with children because they tend to pick up on things much easier. Therefore teachers need to be trained, so they are fully aware of all their communication skills they use, this even means from the way they dress to the manner in which they speak to the children. Everything has to be adapted to the client’s level, like the manner in which they talk. Usually they would talk with some degree of difficult language; however they simply cannot talk to the children how they would a fellow member of staff. They constantly need to change from one role to another, and they need to make sure that this does not become mixed up. COMMUNICATION WITHIN A GROUP SITUATION Communication skills within a group interaction are just as imperative as communication on a one to one basis. A set of people in today’s language is considered as a ‘group’. A member of a group may posses the sense of belonging and this gives the members of a particular group and ‘group feeling’. This group feeling is sometimes known and described as a group identity. This occurs in a caring, or working situation where people belong together and would identify the as belonging in a group. There are two types of groups, primary and secondary, which have been identified by social scientists. The is thought that a primary group of people are that of people who know each other and feel that they belong together while as the secondary group is people who only have something in common. A primary group in care tend to share the subsequent features; Some groups require a lot of team leadership or effort before they are able to work well together; however there are groups, which naturally come together, and this enables them to work well. There have been many theorists, which have studied the way people start to work together. People need to get to know each other and learn about them before a group can have a sense of belonging. It is also thought that ever group goes through a period in which the group struggles before they unite and work effectively together. One of the well-known theorists in which to explain the stages was that of Tuckman (1965). Tuckman suggests that most groups go through a process involving four stages before they can become effective. (1) * Forming- this is the first stage of group formation. The introductory stage is most likely to happen when group members first get together. There may be some people who are unsure of the reasons why they are attending the meeting and the purpose of the group may not be clear and at times prejudice and stereotyping may occur and be expressed within this stage. Storming – within the group a ‘power struggle’ may occur, this is where individuals will contest against each other for the role of leader of the group. Arguments may occur over how the group should work, who should perform certain tasks. Some groups can fail within stage two or individuals within this group may decide to leave as the do not feel comfortable within the group. Within a working group, this can occur and staff will sometimes refuse to communicate with certain members of the group, this is known as group storming. Norming – common beliefs or norms can be developed within the group at this stage. People are now beginning to trust each other more and have now developed clear roles for each other. Norms are the shared expectations of the group on one another. These norms enable the group to be able to work together. * Performing – the group can now start to perform well because the group shares the same values and norms. People may feel that they are comfortable and belong to the group, and the group morale may be high, which contributes positively to the group. GROUP SEATING PLANS: Sometimes it is noticeable on the way in which the group sits are stands to whether it is in it ‘performing stage’ or it is working as a successful interaction as a group. If you are working within a group discussion it is imperative that all the participants of that interaction are made aware of one another and they can see and hear all the other participants. This is why the circle is one of the favourable seating patterns because all the participants’ faces can be seen in this structure and the body language is clearer. This can help to promote the interaction and skills used within the communication. Being seated within a circle may sometimes suggest to the participants that everyone is equal to each other. However there are many other seating patterns which can be structured in a way to suit specific interactions. For example a carer or teacher may like to sit within the circle half way, or in the front of a half circle. This will give out the message that all of the participants are equal however the carer or teacher will be taking the lead role of the interaction. MY GROUP INTERACTION: Where my interaction took place: For my group communication, I have decided to revisit my school which I had previously looked at whilst doing communication skills within an early year setting. My school that I will be revisiting is Buxton County Primary school. I would like to do my group communication with class 2 because I feel that it is an appropriate task to do with them, although I think that reception class is a bit too young. My interaction took place with 6 pupils, within class time. I decided to make Thank you cards with them, because it was just after Christmas and I feel that this task is suitable. Purpose of my interaction: The purpose of my group interaction with the group was to promote interaction between the pupils and also with the members of the group. I am also looking to show an observer some of the communication skills I have learnt, and also to show that they are valuable and in a group situation, successful. The group were working together to produce Thank you cards for their family, and sharing their ideas to help others. I wanted the children to be able to help each other to make the cards and choosing the individual materials, which were needed to make their cards. I also would like to make this a fun activity for the children, in which they will get some learning experience out of too. I am also hoping that the pupils will be willing to ask me questions about the activity and that I will be able to give sufficient answers. Mrs Paterson (the classroom teacher) decided to choose five pupils in which I was going to work on my selected activity with. Mrs Paterson said that she chose children which she knew had previously worked together, and have been successful in interacting with each other. I think that this would be quite helpful for me because there was a smaller likelihood of misbehaving in the interaction. Setting and layout: My interaction took place within the year 2 classroom at Buxton Primary School. I decided to do it within class time, so there were no irregularities to the children’s timetable. The classroom was brightly coloured, with lots of pictures, posters, art work, cards and writing the children had done themselves.

Quantitative Methods for Finance and Investment Essay

University of Bristol – School of Economics, Finance and Management QUANTITATIVE METHODS FOR FINANCE AND INVESTMENT (EFIMM005) Review Questions Question 1: Concepts a. Deï ¬ ne a stochastic process. Give an example in Finance of a quantity that can be modelled as a stochastic process. b. Deï ¬ ne a stationary stochastic process. c. Consider a stochastic process {Yt , t = 1, .., T }. Deï ¬ ne the partial autocorrelation function (pacf) associated to this process. d. Explain the diï ¬â‚¬erence between estimator and estimate. e. Let {Ut , t = 1, .., T } be a mean zero white noise process. What is the value of pacf at lag 2 for the process Yt = .5Yt−1 + Ut ? f. Explain the diï ¬â‚¬erence between the autocovariance function and the sample autocovariance function. Question 2: Application The capital asset pricing model (CAPM) can be written as E(Rjt |Rmt , Rf t ) = Rf t + ÃŽ ²j (Rmt − Rf t ), where Rjt is the net return of security j at period t, Rmt is the return on a market portfolio proxy, and Rf t is the return on a risk-free proxy. The coeï ¬Æ'cient ÃŽ ²j is the CAPM beta for security j. Suppose that you have estimated ÃŽ ²j by ordinary least squares and found that the estimated value was 1.37 with standard deviation 2.6. based on 3665 observations. a. A city analyst has told you that security j closely follows the market, in the sense that security j is equally risky, on average, to the market portfolio. Perform a 5% signiï ¬ cance level test of hypothesis to determine whether data support the analysts claim. b. Are hypotheses tested concerning the value of ÃŽ ²j or its estimated values? Question 3: Techniques Consider the moving average process: Yt = ÃŽ µt + ÃŽ ¸1 ÃŽ µt−1 + ÃŽ ¸12 ÃŽ µt−12 with {ÃŽ µt }T a mean zero white noise process with variance ÏÆ' 2 > 0. t=0 a. Calculate the mean of Yt . b. Calculate the variance of Yt . c. Calculate the autocovariance function of {Yt }T . t=a T =120 d. Assume that {yt }t=1 represents the monthly tons of ice cream sold in the UK between Oct. 2001 and Oct. 2012. What type of dependence can the term ÃŽ ¸12 ÃŽ µt−12 capture? 1

The role of government in a free market economy Essay

The role of government in a free market economy - Essay Example The transaction between the buyer and seller fosters cohesion and a free market. Competitive and free economies allow sellers to meet customers’ demands according to their likings and distribute inputs among manufacturers. Division of labor is important in an organization because it facilitates a balance in the economy to reduce the cost of production (Mathur par 2). The government plays a critical role in a free economy by proving a legal framework of enforcing contracts and resolving contractual disputes. The government also protects individual rights to property and establishes a sound economic environment by proving a stable trading currency. The government also provides public goods such as schools, hospitals and street lighting that would be costly for the private sector to provide in a market economy. The government also corrects the market failures such as economic downturns and external costs like air pollution. The government maintains the competition in the free mar ket economy through regulating the activities of monopolies and stabilizes the national economy by regulating the unemployment level, the inflation rate and enhancing the rate of economic growth. The government taxation policies also help in redistributing income in the economy by taxing the rich heavily and using the taxes to provide social services to the low income citizens. A free market elevates the overall economy of a country, but there are unfortunate situations when a free market has dysfunctions. Economists term these circumstances as market failure (Mathur par 3). Market failure occurs due to monopoly power, environmental pollution by manufacturers, common property resources, misinformation and risky business ventures. Market failure prompts the government to intervene by enabling the functioning and fluidity of these small markets. The role of government in free markets is to design, enact and finally implement reasonable market policies and laws that ensure customers an d sellers’ rights to buy, sell and own property under positive rates and trading environment. Government requires the cooperation of all free markets to improve the living standards of citizens. Private sectors that continue to improve the overall economy are fully supported by the government and their clients. The government develops institutional and democratic economic structures that guarantee strong and stable economic, political, social and environmental aspects of the country. Regulation of monopolies Monopoly power implies that a single of few manufacturers and sellers control the whole market. The entrepreneurs that control the whole market are referred to as monopolists. They restrict the production of goods and services and charge high rates. Monopolists have the ultimate control of the market thus facilitating the foreclosure of small businesses and gaining the competitive advantage. The government intervenes by creating antitrust laws that split or cease the mono polistic practices (Mathur par 4). Regulating these monopolies promotes the interest of other small-scale business communities and the public. Gas and electric services in the U.S were previously controlled by private sectors. Electricity and gas are essential in running businesses, travelling, cooking, building and construction, medical practices, water and

Qualitative Article Critique Essay Example | Topics and Well Written Essays - 1500 words

Qualitative Article Critique - Essay Example 2718). b. Research Problem As the topic of the journal article clearly suggests, it is very important for nurses to acquire excellent skills regarding the understanding of the patients’ problems and devising solutions to counter those problems. Many researchers (e.g. Hardy & Smith 2008; Pardue 1987; Mattingly 1991) have studied the importance of clinical judgments and have found that clinical decision making is becoming a significant part of today’s health care. Thompson et al. (2004), in their research, also affirm that the nurses’ â€Å"decisions have important implications for patient outcomes†. How clinicians process patients’ and their diseases’ information while giving serious consideration to psychosocial issues is the research problem the author has brought forward. According to him, the â€Å"current theoretical explanations of clinical judgement† are â€Å"incomplete† (p. 2711) because these do not talk about the psych osocial issues that should be involved in clinical treatment. Since, past research has only focused on decision making for acute care hospital settings; hence, there was much need for a research that talked about clinical judgments from outpatient perspective where clinicians and patients both participate in the decision making process. The author has come up with a grounded theory study that suggests mutual intacting which involves such strategies that the health practitioners used in decision making while enabling the patients to actively engage in the process. This also helped improve the relationship between the practitioners and their patients. The problem statement very well goes with the title the author has suggested and has good scholastic importance. The problem can be well understood by an average reader and the research is not limited to the author’s own aptitudes and ideas. The abstract provides a brief but compact summary of the research and gives a good overvie w of the research’s aim, background, method, findings and conclusion. c. Research Questions/Hypotheses This research sought to test the hypothesis about how much important is the decision making ability or clinical judgment for nurses who are working at advanced clinical level in chronic and acute care outpatient contexts. The hypothesis was testable and explained the problem surely well by simultaneously giving significance to physician-patient relationship which the author referred to as psychosocial issues often ignored in the past literature. The author’s main research question was- what practice strategies are being and should be used by the practitioners to assist eliciting patient information and deciding on treatment interventions? What were the clinicians’ main concerns when making clinical judgements for the patient? and how did they resolve those concerns? 2. Review of the Literature The author has given an extensive review of literature citing other researchers’ works and explaining them in order to support the need to conduct this specific research. He has cited many researches which discuss the importance of clinical judgment in acute care hospitals or for critical care. The research works in this manner studied by the author came from Lajoie et al. (1998), Cioffi (2001), McCaughan et al. (2002), Bucknall (2003), Hoffman et al. (2004), Hancock & Easen (2006). The author has mentioned the work by Lauri & Salantara (1998) who conducted an empirical research and

English Eassy Essay Example | Topics and Well Written Essays - 500 words

English Eassy - Essay Example Undue influence is a major disastrous tool employed by authority and those in top position to block masses from thinking rationality. The possession of tools of transformation, analysis and evaluation by a rational thinker form the basis upon which a creative and critical thinker should be rated. Such features as inquisitiveness to ascertain finer details based on the analysis of a particular issue on questions are regarded as tools amplifying the ability by people to make independent decisions. This calls for a proper identification and understanding of a particular environment a person lives in terms of people and cultural practices. Culture has led to determent in decision made based on stereotype and superstition as people infer from deeply-rooted culture. The is mind cornered and enclosed thus blocked from developing open-mindedness to see solutions behind every challenge. The results are that people fall into circumstance motions. Foster rates real freedom as a conglomeration of attentiveness, exposed, discipline, caring to oneself and others as well as appreciating the need to sacrifice for others through own effort. In his book, â€Å"This is Water†, Foster illustrates; essential lonesomeness of a person, the significance of being positively adjusted and the difficulty of empathy as hindrance to attain freedom of mind. Wallace attaches high education to consciously think about meaning, perception of others and defines how to act when faced with situations. Based on this revelation, the researchers self-evaluation indicates that he is still cannot be rated as a conscious human. Education is viewed as a vessel to redefine individual culminating into sympathy and consciousness making one rated to have climaxed true freedom. Wallace alludes to three fish and water to explain the meaning of liberal arts as making one understand the importance of environment to freedom of mind (Wallace, 167). He calls for

3 Reseach articles Research Paper Example | Topics and Well Written Essays - 1000 words

3 Reseach articles - Research Paper Example All players were examined physically and underwent neuropsychological testing to establish baseline values. Players who sustained concussion, identified by failing tests requiring intact memory and orientation, were continuously assessed till its resolution. Players were repeatedly assessed at predetermined intervals by the similar neuropsychological tests used for baseline testing. The scores of neuropsychological tests and self reported symptoms of players were compared in both the groups using a between-subjects multivariate analysis of variance (MANOVA) (Macciocchi et al, 2001) . Additional statistical analysis was performed to compare scores of players experiencing 2 injuries after their first (T1) and second (T2) injuries to determine whether a second concussion led to a change in cognitive functioning. Additionally, scores were compared between players sustaining 2 concussions in close temporal proximity and players sustaining second injury over 2 or more seasons. Also, to examine the time related changes, pretest and posttest results of subjects with 2 concussions were analyzed with a within-subject MANOVA. Test results showed no significant difference between players with a single injury (S) and players who sustained 2 injuries, either at the time of their first injury or second injury. Players who sustained 2 injuries showed no significant differences in test scores after their first injury and second injury. Improvement in scores was seen in players after their second concussion as compared to pretest scores. Concussions significantly increased the number of symptom complaints at 24 hours and 5 days postinjury in both the groups, but symptoms were comparable to pretest levels by 10 days postinjury. The investigators concluded that there was no significant difference in the degree of neurocognitive impairment with 2 grade 1 concussive injuries sustained at least 2 weeks apart in

Coca Cola Companys Organization Challenges Essay - 1

Coca Cola Companys Organization Challenges - Essay Example The Coca Cola Co. is an American beverage corporation that is multinational. It delves in the manufacturing, retailing and marketing of non-alcoholic beverage drinks all over the world. It has its headquarters in Atlanta, Georgia (Anders, 2013 p 43). The multinational company is renowned for flagging the Coca-Cola product that was invented in 1889 by a pharmacist known as John Stith Pemberton. The formula of Coca-Cola was developed by Asa Griggs Candler in 1889 and has since then been discrete in the company. Coca-Cola Co. operates what is referred to as a franchised distribution system (Anders, 2013 p 43). The company is responsible for the production of the syrup concentrate that is sold and distributed to the numerous bottling companies spread all over the world that holds exclusive territories. Coca-Coca Co. happens to be an identifiable company. Being attractive is one of the superior strengths that it has. It happens to be known worldwide with a powerful brand. It has a clear logo that is also acknowledged with ease (Anders, 2013 p 47). With no doubt, there is no drink company that meets the heights of Coca-Cola’s social status. Some people buy Coke drink not because of its unique taste but because of the need to conform to the global society that uses Coke. In spite of these advantages, Coca-Cola Co. still encounters challenges. These setbacks are essentially a threat to the popularity and the expansion of the company. The challenges threaten the business. Loss of trust has been a recurrent problem that has rocked the Coca-Cola Co. for a very long time. Each day, the company strives to earn respect from the consumers (Anders, 2013 p 73).

Biochemistry and Medicine Information in Pharmacology Assignment

Biochemistry and Medicine Information in Pharmacology - Assignment Example AD brains are particularly marked by neurofibrillary tangles, amyloid plagues, neuronal cell loss, innate immune responses as well as a prominent activation of the glial cells. This paper critically investigates the potential relationship between Alzheimer’s disease, Beta-C kinins and brain-derived neurotrophic factor (BDNF) as well as their improvement on the cognitive function of patients. Numerous recent empirical studies suggest that the production of a class of brain-derived neurotrophic factor (BDNF) is significantly diminished among the patients suffering from Alzheimer’s disease. Generally, BDNF is normally produced in the entorhinal cortex area of the brain (the part involved with cognition and memory) throughout an individual’s life Honea et al., 2013). It is widely believed that the production of the brain-derived neurotrophic factor is particularly enhanced by beta-C kinins, a class of neuropharmacological molecules some of which include AB 123. Although the correlation between the lowered levels of BDNF and Alzheimer’s disease (AD) has not been effectively established, studies indicate that neurotrophic factors normally play a critical protective role against amyloid beta toxicity (Mattson, 2008, p.97). This is further supported by the growing number of scientific studies in Alzheimer’s disease that have revealed significant alterations in the immune responses including observable changes in the macrophage and lymphocyte distribution and activation. In a recent study conducted by Weinstein et al(2014), the researchers examined the levels of BDNF in 2131 healthy adults and then followed them for ten years. The results revealed that up to 50% individuals with the highest baseline levels of BDNF were less likely to develop dementia compared to their counterparts with the lowest levels of the molecule. It was concluded that a higher level of BDNF may protect against the occurrence of memory loss.

Why cinema should be allowed in saudi arabia Research Paper

Why cinema should be allowed in saudi arabia - Research Paper Example By 1917, 80 movies were produced in Egypt (Kraidy, 2007 pp.49). In Saudi Arabia, the production of cinema was not accepted until the 1960’s and 1970’s. This was after King Faisal dealt with the negative attitudes of the Muslim religious school in regards to film production. Even so, movie theaters are still not run in Saudi Arabia and this is because of the religious suspicions. In addition, the introduction of most Arabic Cinemas is due to the influence of foreign residents. The first film in Egypt took place in the year 1927 and was known as Leila (Fandy, 2003 pp 27). In addition, there are filmmakers in the Arab world including the qualified and skilled artists and technicians in the industry. Moreover, there is adequate equipment that is used for the production of a film. On the other hand, in some Arab countries the production of cinema is not encouraged or is very limited. Additionally, the first film in Syria took place in 1928 but by the year 1968, less than 20 films had been produced in the country. To support the film production industry some Arab countries like Syria and Egypt took crucial steps in the 1960’s to support the production of cinema (Kraidy & Joe, 2009 pp. 22). The government has not been supportive of the film industry. In 1980, the government banned the cinema industry and the entire cinemas operating at that particular time were closed (Dubai press, 2010). On the other hand, there is a huge possibility that the government will support the cinema industry. In addition, many government officials have been heard saying that they will lift the ban of the industry. Rumors were circulating in regards to the issue of film production but became true when the minister of labor of Saudi Arabia gave details on the processes and procedures that allow for the registration of cinema as well as obtain license in Saudi Arabia. Some of the

Fires Role in the Ecosystem Essay Example for Free

Fires Role in the Ecosystem Essay Scientists have studied forests and fires to determine the secret of Natures success in attaining this necessary balance. They have learned that a natural fire results from a certain fuel condition. Some forest types produce and accumulate fuels faster than others; some decompose fuels more readily than others. However, at some point in time, every forest type has fuel of the right quantity and quality for that forest to be ready to burn. In the past, forest fires would benefit the whole forest ecosystem because their frequency and intensity was determined by the systems natural readiness to burn. When there is a departure from the natural fire point, the ultimate, inevitable fire will be more severe. Fed by extraordinary amounts of fuel, a fires intensity may increase beyond the beneficial point for some parts of the ecosystem. Soils can be overheated and root systems damaged. Living tree crowns, as well as dead needles and branches, may be reduced to ashes. The Dilemma Scientists are studying things other than forests and fires things like population increases, wildlife needs, recreation needs and demands, increased hunting pressures, and a diminishing natural resource base. Obviously, all forest fires cannot be permitted to burn uncontrolled according to the whimsical dictates of lightning strikes or the carelessness of humans. Yet, in attempting to protect these forest values, the powerful role of fire has almost disappeared from the ecosystem it once shaped and created. The inevitable release of natural energy is only postponed-the probability of a devastating wildfire is increased. How, then, can the powerful force of fire be used in a way that cooperates, not conflicts, with nature? No Simple Solution Periodic natural fires prevent the heavy buildup of fuel which, when ignited, can harm our forests and ecosystems. Controlling fires in accordance with Natures scheme must be based on fuel management. There is no general prescription or formula for controlling fuels. Forested sites differ, and objectives range from essentially unmanaged wilderness to intensively managed recreation areas. However, in areas where the forest management  objectives require maintaining or reproducing forest or other natural communities natures method fire is a valuable and effective fuel management tool. Fires natural role in reducing fuels is partly replaced in timber-producing areas by the harvest and removal of wood products. However, slash, resulting from these activities, creates another fuel problem. Better use of harvested wood is one answer fire is another. Controlled burning of non useable slash further reduces the fuel load and provides nutrients for the plants and animals that inhabit the area. The technical and scientific refinement of ways to use fire as a management tool has been a major subject of forest research. Scientists are focusing on forest fuel chemistry, fire behavior, meteorology, and other fields to best determine when, where, and how excess fuels are to be burned. Only in the last century has fire in the forest been viewed as a monster. We are now beginning to realize that fire is a natural agent essential for maintaining the natural ecosystems of Florida. Fire is neither all good nor all bad. It is natural. It is powerful. In the proper places, in the right hands, at the right times, fire can be an asset and an ally. To employ fire as a useful friend is much more logical than confronting it as an enemy. Fire is a significant force in the forest environment. Depending upon specific land management objective, plus a host of environmental variables, fire will sometimes be an enemy, at times a friend, and frequently its effects will be mixed between the two extremes. To extend knowledge of fires role in Florida forests, this publication has been developed from scientific literature review and observations by experienced personnel. To be most useful, the general principles that follow must be localized to specific environments or management units in that way, in-depth knowledge of fire can be used to enhance productivity of the earths ecosystems in all their infinite variety. One great truth of this environmental age is that it is far better to complement natural systems than to manipulate them for single-purpose gain. It is through recognition of ecological interrelationships that we can best manage natural resources for the public good. Ignorance of ecological interrelationships is no excuse for land management errors. To meet future  environmental demands, land managers must build uncommon strength in all three fire activities: prevention, protection, and fire prescribed for ecological benefits. Fire management, in full partnership with other environmental factors, is necessary for quality land management. The Two Faces of Fire The Monster Uncontrolled wildfire raging through a forest can have disastrous effects. Healthy trees are reduced to blackened snags; shrubs that provided food and cover for wildfire become ashes; under the intense heat some soil nutrients are vaporized and become airborne in clouds of choking smoke. Ash falls on rooftops, window sills, and darkens clothes drying outdoors in nearby towns. Where people once enjoyed a green, scenic landscape, they see a stark, gray landscape. A forest has been grossly changed; the web of life it encompassed and nurtured has been broken. Here, fire has shown its mastery over the land and has behaved as a monster. The Friend Think about fire for a moment. If you have warmed your hands in its welcomed heat and enjoyed its friendly light, you know that all fire is not the raging holocaust. Fire, along with air, water, and earth, is a basic environmental factor. We do not judge air as bad because of periodic, destructive hurricanes. We are drawn to water rather than avoiding it despite its potential to cause devastating floods. We do not fear the earth though we know that forces beyond our control can cause it to quake and slide. Fire, no less than air and water, has been a natural directing force in human evolution and the earth we inhabit. History indicates that humans learned to use and control fire. Fire was, perhaps, our first tool. Yet today the acceptance of fire in the forest seems basically contrary to our beliefs in modern times. Perhaps we feel we have progressed beyond the need for direct dependence on this natural force. Or maybe we simply do not know and understand it any longer. Lightning In the Making Continued sunny and warm except for isolated afternoon or evening thunderstorms. Thirty percent chance of rain. This is a familiar midsummer  weather forecast in Florida. From over the Atlantic Ocean and the Gulf of Mexico, air   masses directly affect Floridas weather. Warm air is lifted high into cool, upper air layers. The cooling of this rising air causes its moisture to condense and clouds to form. Moisture droplets form in the upper; cold parts of the clouds. When they reach a certain size, the droplets begin to fall earthward, away from the influence of the cold air back into warm, uplifting currents. The droplets may again vaporize and be lifted even higher into the upper air layers. A repeated cycle of warming, lifting, and cooling causes the buildup of tall columns of billowy clouds. The bases of the clouds may be 3,000 feet above sea level the tops of the cloud columns develop upward to levels of 60,000 feet. The Ignition Source Inside the clouds electrical charges build up and separate into positive and negative centers. The upper portion of the cloud becomes positively charged and the lower portion becomes negatively charged. The negative charge near the cloud base induces a positive charge on the ground a reversal of the fair weather pattern when the ground charge is negative. Potential gradients between positive and negative centers, with some assistance from friction caused by falling water droplets, lead to those large sparks known as lightning discharges. Cloud-to-ground lightning is usually a discharge between the negative lower portion of the cloud and the positive charge on the ground. Most thunderstorms in Florida are accompanied by rain. Lightning fires occur when the lightning bolt strikes outside the area of rainfall or it ignites dry fuels that smolder through the rain shower and begin to burn as the area dries out following the shower. Energy to Use or Burn From a distance, pines and other vegetation look fresh and green. Close inspection reveals that the greenness is a shell enveloping a core of dry needles, twigs, and branches. In the needled or leafy part of the tree, known as the crown, growth occurs at the branch tips, so the youngest, greenest parts are always around the outside edges. Here, photosynthesis occurs. Photosynthesis is the major function of every green plant. It is the process by which light energy from the sun is converted to a form of energy that can be stored and used by the plant. Generally, the conversion is to  chemical energy and involves the formation of a series of complex organic compounds. Some of the compounds impart the piney odors we enjoy in forests. What we cannot tell from their pleasant aroma is that these compounds are very flammable. Once stored, the energy can be used in different ways. For example, it can be used by the plant to produce wood or grow more needles in which more energy conversion will take place. It can be used as a source of food by animals that browse the leaves and twigs where the compounds are stored. The energy can also be used to produce seed to germinate and produce another plant. This energy storing process takes place with shrubs and grasses as well as trees; photosynthesis and the energy conversions and transfers that occur are complex, but the result is clear enough: during one growing season in one acre of forest, enough sun energy is converted and stored in plant material to equal the energy reservoir in 300 gallons of gasoline. Fire and the Forest We often regard fire as an agent of destruction, but to Nature, it is an agent of necessary change. Fire changes one form of energy to another. Green plants change light energy to chemical energy, fire changes chemical energy to heat energy. Fire breaks down complex organic molecules to smaller ones the same thing that occurs when we digest food. The protein in a piece of meat cannot be used directly by the human body to build cells and tissues. We must eat the meat before large protein molecules can be broken down to smaller amino acid molecules, recycled through our bodies, and rebuilt into human tissue. When a fire changes a log to ash, nutrients bound in chemical compounds are released and changed to a form that is more water soluble. In this soluble form, nutrients percolating into the soil are again usable in the growth of other plants. Fire also effects a more visible change. Ash and nutrients occupy less space than trees and shrubs. By creating openings in forests, fire changes space relationships. Species that remain in these openings may be fire tolerant. Other species that cannot withstand fire are eliminated. Thus, fire changes both the composition and the density of the forest. This change will remain for several years and affect the fuels available during the next burning cycle. Scientists who study plant and  animal relationships tell us that forests in this part of the country owe their existence and continued presence to a long history of periodic fires. This association of some tree and shrub species with fire is an example of adaptation. Forests in Florida have existed here for at least 12,000 years. During that time, thousands of fires occurred annually. Plant species that survived these fires did so because of special features or characteristics they possessed. Plant species lacking these features were eliminated from frequently burned areas; their distribution has been confined to areas where fires are less likely to occur, moist areas such as bays, swamps, and creek bottoms. Fires, like many natural events, are somewhat cyclic. The cycle is governed by conditions such as general climate, topography, soil type, existing vegetation, and other factors. Accordingly, the repeatability of the cycle varies. Before 1900, fire-susceptible areas probably had fires every 3 to 10 years. In areas less likely to burn, the cycle may repeat every 10 to 100 years. Cyclic, recurrent fires of the past 12,000 years were important agents of selection in determining plant species and distribution in Florida. Trees Born of Fire Special adaptive features have allowed some plants to survive naturally occurring fire. Adult southern pines have a thick bark that insulates the inner, living tissues from fires heat. Longleaf pine is so fire resistant that some trees almost always escape fires injurious effects. These trees become seed trees for the reforestation of a burned area. Sand pine exhibits yet another adaptation for coping with fire. Sand pine cones remain closed until a fires intense heat opens the cone and allows the seeds to fall out. Seeds of cone-bearing trees that persist in fire-susceptible areas sprout and grow best under conditions created by fire: soil free from litter, an increased nutrient reserve, plus open areas with plenty of sunlight. In contrast, species less adapted to fire, such as oaks, gums, cypress, and cedar do not usually reseed a burned area directly. Seedlings of these species prefer partial shade and plenty of moisture. Generally, they will reestablish only after some other type vegetation is present. The Changing Natural fires keep Floridas forests dynamic, diverse, and beautiful. Florida was named by the early explorers because of the abundance of wildflowers in  areas kept open by frequent fires. Historically, timber stands were replaced by young trees; sometimes one type of forest was replaced by another. Changes in tree cover occur together with even more encompassing changes because a forest is more than just trees. A forest displays interdependence, interrelationships, and competition among trees, shrubs, flowers, grasses, big and little animals, soils, microbes, minerals and nutrients in soils, and the air pervading and surrounding all of these. A forest is a complex life system. Each part has a place and a function in its organization an organization called the forest ecosystem. Because all parts of the system are interrelated, no one part can change without a widespread effect throughout the entire system. Forest fires affect more than trees. Fire-caused changes in ecosystems result in both stress and relief to plant and animal life both to individuals and to whole plant and animal communities. Thousands of years of natural fires achieved a dynamic balance between the stresses and relief. The fire-adapted pine forests thrived over vast areas. They provided habitat for hundreds of species of grasses and wildflowers, as well as dozens of animal species. All these species would quickly begin to decline in number and health and eventually disappear completely if fire is excluded. Fires Role in the Ecosystem A Balancing Act Scientists have studied forests and fires to determine the secret of Natures success in attaining this necessary balance. They have learned that a natural fire results from a certain fuel condition. Some forest types produce and accumulate fuels faster than others; some decompose fuels more readily than others. However, at some point in time, every forest type has fuel of the right quantity and quality for that forest to be ready to burn. In the past, forest fires would benefit the whole forest ecosystem because their frequency and intensity was determined by the systems natural readiness to burn. When there is a departure from the natural fire point, the ultimate, inevitable fire will be more severe. Fed by extraordinary amounts of fuel, a fires intensity may increase beyond the beneficial point for some parts of the ecosystem. Soils can be overheated and root systems damaged. Living tree crowns, as well as dead needles and branches, may be reduced to ashes. The Dilemma Scientists are studying things other than forests and fires things like population increases, wildlife needs, recreation needs and demands, increased hunting pressures, and a diminishing natural resource base. Obviously, all forest fires cannot be permitted to burn uncontrolled according to the whimsical dictates of lightning strikes or the carelessness of humans. Yet, in attempting to protect these forest values, the powerful role of fire has almost disappeared from the ecosystem it once shaped and created. The inevitable release of natural energy is only postponed-the probability of a devastating wildfire is increased. How, then, can the powerful force of fire be used in a way that cooperates, not conflicts, with nature? No Simple Solution Periodic natural fires prevent the heavy buildup of fuel which, when ignited, can harm our forests and ecosystems. Controlling fires in accordance with Natures scheme must be based on fuel management. There is no general prescription or formula for controlling fuels. Forested sites differ, and objectives range from essentially unmanaged wilderness to intensively managed recreation areas. However, in areas where the forest management objectives require maintaining or reproducing forest or other natural communities natures method fire is a valuable and effective fuel management tool. Fires natural role in reducing fuels is partly replaced in timber-producing areas by the harvest and removal of wood products. However, slash, resulting from these activities, creates another fuel problem. Better use of harvested wood is one answer fire is another. Controlled burning of non useable slash further reduces the fuel load and provides nutrients for the plants and animals that inhabit the area. The technical and scientific refinement of ways to use fire as a management tool has been a major subject of forest research. Scientists are focusing on forest fuel chemistry, fire behavior, meteorology, and other fields to best determine when, where, and how excess fuels are to be burned. Only in the last century has fire in the forest been viewed as a monster. We are now beginning to realize that fire is a natural agent essential for maintaining the natural ecosystems of Florida. Fire is  neither all good nor all bad. It is natural. It is powerful. In the proper places, in the right hands, at the right times, fire can be an asset and an ally. To employ fire as a useful friend is much more logical than confronting it as an enemy.

Informed Consent in Treatment

Informed Consent in Treatment Danelle J. Hollenbeck Introduction Informed consent is an ethical idea or concept which clients must understand and agree to prior to receiving an assessment, treatment, etc. This paper explores informed consent in treatment and confidentiality. It explores why it is important to acquire informed consent and maintain confidentiality when providing treatment. Due to restrictions in length of the paper, I will not focus on informed consent involving minors or the incapacitated. Informed Consent in Treatment Informed consent is an ethical and legal design to ensure clients are provided with knowledge and information about the treatment in which they are seeking, thus decide whether or not they want to participate in the treatment when the consent has been given to them and is worded in language that is easy to understand (Fishers, 2013, p.12). Standard in informed consent would be the nature of all information that is included in the procedures and steps that must be taken to protect the rights of children and adults with impairments, thus not able to provide consent (Fishers, 2013, p.12). It is important that a practitioner receives informed consent for evaluations, assessments, and treatment, except when mandated by law (â€Å"APA Ethical Principles of Psychologists and Code of Conduct, â€Å"n.d.). Practitioners using the services of an interpreter must obtain informed consent from the client in order to use that interpreter, which ensures on behalf of the client that confidentiality is maintained. It is also imperative that practitioners inform (whilst obtaining informed consent) they inform clients as early as possible about fees involved, limits of confidentiality, and involvement of third parties (â€Å"APA Ethical Principles of Psychologists and Code of Conduct, â€Å"n.d.). Where I work we have a packet in which the first 4 sheets are consent to share information and include consent to share data to NTDMS, two charities we work in partnership with and would be providing services to clients, and social services. There is also a form they sign which states t hat information obtained in this assessment is confidential unless they are at risk to themselves or others, or have put a child at-risk. Informed consent also includes identifying a person’s professional identity, explaining the risks, and the client’s ability to discontinue treatment at any time. According to Hudgins, et al (2013) â€Å"informed consent also includes the notice that is  required by federal or state laws, professional ethical codes, or both, concerning the patient rights†Ã‚  (pg.11). this is very important to have so people entering into treatment know what their rights  are. Effective ways to ensure the ethical standards are being met is to put informed consent in the  patient handbook (Hudgins et al, 2013, p 8). The most powerful tool in compliance and ensuring  ethical standards is to create a pathway into the informed consent process which exists right at  the beginning. HIPAA patient material that is required and Part 2 can be included in the patient  handbook, along with the â€Å"Mental Health Bill of Rights† that may be required by state statute  Hudgins et al, 2013, pg. 8). Informed consent, as with any medical procedure, should be revisited  and documented. The practitioner has a duty to ensure the client is involved in ethical decisions  about his or her care. The process of securing informed consent involves patient education by the  practitioner (Rock Hoebeke, 2014, pg. 4). Each patient is expected to be the guardian of their  own body, as long as they are of sound mind. A patient of sound mind may choose not to go  ahead with treatment, even if it is life-saving (Rock Hoebeke, 2014, pg. 2). American law does  not permit the practitioner to have personal judgment over the client (Rock Hoebeke, 2014, pg.  2), nor permit the practitioner to assert personal judgment over the client. According to Rock   Hoebeke, â€Å"Respect for human dignity requires the recognition of specific patient rights,  particularly, the right of self-determination. Self-determination, also known as autonomy, is the  philosophical basis for informed consent in health care. Patients have the moral and legal right to  determine what will b e done with their own person; to be given accurate, complete, and  understandable information in a manner that facilitates an informed judgment; to be assisted with  weighing the benefits, burdens, and available options in their treatment, including the choice of  no treatment; to accept, refuse, or terminate treatment without deceit, undue influence, duress,  coercion, or penalty† (2014). It is therefore imperative each person entering into treatment has  the means allowed to accept or deny treatment by under which the means they understand it. Another point to consider regarding informed consent is that although a practitioner  may appoint a receptionist or nurse to obtain the written informed consent, it is legally and  ethically the practitioner’s sole responsibility to ensure his or her client has been educated in  regards to assessment and treatment. This cannot be delegated to a latter employee (Hock   Roebeke, 2014, pg. 3). Ethically and legally reliability getting informed consent lies within  the practitioner providing treatment, which includes also the risks and benefits of the treatment. Although delegation clearly is appointed at the pathway of treatment when doing an assessment,  the practitioner does so at the sole discretion that they are doing so risking liability. Those who  have been delegated this work should be properly trained as outlined in Standards 2.05 (â€Å"APA  Ethical Principles of Psychologists and Code of Conduct, â€Å"n.d.) which states those who are  delegated work have been properly trained (apa.org). Therefore the person witnessing the  signature is knowledgeable and looks for clues to determine if the person is lucid and  comprehends the informed consent. This can cause further ethical and legal  situations if each person providing informed written consent is not coherent. Finally, spontaneously signing the form by a patient should not be allowed. It is  imperative that each patient reads and understands the forms they are signing. Signing without  reading has been a habitual practice (Rock Hoebeke, 2014, p. 4). The receptionist, nurse, or  other point of contact before seeing the practitioner is the advocate of the patient, thus should  assess the patient’s understanding of treatment. In practice, I have taken clients into a private  room and read to them the informed consent forms to make sure they understand what they are  signing. I already employ all of these methods in my daily practice setting now when undertaking  first contact, initial assessments, etc. I plan to use the Ethics Code and guidelines in the same  manner in which I was trained. Because I am providing a service to people I must ensure they  understand the service they are receiving. If they are not able to read or write, I will read it for  them in a private setting, or if they require an interpreter I will employ Standard 2.05 (â€Å"APA  Ethical Principles of Psychologists and Code of Conduct, â€Å"n.d.) and hire a trained interpreter. It  is imperative I follow the Ethics Code in strict line with my work so that I am not  jeopardizing my clients or also myself. References APA Ethical Principles of Psychologists and Code of Conduct. (n.d.). Retrieved from http://memforms.apa.org/apa/cli/interest/ethics1.cfm#10_01 Fisher,C.B. (2013).Decoding the ethics code: A practical guide for psychologists: includes the 2010 APA amendments to the ethics code(3rded.). Los Angeles [etc.: SAGE. Hudgins, PhD,C., Rose, PhD,S., Fifield,P., Arnault,S. (2013).Navigating the Legal and Ethical Foundations of Informed Consent and Confidentiality in Integrated Primary Care(Vol. 31). Retrieved from American Psychological Association website: http://eds.b.ebscohost.com.lib.kaplan.edu/eds/detail/ Rock,M., Hoebeke,R. (2014). Informed consent: whose duty to inform?MedSurgNursing,23(3), 4. Retrieved from http://eds.b.ebscohost.com.lib.kaplan.edu

Skoda Auto - International Business :: essays research papers

Skoda Auto The story of Skoda is one of struggle and success. Skoda enjoys a century-long history of motor vehicle manufacturing in a small town in the Czech Republic, about sixty kilometers outside the cultural and tourist center of Prague. Despite early achievements, times became much harder during the former socialist era. The physical plant fell into disrepair and quality declined. However, this tale in one of transformation, and Skoda has once again become very successful in a joint venture partnership with the large German manufacturer Volkswagen (Mendenhall and Oddou, 379). At the beginning of 1895 mechanic Và ¡clav Laurin and bookseller Và ¡clav Klement began producing bicycles â€Å"Slavia† in Mlada Boleslav.In the next few years, 1899, the firm Laurin & Klement decided to manufacture also motorcycles, which leaded to success in many international competitions. After first attempt at the turn of the century the firm started to manufacture cars. In 1905, Laurin & Klement introduced their first car, Voiturette A, which became very successful between Czech classical veteran cars. Its production grew so fast that soon L & K overstepped the scope of the family business. Skoda 420 Popular In 1907 the founders implemented the business transaction to joint-stock company. In 1920s, the need for merge with stronger industrial partners was expressed that, in 1925, Laurin and Klement merged with Skoda Plzen (Pilsner). In the following years the modernize manufacturing did not only include cars, but also trucks, buses, air engines, and agriculture machinery. In 1930 the car production in the scope of concern was earned many credits. Creation of Joint Company for Automobile Industry (JCAI) after the world industrial crisis leaded for the success on the international market with new models of Skoda, Skoda 422 and 420 Popular. The World War II had broken this development, which damage the civil program and oriented the production of the war equipment. The JCIA Skoda became the part of German concern Hermann-Goring-Werke and fully did have to orient to the war equipment. Besides the preparation of the various parts of guns, Skoda manufactured also different kinds of terrain vehicles, such as heavy tractors and towing vehicles, tanks, etc. Skoda 1101 After World War II the JCIA was changed to Automobile Factory/National Company (AFNC) Skoda. Skoda started to manufacture new models, Skoda 1101/1102 Tudor, which had got along with the technical success of the prewar years. During the 1950s and 1960s, Skoda again introduced new models, Skoda 1200, Spartak, Octavia, Felicia, as well as Skoda 1000MB.

The Keys to Job Satisfaction Essays -- Work, Employment, Relationships

Job Satisfaction Workplace Relationships If a company is interested in growth and profit, it must establish positive relationships and good rapport with its employees. People will be happier in their jobs if the environment that surrounds them is made comfortable and positive. Three main factors aid positive workplace relationships: trust, respect and teamwork. Positive workplace relationships are easy to develop when time is taken with each factor. Overall, these factors benefit everyone. People are the "heart" of an organization and care should be taken to foster a positive work environment. Workplace relationships are important in job satisfaction. In fact, studies show that an employee's direct supervisor has the most influence on whether he or she finds a job satisfying, says Lenburg. "Working with a manager who "understands" them, and gives them some choices in their work lives, tends to improve the satisfaction level of most employees" (Hochgraf, 1998). Productivity tends to improve when employees are treated with respect and consideration. Managers need to remember that every worker is different and that priorities of people vary from one individual to another. Managers should be open to the desires of their employees as individuals. If employees feel they are listened to they will feel that they are being respected and that they are important. Job satisfaction will tend to increase in these circumstances. Teamwork is also important when considering job satisfaction. If teamwork is not evident, or worse, deteriorates from the old norm, employee relationships begin to suffer. Teamwork requires people to work together to make decisions and resolve disagreements. Teamwork among staff members strengthens workpla... ...ional.com/eprise/main/web/us/smi/en/candidates_career_dev_job_satis Kovacs, Joy A. "Examining the Difference in the Relationships between Job Satisfaction and Perceived Dimensions of Employment". Web. 1 May 2015. http://www.users.drew.edu/jkovacs/psyc/psyc102/research.html Reiner, Michael D. and Jihong Zhao. "The Determinants of Job Satisfaction among United States Air Force Security Police." Review of Public Personnel Administration (summer 1999): pp. 5-17. Timm, Paul R. and Brent D. Peterson. "Motivating with Compensation and Other Rewards." People at Work - Human Behavior in Organizations, 5th ed. Ohio: South Western College Publishing, 2000. Ting, Yuan. "Analysis of Job Satisfaction of the Federal White-Collar Work Force: Findings from the Survey of Federal Employees." American Review of Public Administration 26, no. 4 (December 1996): 439-456.

America and Size :: History Sociology Essays

America and Size Somewhere between the struggle for American independence and the first billion sales of the Big Mac, Americans became obsessed with size. From movies to sexuality, and from cars to cholesterol, super-sizing is an American trend that invades most of society. The reasons why are threefold, but primarily the American obsession with size is an extension of the frontier-mentality. The notion of the "American dream" and the tendency of Americans to try and find the best deal has also played an integral role. One of the most interesting aspects of Bigger is Better trend is the lack of academic work related to it; while there is no shortage of analysis on other common American fixations like aliens and Madonna. A lack of academic analysis does not mean that it cannot be analyzed, and it certainly doesn't mean that it isn't prevalent. One of the most obvious examples of a preoccupation with size in America comes from the Centers for Disease Control and the Mayo Clinic. According their records, there were about 678 million outpatient, non-emergency visits to doctor's offices in 1999, and approximately 2 million of those were consultations for cosmetic surgery, the most popular of which was breast augmentation. Of the 158 million outpatient procedures, at least 2 million were cosmetic breast augmentation. When this data is cross-referenced with health insurance coverage of cosmetic surgery (which is almost non-existent), it becomes apparent that the number of outpatient visits and surgeries would be higher if they were covered by medical insurance (Outpatient Surgery Statistical Abstract 11, 15, 16, 72). The convention of breast augmentation is a directly and explicitly observable tribute to the American mentality of bigger-is-better. Another manifestation involving physical appearance involves fingernail fashions. Vicki Vantoch of the Washington Post wrote "Fingernail Fashion Choices" on December 28th, 1999. She compares many of the fingernail fashions she encountered to chopsticks, and marveled at how one of the subjects, a Rite Aid cashier, managed counting money and bagging with "2 inch talons." She concluded, "we make fingernail fashion choices based on our cultural aesthetics, values, social classes and ideas about our roles in society." (Vantoch C04). Perhaps the value she refers to is the same one that won MorePenis.com (a site devoted to products that claim to increase penis-size) millions of unique hits since it's 1999 inception (Marquee West). Just like the early Americans who explored the vast untamed wilderness of the west, modern Americans have given a whole new meaning to the Monroe Doctrine by expanding their own borders with larger breasts, longer fingernails and bigger penises.

Pathophysiology of Asthma – Essay

Exam Case Scenario Pathophysiology of Asthma Asthma is a chronic lung disease characterized by episodes in which the bronchioles constrict due to oversensitivity. In asthma, the airways (bronchioles) constrict making it difficult to get air in or out of the lungs. Breathlessness is the main symptom. The bronchi and bronchioles become inflamed and constricted. Asthmatics usually react to triggers. Triggers are substances and situations that would not normally trouble an asthma free person. Asthma is either extrinsic or intrinsic.Extrinsic is when the inflammation in the airway is a result of hypersensitivity reactions associated with allergy (food or pollen). Intrinsic asthma is linked to hyper responsive reactions to other forms of stimuli like infection. Or they can have a combination of both. The bronchi and bronchioles contain smooth muscle and are lined with mucus-secreting glands (goblet cells) and ciliated cells (push the mucus towards the throat). Next to the airways blood sup ply there are lots of mast cells.Once they become stimulated the mast cells release a number of cytokines (chemical messengers), which cause physiological changes to the lining of the bronchi and bronchioles. Three such protein cytokines are histamine, kinins and prostaglandins (leukotrienes) which cause smooth muscle contraction, increased mucus production and capillary permeability. The airways soon narrow and become flooded with mucus and fluid leaking from the blood vessels. Airflow becomes obstructed resulting in a wheeze.As the airways become obstructed the patient will become fatigue and their respiratory effort becomes weak and inadequate causing hypoxaemia and hypercapnia. Airway – Assess the airway. If the patient is talking this means they have a patent (clear) airway therefore they are breathing and have brain perfusion. Look and listen for signs of airway obstruction. A partial obstruction is often noisy, and in complete airway obstruction there are no breath sou nds. Maintain and monitor the airway and report any changes. If the airway does become compromised suction or sit the patient up.If the patient’s level of conscious has altered carry out the head tilt and chin lift. If you have had airway management training insert an oropharyngeal or nasopharyngeal airway. Breathing – Count the respiratory rate over 1 minute. The normal range is between 14 – 20 resps per min. A high respiratory rate (tachypnoea) indicates that the patient is unwell and that the patient is struggling to breath. Evaluate the rate, rhythm and depth of the breathing. Make sure the patient’s chest is moving equally on both sides (symmetrical), if not this could indicate a pneumothorax.Observe to see if the patient is using his or hers accessory muscle to breath (if the patient feels they are having difficulty getting enough oxygen, their body begins to clench these muscles every time they breath in an attempt to acquire more air) as this coul d be a sign of respiratory distress. Monitor the peripheral oxygen saturation (SpO2) using a pulse oximeter. A low SpO2 reading can indicate that the patient is in respiratory distress. Give oxygen as prescribed using a venturi mask. Check the colour of the patient’s lips and tongue, central cyanosis indicates lack of oxygen to the skin.Listen to the patients breathing, breath sounds are normally quite. Any abnormal sounds such as wheezing suggest that there could be a fluid build up in the lungs. Circulation – Palpate the radial pulse, assessing for the rate, quality and rhythm. The normal range for this is between 60-100 beats per min. An elevated pulse rate can be due to the patient being in pain, anxiety or a sign of an infection. Take the patient’s blood pressure and insure that this is within the normal range (100/60 – 140/90 mmHg). Look at the patient’s colour in their hands and fingers, and check if the patient feels warm or cool.Measure th e capillary refill time (CRT). Apply pressure to a fingertip, held at a level of the heart, for 5 seconds so that the skin becomes blanched and then release. Measure how long it takes for the colour to return. The normal capillary refill time is less than 2 seconds, anything over indicates reduced skin perfusion. Ask the patient if they have any chest pain, if so begin a ECG monitoring. Take the patients temperature. The normal range for this is 36-37. 5 degrees Celsius. A high temperature can be a sign of infection.The doctor may also like to re-take the patient’s Arterial Blood Gas (ABG) because previous results showed respiratory acidosis. Disability – Assessment of disability involves evaluating the patient’s central nervous system function. Assess the patient’s level of consciousness using the AVPU scale. Talk to the patient if they are alert and talking they are classified as A. If the patient is not fully awake establish whether they respond to the sound of your voice (opening their eyes, making any sounds) if they do they are classified as V.If the patient does not respond to voice administer a painful stimulus (gently rubbing the sternum bone). If they respond they are a P on the AVPU scale. And finally if they do not respond to any of the above they are a U, you should then move onto the more detailed Glasgow Coma Scale (GCS). You will assess the patient’s pupils (eyes) and motor responses (arms and legs) among other things to give the patient a score out of 15 (15 being the highest). A GCS of fewer than 8 is a medical emergency and you would then have to go back to assessing the patient’s airway.Exposure – It may be necessary to undress the patient, taking care to maintain their dignity at all time, in order to undertake a thorough head to toe check, looking out for any signs of DVT, sores or rashes. Always gain consent before any procedure so always keep the patient informed of what it is you are doi ng. Reassure the patient to reduce anxiety and try to make them as comfortable as possible. Ask the patient if they are in any pain and get the doctor to prescribe an appropriate analgesia.If the doctor has prescribed the patient antibiotics ensure that blood cultures are done prior to giving the patient their antibiotics, this will give an accurate result from the lab. Give the patient any other due medication making sure to ask if they have any known allergies. Regular peak flows should be done on the patient pre and post medication, this will tell us if the medication being given to the patient is working or not. Spirometry test will show how well the patient breathes in and out and it is also used to monitor the severity of some lung conditions, and their response to treatment.Take a mid stream urine sample from the patient and dip stick, depending on the results send down to the lab. The doctor might also want a chest x ray from the patient. Complete all the relevant risk asses sment such as the Waterlow score (patients are classified according to their risk of developing a pressure sore), the MUST score (screening tool to identify adults who are malnourished or at risk of malnutrition), falls risk assessment (what the chances are of the patient falling) and Moving and Handling (if the nurses are required to use any equipment on the patient).And the patient’s hygiene needs must be assessed and if necessary an appropriate nursing plan must be put into place. Start the patient on a fluid chart, making sure to write down any IV fluids that they have. The cannula site must be checked and the patient must have a VIP score to make sure there are no signs of phlebitis. A sputum sample must also be collected and sent to the lab. Carry out a blood glucose test to ensure that the patient’s blood glucose levels are within normal ranges (4-7 mmol/l). A referral should be made to the respiratory nurse who will provide support to patients who suffer from c hronic respiratory diseases.Give patient advice to avoid any triggers that they are aware of, advice on medication and if relevant give advice on smoking cessation. Symbicort combination inhaler containing budesonide and formoterol Inhalers are used to deliver drugs to relieve or prevent the symptoms of asthma. Budesonide – Corticosteroid drug used in an inhaler to prevent attacks of asthma but will not stop an existing attack. Budesonide is used by patients whose asthma is not controlled by bronchodilators alone. Budesonide controls symptoms by reducing inflammation in the swollen inner layers of the airways.By suppressing airway inflammation they reduce the swelling (oedema) inside the bronchioles. There are fewer side effects to the drug when inhaled because it is absorbed by the body in much smaller quantities than when it is taken orally. Budesonide is usually taken twice a day and normally lasts between 12 to 24 hours. Asthma prevention is the condition for which prolon ged use may be required. There may be a small risk of glaucoma, cataracts, and effects on bone with high doses inhaled for a prolonged period.Side effects include a cough, sore throat Formoterol – Bronchodilator’s are prescribed to widen the bronchioles and improve breathing. Bronchodilator drugs act by relaxing the muscles surrounding the bronchioles. Formoterol is from the sympathomimetic group which is mainly used for the rapid relief of breathlessness. Sympathomimetic drugs interfere with nerve signals passed to the muscle through the autonomic nervous system. Because sympathomimetic drugs stimulate a branch of the autonomic nervous system that controls the heart rate, the patient may sometimes feel palpitations or trembling.People with heart problems, high blood pressure or an overactive thyroid gland will have to be extra cautious. Salbutamol inhaler/nebuliser Salbutamol is a sympathomimetic bronchodilator that relaxes the muscle surrounding the bronchioles. It i s used to relieve symptoms of asthma. Inhalation is considered more effective because the drug is delivered directly to the bronchioles, thus giving rapid relief, allowing smaller doses and causing fewer side effects. Compared to some similar drugs it has little stimulant effect on the heart rate and blood pressure, making it safer for people with heart problems.Salbutamol is usually taken 1-2 inhalations 3-4 times a day, usually starts working within 5-15 min and can last up to 6 hours. The most common side effect of salbutamol is fine tremor of the hands also anxiety, tension and restlessness may occur. Prednisolone A powerful corticosteroid used to reduce inflammation and suppress allergic reactions and immune system activity. Corticosteroid drugs reduce inflammation by blocking the action of chemicals called prostaglandins that are responsible for triggering the inflammatory response.These drugs also temporarily depress the immune system by reducing the activity of certain types of white blood cell. Because corticosteroids suppress the immune system, they increase susceptibility to infection. They also suppress symptoms of infectious disease. IV Hydrocortisone Hydrocortisone is a corticosteroid used in the treatment of a variety of allergic and inflammatory conditions. Hydrocortisone is chemically identical to the hormone cortisol, which is produced by the adrenal glands. Prolonged high dosage may cause diabetes, glaucoma, fragile bones and thin skin.Aminophylline Aminophylline is a bronchodilator used to treat bronchospasm (constriction of the air passages) in patients suffering from asthma. It can be used to treat acute attacks. Slow-release formulations of the drugs produce beneficial effects lasting for up to 12 hours, they are also useful taken at night to prevent night-time asthma and early morning wheezing. Side effects are headaches and nausea. Smoking and alcohol increase excretion of xanthines from the body, reducing their effects.

The Hunters: Phantom Chapter 17

Once he got outside, Stefan remembered that Elena had taken his car. Turning into the woods, he began to run, using his Power to speed his pace. The pounding of his feet seemed to thud, Guard her, Guard her. He knew where Tyler Smal wood had lived. After Tyler had attacked Elena at a dance, it had made sense to keep an eye on him. Stefan burst from the woods at the edge of the Smal woods' property. They owned an ugly house, in Stefan's opinion. An inaccurate portrayal of an old Southern manor estate, it was too big for the lawn it sat on and bulged with unnecessary columns and twisting rococo decorations. Just looking at it, Stefan had been able to tel that the Smal woods had more money than taste, and that the architects who'd designed it weren't educated in true classical forms. He rang the bel at the front door, then froze. What if Mr. or Mrs. Smal wood answered the bel ? He would have to Influence them to give him as much information as they could about Caleb, and then to forget Stefan had been there. He hoped he had the Power to do it: He hadn't been eating enough, not even of animal blood. But no one came. After a few seconds, Stefan sent questing tendrils of Power through the house. It was empty. He couldn't go in, couldn't search Caleb's room like he wanted to. Without an invitation, he was stuck out here. He wandered around the house, peering through the windows, but finding nothing out of the ordinary other than entirely too many gilded frames and mirrors. Behind the house he found a smal white shed. Sending Power toward it, he felt something slightly†¦ off. Just the slightest tinge of darkness, a feeling of frustration and il intent. The shed was padlocked, but the lock was easy enough to snap. And as no one lived here, he didn't need an invitation to enter. The first thing he saw was Elena's face. Newspaper clippings and photos were tacked al over the wal s: Elena, Bonnie, Meredith, himself. On the floor was a pentagram with more pictures and roses. Stefan's certainty that something was wrong solidified. Elena was in danger. Sending Power before him, searching desperately for any trace of her, he took off running again. As she drove away from the florist's, Elena turned the conversation with Stefan over and over in her mind. What was going on with him since they'd come back to Fel ‘s Church? It felt like there was part of him that he was holding back, hiding from her. She remembered the loneliness, the sinking, dizzy feeling of isolation that she had sensed when she kissed him. Was it Damon's loss that was changing Stefan? Damon. Just the thought of him was enough to cause an almost physical pain in her. Mercurial, difficult, beautiful Damon. Dangerous. Loving, in his own way. The thought of his name, written in water plants across Meredith's legs, floated through her mind. She didn't know what it meant. But there was no hope. She needed to stop lying to herself about that. She had seen Damon die. Yet it seemed impossible that someone as complex and strong and seemingly undefeatable as Damon could be gone so quickly and so simply. But that was the way it happened, wasn't it? She should know that death didn't often come with a grand show, that it usual y came when you were least expecting it. She had known that before al this†¦ al this stuff with vampires and werewolves and evil mysterious opponents. She had known al about the suddenness and simplicity of death for years, back when she was just normal Elena Gilbert, who didn't believe in anything supernatural, not even horoscopes or fortune-tel ing, much less monsters. She glanced at the passenger seat next to her, where there lay the bouquet of pink roses she had picked up to give to Margaret. And, next to them, a simple bunch of forget-me-nots. Like I'd ever forget, she thought. Elena remembered riding in the car toward home with her parents and baby Margaret on an ordinary Sunday afternoon. It had been a beautiful sunny fal day, the leaves of the trees by the roadside just beginning to be painted with red and gold. They'd gone to lunch at a little inn out in the country. Margaret, who was teething, had been cranky at the restaurant, and they'd taken turns walking her up and down on the porch of the inn for a few minutes at a time while the others ate. But in the car she was quiet, half drowsing, her light golden lashes fluttering down to rest for longer and longer periods against her cheeks. Elena's father had been driving, she remembered, and the radio had been tuned to the local station so he could catch the news. Her mother had twisted to look at Elena in the backseat, her sapphire blue eyes so like Elena's own. Her golden hair, touched with a little gray, was pul ed back in a French braid, elegant and practical. Smiling, she had said, â€Å"Do you know what I think would be nice?† â€Å"What?† asked Elena, smiling back at her. Then she saw a strange glitter, high in the sky, and leaned forward without waiting for a reply. â€Å"Daddy, what's that?† She'd pointed upward. Elena never found out what her mother had thought would be nice. Her father never answered what that was. The last things Elena remembered were sounds: her father's gasp and the screech of the car's tires. Everything after that was blank, until Elena had woken up in the hospital, Aunt Judith by her bedside, and learned that her parents were dead. They had died before the paramedics had even pried them out of the car. Before they restored Fel ‘s Church, the Guardians had told Elena that she should have died in that accident, and that her parents should have lived. The glitter had been their air car, and Elena had distracted her father at the worst possible moment, causing al the wrong people to die. She could feel the weight of it now, the guilt at surviving, her anger at the Guardians. She glanced at the dashboard clock. There was stil plenty of time before she had to be at Margaret's recital. Turning off the highway, she pul ed into the cemetery's parking lot. Elena parked the car and walked briskly through the newer part of the cemetery, carrying the forget-me-nots. Birds were chirping gaily overhead. So much had happened in this cemetery in the last year. Bonnie had seen one of her first visions among these tombstones. Stefan had fol owed her here, watching her secretly when she thought he was just the gorgeous new guy at school. Damon had nearly drained an old tramp under the bridge. Katherine had chased Elena out of the cemetery with fog and ice and a far-reaching, far-seeing evil. And, of course, Elena had driven off a bridge to her death here by the cemetery, at the end of that first life, the one that seemed so long ago now. Elena picked her way past an ornate marble memorial to Fel ‘s Church's Civil War veterans and down to the shady glen where her parents were buried. The tiny wildflower bouquet she and Stefan had left two days before had withered, and Elena threw it away and put the forget-menots in its place. She picked a bit of moss off her father's name. The lightest crunch of gravel sounded from the path behind her, and Elena whirled around. There was no one there. â€Å"I'm just jumpy,† she muttered to herself. Her voice sounded oddly loud in the quiet of the cemetery. â€Å"Nothing to worry about,† she said more firmly. She settled in the grass by her parents' graves and traced the letters on her mother's headstone with one hand. â€Å"Hi,† she said. â€Å"It's been a while since I've actual y sat here and talked to you, I know. I'm sorry. An awful lot has happened†¦Ã¢â‚¬  She swal owed. â€Å"I'm sorry, too, because I found out that you weren't supposed to die when you did. I asked the Guardians to†¦ to bring you back, but they said you had moved on to a better place and they couldn't reverse that. I wish†¦ I'm glad you're happy wherever you are, but I stil miss you.† Elena sighed, lowered her hand from the gravestone, and trailed it through the grass by her knees. â€Å"Something's after me again,† she continued unhappily. â€Å"After al of us, I guess, but Bonnie said I brought it here when she was in a trance. And later she said he wants me. I don't know if it's two different people – or whatever – after us, or just one. But it's always me the bad things focus on.† She twisted a blade of grass between her fingers. â€Å"I wish things could be simpler for me, the way they are for other girls. â€Å"Sometimes†¦ I'm so glad to have Stefan, and glad I could help protect Fel ‘s Church, but†¦ it's hard. It's real y hard.† A sob was building in her throat and she swal owed it back. â€Å"And†¦ Stefan's always been there for me, but I feel like I don't know al of him anymore, especial y because I can't read his thoughts. He's so tense, and it's like he needs to be in control al the time†¦Ã¢â‚¬  Something shifted behind her, just the slightest hint of movement. She felt a warm, damp breeze like a breath on the back of her neck. Elena whipped her head around. Caleb was crouching behind her, so close they were almost nose-to-nose. She screamed, but Caleb slapped his hand over her mouth, muffling her cry.

Shah: Pakistan Faisal Mosque

Historical Places in Pakistan Faisal Mosque The Shah Faisal Masjid in Islamabad, Pakistan, is among one of the largest mosques in the world. It is renowned for both its size and its architecture covering an area of 5,000 square meters with a capacity of 300,000 worshippers Turkish architect Vedat Dalokay's designed it. Construction of the mosque began in 1976 by National Construction of Pakistan, led by Azim Borujerdi, and was funded by the government of Saudi Arabia, at a cost of over 130 million Saudi riyals (approximately $120 million USD today)It is located at the end of Shaharah-e-Islamabad, putting it at one end of the city and in front of a magnificent backdrop provided by the Margalla Hills. It is a focal point of Islamabad, and famous and recognized icon of the city. Mohenjo-Daro 2. Pakistan is a country in which you would find a variety of historical places that signify the unique traditions and culture of the country. Mohenjo-Daro was discovered in 1922 and is one of the o ldest and most built up urban civilizations of the world. It is located on the west bank of the Indus River and it is a tiny proportion of the Indus river civilization of Harappa.Experts believe that the city was one of the most important in the Indus Valley Civilization and would have held majority of the trade courses and strength of the Southern Indus Plain between 2600 and 1900 BCE. One might find it difficult to find any palaces or monuments in the area but the city is well known for having historical pieces of gold beads, lapis, carnelian and ivory. All the houses in the city had areas for bathing and water wells were located in multiple spots all across the city. It had the most amazing drainage system and many of the modern day civilizations use the model of Mohenjo-Daro's drainage system to build new ones.

Effect of Training on Staff Productivity in Kenyan Banks

EFFECT OF TRAINING ON STAFF PRODUCTIVITY IN KENYAN BANKS: A CASE OF KENYA COMMERCIAL BANK (KCB) By Abong’o Chacha A thesis presented to the School of Business and Economics of Daystar University Nairobi, Kenya In partial fulfillment of the requirements for the degree of MASTER OF BUSINESS ADMINISTRATION In Strategic Management and Human Resource Management April 2012 Approval EFFECT OF TRAINING ON STAFF PRODUCTIVITY IN KENYAN BANKS: A CASE STUDY OF KENYA COMMERCIAL BANK (KCB) By Abongo ChachaIn accordance with Daystar University policies, this thesis is accepted in partial fulfillment of requirements for the Master of Business Administration degree. Date _________________________________________________ Mr. Thomas Koyier, Supervisor _________________________________________________ Prof. David Minja, Reader. DECLARATION EFFECT OF TRAINING ON STAFF PRODUCTIVITY IN KENYAN BANKS: A CASE STUDY OF KENYA COMMERCIAL BANK (KCB). I declare that this thesis is my original work and has n ot been submitted to any ther college or university for academic credit. Signed: ____________________________Date: ________________ Abongo Chacha ABSTRACT The objectives of the study were to analyze the effect of training on staff productivity in Kenyan banks. This involved determination of the effectiveness of training methods and their effects in employees’ productivity. The study also aimed to recommend the best strategies in employees training. This study covered 15 branches of one of the major banks in Kenya (Kenya Commercial Bank, KCB).Stratified sampling method was applied to select the bank branches and purposive sampling was applied to select 80 respondents of the study. The survey questionnaire was utilized in the data collection. The data collected was therefore descriptive in nature. Descriptive statistic technique and multiple regression analysis were applied in the analysis of the collected data. The major findings of the study showed that the common employeesâ €™ training strategies in KCB were on-the-job training, e-learning training, class-room training and workshop training.The effectiveness of the training methods applied by the KCB was relatively high as evidenced by the effectiveness of the detailed content of e-learning programs; well organized e-learning programs; importance of on-the-job training programs in employees’ deeper understanding of various concepts in the banking services for instance; On-the-job training methods enabled the employees to learn about the rules and principles of work, courtesy, manners and techniques of handling interpersonal relations.The results also show that the current training methods applied at the KCB have been effective at great extent in promoting productivity of the employees. This means that there is improved work output per time, efficiency, accuracy and more skills are developed among the employees. The most effective training strategies in enhancing productivity of the employees were deemed to be on-the-job training, seminars/ workshop training and e-learning while class-room training showed less significant effect in employees’ productivity. TABLE OF CONTENTS DECLARATIONiii ABSTRACTivTABLE OF CONTENTSv LIST OF FIGURESviii LIST OF TABLESix CHAPTER ONE1 INTRODUCTION AND BACKGROUND OF THE STUDY1 Introduction1 Background of the Study1 Profile of Kenya Commercial Bank (KCB)8 Statement of the Problem9 Purpose of the Study10 Objectives of the Study10 Research Questions10 Justification11 Significance of the Study12 Assumptions12 Limitations12 Definition of Terms, abbreviations and acronyms13 Chapter Summary13 CHAPTER TWO14 LITERATURE REVIEW14 Introduction14 Theoretical Framework14 Human Capital Theory14 Kirkpatrick's learning and training evaluation theory16Effects of Training on Employee Productivity17 Training and Employee performance18 Training and Employee Commitment20 Training Methods and Employee Productivity21 Training and Employee Effectiveness24 T raining Quality and Performance27 Models for Measuring the Effectiveness of Training30 Strategic Approach to Training and Development33 Empirical Review37 Conceptual Framework39 Chapter Summary41 CHAPTER THREE42 RESEARCH METHODOLOGY42 Introduction42 Research Design42 Population43 Target and Accessible Population43 Sample Size44 Sampling Techniques44 Sampling Frame48 Type of Data49Data Collection Instruments51 Pre-testing52 Data Collection Procedure52 Data Analysis53 Chapter Summary54 CHAPTER FOUR55 DATA ANALYSIS AND INTERPRETATION55 Introduction55 Response Rate55 Employee Training Strategies used by KCB57 Class room training57 E-learning programs62 On the job training67 Effectiveness of the Employees Training methods used by KCB71 Effectiveness of training methods on employee productivity at KCB72 Best training strategies for maximum employee productivity at KCB73 Regression Analysis74 Chapter Summary77 CHAPTER FIVE78 SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS78Introdu ction78 Summary of the Findings78 Employee Training Strategies78 Effectiveness of Training Methods79 Best training strategies for maximum employee productivity at KCB79 Conclusion79 REFERENCES81 APPENDICES89 Appendix A: Research Questionnaire89 Appendix B: Timeline96 Appendix C: Budget98 LIST OF FIGURES Figure 4. 1: Age56 Figure 4. 2: Education level56 Figure 4. 3: Work experience57 Figure 4. 4: Extent to which class room training affect employees’ commitment in KCB58 Figure 4. 5: Extent to which classroom training affect employee motivation in KCB59 Figure 4. : Extent to which classroom training affect employees' self efficacy in KCB60 Figure 4. 7: Extent to which classroom training affect employee productivity at KCB61 Figure 4. 8: Extent to which e-learning programs affect employees’ commitment in KCB63 Figure 4. 9: Extent to which e-learning programs affect employees' motivation in KCB64 Figure 4. 10: Extent to which e-learning programs affect employees' self effic acy in KCB65 Figure 4. 11: Extent to which e-learning programs affect employee productivity at KCB66 Figure 4. 12: Extent to which on job training programs affect employees’ commitment at KCB68 Figure 4. 3: Extent to which on the job training programs affect employee motivation in KBC69 Figure 4. 14: Extent to which the job training programs affect employees' self efficacy in KCB70 Figure 4. 15: Extent to which on the job training programs affect employee productivity at KCB70 LIST OF TABLES Table 3. 1: Sampling Frame48 Table 4. 1: Extent of agreement of the respondents with class room training as a strategy in employee training. 57 Table 4. 2: The level of agreement on of the respondents on E learning programs62 Table 4. 3: The level of agreement on of the respondents on on job training67 Table 4. : The level of rating of the respondents on effectiveness of training methods71 Table 4. 5: The level of agreement on of the respondents on effectiveness of training methods72 Tabl e 4. 6: The extent to which the following training methods affect employee productivity at KCB72 Table 4. 7: The level of agreement of the respondents on statements on the best training strategies for maximum employee productivity at KCB73 Table 4. 8: Coefficients of the Independent Variables75 Table 4. 9: Analysis of Variance76 Table 4. 10: Squared Multiple Correlation Coefficient, R276CHAPTER ONE INTRODUCTION AND BACKGROUND OF THE STUDY Introduction This chapter presents a brief introduction as well as historical background of employee training. An overall background of the study has been defined clearly, problem statement, objectives, assumptions, and limitations. Key terms have been defined and operationalized. Further the researcher has shown clearly why the topic has emerged as a topic of importance to the researcher. Background of the Study Nadeem (2010) defined training as the process of transmitting and receiving information to problem solving.This implies that training is for specific purpose. Omole (1991) sees training as any process concerned with the development of aptitudes, skills and abilities of employees to perform specific jobs with a view to increase productivity. An organisation may have employees with the ability and determination, with the appropriate equipment and managerial support yet productivity falls below expected standards. The missing factor in many cases is the lack of adequate skills, and knowledge, which is acquired through training and development.Commenting further Iboma (2008) is of the opinion that effective training can change the entire view of workers in an organisation and make the firm more productive as new skills and attitudes are developed by workers. Looking at the indispensability of training and development to an industrial set up, Ladipo-Ajayi (1994) observed that both are very demanding ventures in any organization because people commit huge resources to them. Training is one of the most important strategies for organizations to help employees gain proper knowledge and skills needed to meet the environmental challenges (Goldstein and Gilliam, 1990).Employee training represents a significant expenditure for most organizations. Tella and Popoola (2007) relating training to library work stated that it is as an essential strategy for motivating workers in the library as a service organization. For the Librarian or information professional to have opportunities for self-improvement and development to meet the challenges and requirements to perform a task there is the need to acquire the needed skills suitable for the work at hand. Institute for Work & Health (2010) defines training as planned efforts to facilitate the learning of specific competencies.These competencies typically consist of specialized knowledge, skills and behaviours needed for success in a particular environment. Training methods can range from a one-time dissemination of information to intensive programs administered over a long period of time. Njavallil (2007) did study training of bank employees by doing a comparative study between new generation banks and public sector banks in India. By then, there had come about many challenges in the banking sector following the new economic policy that was introduced during the nineties.The emerging business profile of banks included newer financial services, personal investment counseling, factoring, venture capital and possibly consultancy research services. This called for new knowledge, skills and attitudes and training systems to stand up to the challenges that demanded for changes in the approaches to training. The study found that significant differences existed between the two categories of banks regarding the training provided to its employees. The differences were related to certain aspects.Based on the study it was inapt to say that the training approach of a particular type of bank was significantly enhanced compared to the other. Sulu (2011) stud ied motives for training in the Nigerian banking industry focusing on the motives for training using the Nigerian banking industry as a case study . The study relied on both qualitative and quantitative analysis of data. The entire staff of the 25 commercial banks as at 2007 in Nigeria was the population of the study. The results of the analysis showed that banks saw training as important factors, as well as aving motives for investing in training. These motives included – new technology; productivity; responding to skills deficiencies; moral duty; new hire request; and staff request. Some of the recommendations based on the findings include – training should be seen as one of the most important strategies for organizations to help employees gain proper knowledge and skills needed to meet the environmental challenges; it must also be noted that, training though primarily concerned with people, is also concerned with technology, the precise way an organization does busi ness.Ghebrecristos (1983), studied training methods and techniques in an organization using a case study of the Commercial Bank of Africa Ltd. Nairobi, Kenya. From the findings, CBA used several training methods and techniques in building the employee capability. They made use of classroom teaching, on the job training and seminars and workshops. Ling (2007) notes that training is viewed as an expensive investment for a business organization and is often neglected during recession.The author cites a reason as the value and contribution could not be effectively ascertained. Ling (2007) mentioned that in most studies relating to training effectiveness, the focus was on establishing the relationship between training system or practices or factors (individual and organizational) with training effectiveness, with emphasis on objective, content, organizational factors, expenditures, duration of training, coverage of employees, delivery methods, profitability, growth and overall organizati on performance.IAEA (2003) states that while it is abundantly clear that training can provide added value, a measured, isolated, determination of training effectiveness is difficult because personnel performance depends not only on training, but also on many other factors such as supervision, procedures, job aids, pre-job briefings, management expectations, and the experience and motivation of the workforce. The measurement of training effectiveness i. e. how well the training inputs are serving the intended purpose has also elicited wide reviews.IAEA (2003) identified three kinds of training outputs that organisations need to measure. They are: relating to course planning, relevance, comprehension and whatever goes on in the teaching programme and the environment; the utilisation of what is learnt on the job i. e. transferring the classroom learning to the job in terms of skills, competencies, decision making, problem-solving abilities and relationships and the like; and the change s in the mind set such as work related attitudes, values, interpersonal competencies and personal attributes.Winfred, Winston, Edens and Bell (2003) noted that the continued need for individual and organizational development can be traced to numerous demands, including maintaining superiority in the marketplace, enhancing employee skills and knowledge, and increasing productivity. Training is one of the most pervasive methods for enhancing the productivity of individuals and communicating organizational goals to new personnel. The authors note that in 2000, U. S. organizations with 100 or more employees budgeted to spend $54 billion on formal training.Given the importance and potential effect of training on organizations and the costs associated with the development and implementation of training, it is important that both researchers and practitioners have a better understanding of the relationship between design and evaluation features and the effectiveness of training efforts. Sa hinidis and Bouris (2008) noted that insufficient knowledge and skills which can be imparted through training can cause employees not to feel motivated and lack commitment.Abbas and Yaqoob (2009) noted that training is designed to skill employees so they can perform well. This can be done by formally developing training programs or informally through on job training. Insufficiency in knowledge and skills may result into conflict with organizational goal achievement and eventually affecting employee performance. The authors concluded that training influences employee performance Olaniyan and Ojo (2008) note that the effectiveness and success of an organization lies on the people who form and work within the organization.Consequently, for the employees in an organization to be able to perform their duties and make meaningful contributions to the success of the organizational goals, they need to acquire the relevant skills and knowledge. In appreciation of this fact, organization like educational institution, conduct formal training programmes for the different levels of their employees. Institute for Work & Health (2010) identified two broad approaches to research on training effectiveness. One approach employs triangulation of multiple data sources and methods to gather data from end users of training.This method combines qualitative data (e. g. from key informant interviews, focus groups and observations) with various forms of quantitative data (e. g. from controlled study situations. These data are then used to assemble valid co-relational arguments for interpretation of results. The other approach to studying the effectiveness of training explores cause and effect relationships that are pertinent to the learning process or the application of learned material within the workplace. These studies use experimental designs to investigate factors related to the training process itself.They use measurable outcomes affecting individuals or work teams and, if feasibl e, gather data related to the impacts of training on the organization or relevant industry. Haslinda and Mahyuddin (2009) examined the effectiveness of training in the public sector using training evaluation framework and transfer of training elements. The findings of this study suggest that public service employees were evaluated at all five levels of evaluation, namely, the reaction, learning, behavior change, results and transfer of training levels.Factors that can affect the effectiveness of training in the public sector include lack of support from top management and peers, employees’ individual attitudes, job-related factors and also the deficiencies in training practice. The study was done in Kuala Lampur. A number of factors have been identified that influence the effectiveness of training in an organization. Haslinda and Mahyuddin (2009) identified the human resource policy of training, employees’ attitude and motivation, and the commitment of top management t o the training and development as some of the key factors.Pfeifer, Janssen, Yang and Backes-Gellner (2011) observe that training can serve as a screening device without increasing individual productivity, i. e. , the firm learns about abilities and skills of workers and can promote the best fitting (most productive) worker to the next job in the hierarchy. They also note that training might, on the other hand, indeed increase individual productivity by teaching skills and knowledge that are important to fulfil tasks at higher job levels.Gyes (2008) uses company-level panel data on training provided by employers in order to estimate its effect on productivity and wages in the food industry in Belgium. The productivity premium for a trained worker was estimated at 23%, while the wage premium of training is estimated at 12%. The study concluded that, by training its workers, a company can realise an extra added value per worker amounting to â‚ ¬1,385 higher than the cost of the requ ired training. Konings and Vanormelingen (2009) confirmed and expanded their analysis to the whole Belgian private sector.Again, the findings showed that training has a positive effect on productivity and wages. The marginal product of a trained worker is on average 23% higher than that of an untrained worker while wages increase by 12% as a result of training. Among the manufacturing subsectors, the largest productivity gains can be found in the chemicals and rubber and plastic industries. Finally, the study’s authors found no differential impact of training on the productivity of male versus female workers; however, wages increase more in response to training for women than for men.Almeida and Carneiro (2006), using a panel of about 1,500 large Portuguese manufacturing firms between 1995 and 1999, found that an increase of 10 hours per year in training per worker leads to an increase in productivity of about 0. 6 per cent. Colombo and Luca Stanca (2008) investigated the eff ects of training on employee productivity using a unique nationally representative panel of Italian firms for the years 2002 to 2005 and found that training activity has a positive and significant effect on productivity at firm level.Training also has a positive and significant effect on wages, but this effect is about half the size of the effect on productivity. Within occupational groups, the effect of training on productivity is large and significant for blue-collars, but relatively small and not significant for white-collars. Profile of Kenya Commercial Bank (KCB) The history of Kenya Commercial Bank dates back to 1896 when its predecessor, the National Bank of India, opened a small branch in the coastal town, Mombasa. In 1958 Grindlays Bank of Britain merged with the National Bank of India to form the National and Grindlays Bank.In 1970, the Government of Kenya acquired 60% shareholding in National and Grindlays Bank and renamed it the Kenya Commercial Bank. In 1976, the Govern ment acquired 100% of the shares to take full control of the largest commercial bank in Kenya. The Government has over the years reduced its shareholding in the Bank to the current 26% with the public owning the remaining 74% (KCB, 2011). The Kenya commercial bank has four subsidiaries; a wholly owned subsidiary, Savings and Loan (K) Ltd. was acquired in 1972 to provide mortgage finance.In 1997, another subsidiary, Kenya Commercial Bank (Tanzania) Limited was incorporated in Dar-es-salaam, Tanzania to provide banking and financial services and to facilitate cross-border trade within the East African region. Since inception, the Kenya Commercial Bank Group has endeavoured to provide quality and customer friendly services geared towards meeting the ever-changing customer needs. This has ensured consistent growth in customer deposits that have, in turn, provided a strong reservoir for steady growth in customer borrowings every year. Shares in KCB have, until 2004, historically underper formed most other publicly listed banks.The KCB share price has recovered dramatically since elections in 2004. KCB has more than 170 branches throughout Kenya, making it the largest banking network in the region. It has the largest number of own-branded ATMs in Kenya. Since 2004 most of the branches in Kenya have been rebranded as part of a wider corporate branding exercise. Since incorporation, KCB has achieved tremendous growth to emerge as a leader in Kenya's banking and financial sector. In 1970, the bank had 32 full- time branches, of which 25 were located in rural areas, five in Nairobi and two in Mombasa.Today, the KCB Group has the widest network of outlets in the country, comprising 170 full-time branches all of which represent over 55% of the total banking outlets in Kenya. Of the total outlets, 80% are located in the rural areas, with representation in all administrative districts. Statement of the Problem Training is an integral part of every company's agenda. Because o f the implications of training, it is important to have training that is effective. Studies have proven that more costly but effective training can save money that is wasted on cheap but inefficient training (Ginsberg and McCormick, 1998).Unfortunately, there is no rule of thumb method of effective training. Methods of training have to be analyzed and studied before companies can rely on them to train a competent workforce. Kenya commercial bank like any other organization is in the business of providing services to its customers. For the bank to effectively serve its customers, it has to have well trained employees who ensure quality service delivery. It is very important to have a needs analysis to determine which training method works best.There are several studies in this area in the banking industry in Kenya limited studies that have studied the impact of employee training on organizational productivity. There are numerous factors to be considered in making training method deci sions. Factors such as training objectives (what is aimed to be learned), cost, and trainee demographics are some important issues to be considered. The problem is to determine the effect of training on staff productivity. Purpose of the Study The purpose of this study is to establish the effect of training on staff productivity in Kenyan banks.The study is important in developing information necessary to lead organizations on the importance of training. Objectives of the Study The study will be guided by the following objectives: 1. To determine the strategies used by KCB in employee training 2. To determine the effectiveness of training methods used by KCB 3. To determine the effectiveness of training on employee productivity at KCB 4. To recommend the best training strategies for maximum employee productivity at KCB Research Questions 1. What training strategies are used by KCB? 2. What effect do the training methods have on employee productivity at KCB? . How does employee train ing affect employee productivity at KCB? 4. What are the best employee training strategies for maximum employee productivity at KCB? Justification Training has become an increasingly critical area of management for companies to enhance service quality, reduce labor costs, and increase productivity (Enz & Siguaw, 2000). Training programs can also promote teamwork; improve staff attitudes and self-awareness (Conrade, Woods & Ninemeier, 1994). Organizations must therefore focus on these different aspects in order to maintain a competitive edge in their respective industries.Organizations should remember that training begins once an employee joins the organization and should continue throughout their tenure with the organization. Training can also be provided by everyone i. e. all employees are potential instructors and students Kenya Commercial Bank has been selected due to its large size, presence and location across the regions. In addition it has a dedicated training centre at Karen (KCB Leadership Centre) from which courses are developed and imparted to staff. Training is seen as a fundamental and effectual instrument in successful accomplishment of the bank’s goals and objectives.Training not only improves staff resourcefully, but also gives staff a chance to learn their job virtually and perform it more competently hence increasing bank’s productivity. The ultimate implication of staff training can be noted in the bank’s bottom line. A study to evaluate the effect of training on staff productivity at KCB is thus necessary. Significance of the Study This study aims to explore the effect of training on staff productivity in Kenyan banks. KCB The study will deepen the understanding between perception and expectations as well as improve the knowledge of staff productivity by banks.Further it will address the fundamental aspect of the correlation that necessitates KCB to undertake training to improve the productivity of its staff. Scholars T his research will provide information to scholars as well as form a basis for further research to be conducted, here in Kenya as well as world-wide, regarding the effect of training on staff productivity in Kenyan banks. Assumptions The following is assumed: 1) All staff will be available for interviews. 2) Respondents are truthful when responding to questions on the survey. 3) Training is a pressing issue for many staff. LimitationsThe limitations faced or anticipated are: First, due to the study limiting itself to one bank, the generalization of results can be challenged. Secondly, even though there will be a concentrated effort to get the questionnaire into the hands of all staff, there is no guarantee that the individuals will actually receive and complete the questionnaires. Lastly, due to locations of some KCB branches, some of the data collection instruments will be sent via email or sent by parcel to the branches, thereby compromising on time taken to process the same. Defin ition of Terms, abbreviations and acronyms KCB:Kenya Commercial BankTraining – A process dealing primarily with transferring or obtaining knowledge, attitudes and skills needed to carry out a specific activity or task. Chapter Summary This chapter covered the background of the research, the problem statement, the purpose of the study or general objectives of this research, the research questions, the significance and scope of the research i. e. importance of the study and the definitions of Terminologies used in this research. In chapter two, I will review relevant literature that will help build on the variables and data collection methods to be used in the study. CHAPTER TWOLITERATURE REVIEW Introduction The chapter will review relevant literature on the effect of training on staff productivity at Kenya Commercial Bank. In order to have an in depth knowledge on the effects of employee training on employee productivity, the chapter provides relevant literature in the field o f study. The first part provides an overview of training; the next part examines theoretical framework and effects of employee training on employee productivity. Mugenda and Mugenda (2003) noted that literature review involves critical review of what previous work in relation to the research problem being investigated.They argue that a properly done literature review should be extensive and thorough so as to provide the researcher with an adequate base for his or her work. I hope this literature review meets their esteemed standards. Theoretical Framework Human Capital Theory Human capital theory as formalized by Becker and Gerhart (1996) is the dominant perspective on on-the-job training. This theory views training as an investment; it raises expected future productivity but at a cost. The key distinguishing feature of a human capital investment as opposed to an investment in capital concerns property rights.A machine can be sold, but in modern society, men cannot. As individuals h ave the discretion over the deployment of their own human capital, workers and firms will need to agree on an exchange in the labor market. This implies that how the costs and returns to training are shared between workers and firms is a central concern in the on-the-job training literature. Human capital theory has been further developed in the 1970s to explain the life-cycle pattern of earnings. This literature analyses the human capital investment decision of individuals in a competitive environment.One may argue that, in this model, the distinction between education and training is an artificial one. Workers choose the investment as a function of prices (and ability). Through these prices, the demand side enters. There is no strategic interaction between workers and firms. Weiss (1985) surveys this literature. In the beginning of the 1990s, the new field of economics of information resulted in applications to on-the-job training. Recent developments in the training literature fo cus on the strategic interaction between employers and employees, and as such stands apart from life-cycle theories of earnings.The focus is on market imperfections and information asymmetries. This review restricts itself to the core of private sector training theory. The reason for this focus is the scattered nature of this literature. The studies in this field differ in many modeling assumptions that complicate comparison. Yet, some common themes can be distinguished. The first major attempt to apply learning theory to educational technology was Skinner? s development of teaching machines, (Skinner, 1968). His idea was to develop curricula at such a level of detail that a learner could learn without error.The learner, his theory held, never fully recovers from making errors; once made, there remains a possibility that they will recur to disrupt future learning and performance. Consequently, effective instruction should invoke only correct responses. He was critical of traditional teaching methods because they often engender errors in learning, and because they fail to reinforce behaviour effectively. On his theory, negative reinforcement (e. g. criticism, punishment) was to be avoided. Only positive reinforcement is theoretically sound, and this must be administrated according to specific schedules to ensure effective learning.For instance, as new responses are shaped up, reinforcement should be withdrawn. Mechanical presentation of the curriculum seemed an ideal way for teaching since a perfect schedule of shaping and reinforcement could be built into the teaching programme. Kirkpatrick's learning and training evaluation theory Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning.Kirkpatrick's four-level model is now considered an in dustry standard across the Human Resource and training communities. The four levels of Kirkpatrick's evaluation model essentially measure; (1) reaction of student – what they thought and felt about the training and the reaction evaluation is how the delegates felt about the training or learning experience. (2) Learning – the resulting increase in knowledge or capability, to assess whether the learning objectives of the program are met.Learning evaluation is the measurement of the increase in knowledge or intellectual capability from before, to after the learning experience: Whether the trainees learnt what they expected to be taught; (3) behavior – The extent of behavior and capability improvement and implementation or application. Behavior evaluation is the extent to which the trainees applied the learning and changed their behavior, and this can be immediately or several months after the training, depending on the situation (the extent of applied learning back on the job. 4) Results – the effects on the business or environment resulting from the trainee's performance. Results evaluation is the effect on the business or environment resulting from the improved performance of the trainee. This involves the organizational impact in terms of improved quality of work, increased output etc. It is the acid test. All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.Effects of Training on Employee Productivity Research has shown that leadership training for executives and middle managers results in increased worker productivity (Barling, Weber, & Kelloway, 1996). Leadership development training could have the same benefits if given to the rest of the workforce (IIE Solutions, 1999). Leadership development, supervisory skills, and teamwork training often rank as the most important and most frequently offered training topics in corporations.With the amount of money budgeted for training increasing every year and the marketplace becoming more global and competitive, it is imperative that the money spent on training is utilized to the fullest extent possible (IIE Solutions, 1999). According to Kapp (1999), manufacturing firms implementing training programs can expect an average gain of 17% in manufacturing productivity. Companies must understand that training is portable; that is, the knowledge imparted to employees will leave with the employee, thus benefiting another company. This also allows new employees to bring with them the knowledge ained from previous training programs. It is from this viewpoint that a company must manage its training program to identify the skill sets needed to increase problem solving for the present needs of the business (Miller, 1997). If gains in manufacturing productivity are achieved through the delivery of leadership training to tra ditional leadership groups, can similar gains be achieved in the banking industry by providing the same training to employees? Training and Employee performance People needing training can be classified in different ways. There is a distinction between novice users and expert users.They can also be classified through their educational backgrounds, or through their current employment position. Whatever way trainees are classified, they all have different needs. It is important, when choosing a training method, to identify who is to be trained. Novice users may be computer-shy or technology-intimidated and may need personal attention. Experts may need little attention and may be bored with basic information, and therefore dampening the desire to learn. According to Campbell (2000), educational background information is important.He also says that for people with little education, structure in learning is important. Employee position is important as well. Senior management may not have the time to attend group training or may have frequent distractions. The issue of self-esteem may also be a factor. Someone high in the ranks may not want to appear stupid to his counterparts by asking a question in group training. The explanation contributed by the knowledge management approach would be that training provides employees with the knowledge, abilities and skills required by the position.In fact, Hitt, Ireland, Camp and Sexton (2001) found that training investment first generates a negative effect on results (deriving from the cost of the same), which later become positive, as far as the transfer of knowledge to the post is concerned. This effect can also be explained by taking into consideration that if employees perceive that the organisation is interested in training them and giving them confidence and intends to count on them in the long-term future, they will make more effort and be more effective in their work.Training would be an important element in generating human capital. This argument is defended by Tzafrir (2005), who considers that investment in training can make employees feel indebted to the company. From a universal viewpoint some authors have argued that it is precisely in training that a greater universal effect than in other human resource practices can be seen. This is how it was noted by Lee et al. (2005) who highlight the fact that, of the 16 best practices studied by Pfeffer (1994), training is one of the few practices where a consistent, positive impact on performance is found.The study carried out by Koch and McGrath (1996) does not directly analyze the relationship of training with performance; instead, it uses a personnel development index that showed a slightly significant effect on work productivity, measured by net sales per employee. However, this development index only gathers information through the measurement of the number of categories of jobs that receive formal training, which, to me, seems to be a very lim ited indicator of the training imparted by the company.In Huselid (1995) and Huselid, Jackson and Schuler (1997) investigation, something similar happens. The combination of human resource practices is used rather than the training variable. In the first study, Huselid (1995) uses two factors to group the practices requiring a high level of commitment, the first of which designates employee and organized structure capabilities, including a wide range of practices aimed at developing the knowledge, abilities and capabilities of employees.However, we are given to understand that it incorporates very heterogeneous practices where training has a relative weighting, since only one of the eight factor items makes reference to training (the average number of training hours received by the employee in the last year). A greater effort in training measurement can be found in the work of Delaney and Huselid (1996), who use a training index constructed from three items. The first records whethe r the company supplied some sort of training besides job position training, the second how many workers participated in hese programmes and the third a subjective evaluation of training effectiveness. Its results suggest that high performance practices in human resource management that include contracting on a selective basis, with training and incentives, are positively related with measurements of perception of the organization’s role. Training and Employee Commitment Training practices used by organizations may have an effect, direct or indirect on both employee motivation and organizational commitment (Meyer and Smith, 2000).Organizational commitment is defined, in the words of Aragon et al (2003) as the relative strength of an individual's identification and involvement in a particular organization. In order to equip their employees with the skills necessary to do their job, companies train them, in an effort to optimize their workforce's potential. Some companies, plann ing for the long-term, invest in the development of new skills by their employees, so as to enable them to handle issues not currently present, but likely to come up in the future.This kind of training can lead to high levels of motivation and commitment by the employees, who actually see the opportunity they are given. These employees' appreciation for the investment their organization is making in them is shown in their hard work and their contentment in being a member of that organization. Training, then, is expected to have a positive effect on both motivation and employee commitment Training Methods and Employee Productivity It is readily acknowledged that individuals tend to learn differently based on preferred styles of teaching (Chambers, 2005).Since these teaching styles impact the way individuals learn, training sessions could be augmented by designing the content to tap into each of the three different styles, thus appealing to a broad scope of disparate learning styles. For example, visual learners tend to process and recall information best when it is presented in a way that they can easily see the information. This can be achieved through the use of hand-outs, PowerPoint slides including pertinent information, and also other forms of multimedia such as videos or computer-based simulations.Auditory learners, by comparison, process information from more of a listening perspective. Consequently, training can be augmented to focus on this preferred style by frequent descriptions of the pertinent information. This can easily be accomplished by verbalizing the content in handouts and PowerPoint presentations. Further augmentation can be achieved by allowing trainees to discuss important content in small group settings. The third learning style, kinesthetic, includes individuals who learn best by physically doing something.Augmenting training to tap into this learning style requires the trainer to design exercises and activities that allow the learner t o be physically engaged in learning. For example, a training session on team work may include an exercise where groups, working as a team, actually work jointly to accomplish some small task. One such exercise requires groups to identify some symbol they frequently associate with the idea of teams and then to work within their groups to construct their symbol using modeling clay.This provides both visual and tactile reinforcement associated with the concepts covered in the training. Following this exercise, further discussion can reiterate important aspects of teamwork that were discussed in the training session, further reinforcing the material (Huselid, 1995). On-The-Job Training Methods The purpose of the on-the-job training session is to provide employee with task-specific knowledge and skills in work area. The knowledge and skills presented during on-the-job are directly related to job requirements.Job instruction technique, job rotation, coaching and apprenticeship training ar e the common forms of on-the job training methods. Employees’ professional quality is the key of bank services, the rules and principles of work are taught in this kind of training, besides, courtesy, manners and techniques of handling interpersonal relations are taught as well. This kind of training aims to train employees to learn the best way to do the work in the most quickly and effective way (Walker, 2007). Job Instruction TrainingThis is a structured approach to training, which requires trainees to proceed through a series of steps in sequential pattern. The technique uses behavioral strategy with a focus on skill development, but there are usually some factual and procedural knowledge objectives as well. This type of training is good for task oriented duties such as operating equipment. The instructor or supervisor prepares a job breakdown on the job, while watching an experienced worker perform each step of the job.Job instruction technique consists of four steps, pr eparation, present, try out and follow up (Blandchard & Thacker, 1999). Job Rotation This is the systematic movement of employees from job to job or project to project within an organization, as a way to achieve various different human resources objectives such as: simply staffing jobs, orienting new employees, preventing job boredom or burnout, rewarding employees, enhancing career development, exposing employees to diverse environments (Woods, 1995).Excellent job rotation program can decrease the training costs while increases the impact of training, because job rotation is a hand on experience. Job rotation makes individuals more self-motivated, flexible, adaptable, innovative, eager to learn and able to communicate effectively. One of the possible problems with the rotation programs is the cost, because job rotation increases the amount of management time to spend on lower level employees. It may increase the workload and decrease the productivity for the rotating employeeâ€⠄¢s manager and for other employees.Job rotation may be especially valuable for organizations that require firm-specific skills because it provides an incentive to organizations to promote from within (Jerris, 1999). Coaching This is the process of one-on-one guidance and instruction to improve knowledge, skills and work performance. Coaching is becoming a very popular means of development, and often includes working one-on-one with the learner to conduct a needs assessment, set major goals to accomplish, develop an action plan, and support the learner to accomplish the plan.The learner drives these activities and the coach provides continuing feedback and support (DOE Handbook1074, 1995). Usually coaching is directed at employees with performance deficiencies, but also used as a motivational tool for those performing well. Coaching methods solve precise problems such as communication, time management and social skills. Executive coaching generally takes place on a monthly basis and continues over a period of several years. Often, coaches are brought in where there is a change in the structure of the company, when a team or individual is not performing well or where new skills are required.Coaching assumes that you are fine but could be even better (Kirwan, 2000). Apprenticeship This is one of the oldest forms of training which is designed to provide planned, practical instruction over a significant time span. Apprenticeship was the major approach to learning a craft. The apprentice worked with a recognized master craft person (McNamara, 2000). Training and Employee Effectiveness Analysis from the beginning is definitely needed for training to be effective. The effectiveness of training is usually measured through user performance (Yi & Davis, 2001).They introduces the idea of training validity which assess the performance of trainees in relation to the criteria set by the training. Training must always be evaluated with respect to both its immediate and long term impacts (Patton & Marlow, 2002). It starts from the training experience to the training outcome. The training experience includes the actual training and the immediate effects of the training based on performance. Training outcomes are the long term effects of the training (Carroll and Rosson). Researchers who have analyzed the impact of type of firm and firm size n employee training examined the training budget as the dependent variable Hitt et al (2001). A variety of training programs (in particular, informal training programs such as on-the-job training, job rotation, and apprenticeships) not usually included in the training budget were not considered, as though skills and knowledge acquired through these training programs are not relevant. Sirmon and Hitt (2003) drew attention to the importance of informal training to skill and knowledge acquisition in small firms.In spite of the fact that in the real entrepreneurial world only a small number of companies measure the impact of training on the results (Koch & McGrath, 1996) several authors suggest that training is an instrument that makes the generation and accumulation of human capital possible. Training ensures that greater efficiency is achieved through the production of goods and services with a realistic profit margin in so doing the organization is assured of its survival in the market and in the sector as a whole (Huselid, 1995).Given evidence that the support from peers in a training venue can impact the overall effectiveness of the learning (Armstrong, 1998). It might be beneficial to augment training by providing contact information on other training participants, encouraging trainees to communicate and interact following the training session. This could be done on strictly a voluntary basis where trainees could be asked to provide contact information to be listed on a roster of participants, thus minimizing potentially offending those wishing to keep their contact information private.This in formation could be obtained prior to the training session and then the roster could be distributed during the session. In addition to obtaining contact information, trainers could also ask participants to voluntarily provide information related to key knowledge and skills that may further enhance the likelihood that trainees would contact others for the purpose of networking or benchmarking.The perceived importance of training to improvements in productivity, sustained competitive advantage, and ultimately to firm performance has led governments in various countries to invest considerable resources into programs that encourage management and employee training in enterprises (Patton and Marlow, 2002). It is believed that training is a powerful agent to development of capabilities and to growth and profitability of the firm (Armstrong, 1998).Koch and McGrath (1996) argued that firms that invest in employee training engage in formal performance appraisal, and link these to incentive co mpensation are likely to have lower employee turnover, higher productivity, and enhanced financial performance. Cosh, Duncan and Hughes (1997) suggested that training would enhance the survival rate of small firms. Similarly, Delaney and Huselid (1996) noted that the most successful firms provide employees more training than average. Ford and Wroten (1984) established a link between employee training and superior firm performance.In addition, small business failure has been linked to poor management skills. It is argued that management training should greatly improve firm survival and performance (Ford & Wroten, 1984). Macrae (1991) established that major distinguishing factors between high-growth and low-growth small firms are the education, training, and experience of their senior managers. The existing literature tends to focus on management training (Heneman, Tansky & Camp, 2000) to the exclusion of other forms of employee training.Few researchers have investigated the determina nts of training in organizations and in all cases the dependent variable-training–was measured by a single variable, the training budget. Because informal training is often not accounted for in the firm's books, the literature tends to be biased toward formal training. Employee training and development is an important programme that promotes employees in an organizational set up. The need for manpower development programmes cannot be overemphasized, as the application of acquired skills will go along way to ensure effective productivity in a world of work.Many employees have failed in organizations because of lack of basic training which was not identified and provided for as an indispensable part of management function (Nwachukwu, 1988). As such, for an organization to realize the full potential of its employees, adequate employee training is necessary to ensure that the organization realizes its objectives. Olaniyan and Ojo (2008) note that training physically, socially, in tellectually and mentally are very essential in facilitating not only the level of productivity but also the development of personnel in any organization.The authors define training as a systematic development of knowledge, skills and attitudes required by employees to perform adequately on a given task or job. New entrants into organizations have various skills, though not all are relevant to organizational needs. Training and development are required for staff to enable them work towards taking the organization to its expected destination. Training Quality and Performance Employee performance is an important building block of an organization and factors which lay the foundation for high performance must be analyzed by the organizations.Since every organization cannot progress by one or two individual’s effort, it is collective effort of all the members of the organization. Performance is a major multidimensional construct aimed to achieve results and has a strong link to st rategic goals of an organization (Mwita, 2000). Managers at all the levels have to input their efforts and make maximum use of their abilities which sometimes are produced under supervision or without it. However, there are many expectations from managers working for an organization.These expectations are sometimes fulfilled but in some situations these managers may be running to their boss for guidance. Therefore, the managers must be developed so that they can think and work on their own and fulfill their responsibilities innovatively, while understanding and foreseeing the market and business situations. Consequently question arises that how an employee can work more efficiently and effectively to increase the productivity and growth of an organization.William Edward Deming, one of the quality Gurus defines quality as a predictable degree of uniformity and dependability at low costs and suitable to the market, he advises that an organisation should focus on the improvement of the process as the system rather than the work is the cause of production variation (Heyes, 2000) Many service organisations have embraced this approach of quality assurance by checking on the systems and processes used to deliver the end product to the consumer.Essentially this checks on; pre-sale activities which encompass the advice and guidance given to a prospective client, customer communications ( how well the customers are informed of the products and services, whether there are any consultancy services provided to help the customers assess their needs and any help line available for ease of access to information on products), the speed of handling a client’s transactions and processing of claims, the speed of handling customers calls and the number of calls abandoned or not answered, on the selling point of Products/Services a customer would be interested to know about the opening hours of the organization, the convenience of the location and such issues (Lee, Lee & Pen nings, 2005). This is only possible when employees are well trained and developed to ensure sustainability of the same.Heyes (2000) stated that an organization should commit its resources to a training activity only if, in the best judgment of managers, the training can be expected to achieve some results other than modifying employee behaviour. It must support some organizational and goals, such as more efficient producer or distribution of goods and services, product operating costs, improved quality or more efficient personal relations is the modification of employees behaviour affected through training should be aimed at supporting organization objectives. According to Armstrong and Baron (2005) all organizations are concerned with what should be done to achieve sustainable high levels of performance through people. This means giving close attention on how individual can best be motivated through such means as incentives, rewards, leadership and training.The aim is to develop mo tivation processes and work environment that will help to ensure that individuals deliver results in accordance with the expectation of management. For current employees whose job performance is not satisfactory. It may be that some type of additional training can help to bring them up to pair. Such training needs may be experienced with employees or with group of employees or individual who need additional training it is necessary to determine what they need. According to Heyes (2000), Training can only add value results if there is an opportunity for added value. Either the business is not performing effectively because people are not performing, or there is a market opportunity, which can be exploited but requires some new training or development.Training ensures that greater efficiency is achieved through the production of goods and services with a realistic profit margin in so doing the organization is assured of its survival in the market and in the sector as a whole (Tzafrir, 2005). The quality of employees and their development through training are major factors in determining long-term profitability and optimum performance of organizations. To hire and keep quality employees, it is good policy to invest in the development of their skills, knowledge and abilities so that individual and ultimately organizational productivity can increase. Traditionally, training is given to new employees only. This is a mistake as ongoing training for existing employees helps them adjust rapidly to changing job requirements.Organizations that are committed to quality invest in training of its employees (Evans & Lindsay 1999). According to Evans and Lindsay (1999), Xerox Business Products and Systems invest over $125 million in quality training. Motorola & Texas Instruments provide at least 40 hours of training to every employee quarterly. A complete employee training program includes a formal new hire training program with an overview of the job expectations and perform ance skills needed to perform the job functions (Odekunle, 2001). A new hire training program provides a fundamental understanding of the position and how the position fits within the organizational structure.The more background knowledge the new associate has about how one workgroup interrelates with ancillary departments, the more the new associate will understand his or her impact on the organization. Models for Measuring the Effectiveness of Training Measuring the training effectiveness should be an important asset for the organizations. There are some criteria for measuring the success of training; direct cost, indirect cost, efficiency, performance to schedule, reactions, learning, behavior change, performance change (Sheppard, 1999). The Kirkpatrick’s Four Level Approach It was created by Donald Kirkpatrick in 1959, at the time; he was a professor of marketing at the University of Wisconsin.It is still one of the most widely used approaches. His four level of evaluatio n are: reaction – a measure of satisfaction, learning – a measure of learning, behavior – a measure of behavior change and results- a measure of results (Phillips, 1997:39). Kirkpatrick model is now nearly 45 years old. Its elegant simplicity has caused it to be the most widely used methods of evaluation training programs. ASTD’s (American Society for Training Development) survey, which reports feedback from almost 300 Human Resource executives and managers, revealed that 67% of organizations that conduct evaluations use the Kirkpatrick model (Stone and Watson, 1999). Table 2. : Kirkpatrick Four Levels of Evaluation |Level 1: Reaction |Were the participants pleased? | | |What do they plan to do with what they learned? | |Level 2: Learning |What skills, knowledge, or attitudes have change? By | | |how much? | |Level 3: Behavior |Did the participants change their behavior based on | | |what was learned in the program? |Level 4: Results |Did the change in be havior positively affect the | | |organization? | Resource: Stone J. and Watson V. , (1999), Evaluation of Trainig, www. ispi-atlanta. org Kaufman’s Five Level of Evaluation Some researchers, recognizing some shortcomings of Kirkpatrick’s four level approach, have attempted to modify and add to this basic framework. Kaufman offers one such presentation. Kaufman has expanded the definition of Level 1 and added a fifth level addressing societal issues (Philips, 1997:40). At level 1, the factor of the concept enabling addresses the availability of various resource inputs necessary for a successful intervention.At Level 5 is the evaluation of societal and client responsiveness, and consequences in payoff. This moves ev