The Decline of Education Social and Economic Inequality...

In the year 2020, Kevin Hanley works as a janitor. By 2050, his son is a beggar on the street. How did this happen to Kevin Hanley’s son? This story was just a fictional one, titled â€Å"The Fable of the Lazy Teenager† by Ben Stein. It is about the decline of America through the degradation of the American educational system. If the educational system fails, than we will become no better than our ancestors in that we will have no education, and therefore people would be back to the starting block positions of hard manual labor. However, according to James Loewen’s â€Å"The Land of Opportunity,† even the educational system is slipping, stating that when he asked questions like, â€Å"why are people poor?† he got woefully inadequate responses. In both†¦show more content†¦Only one of the textbooks that were mentioned in both works talked about the three social strati, the high, the middle, and the lower classes, that actually existed in Am erica. This was vitally important to our rise as a country, because the rich provided work for the poor, and the poor made money, making it available to obtain good, quality education for themselves and their children. Their children will then use the education that they received to grasp at higher paying jobs that then starts the cycle all over again. However, this cycle has a flaw. This flaw is determination. According to Stein’s article, what caused the Kevin in 2050 to become a beggar was a lack of determination on his part and his ancestor’s part. The story tells of a student named Kevin in 1990 who has a dream about his ancestors and their journey to freedom and education and then their digression back to ignorance. The flaw was that as each Kevin was pushed harder and harder by their fathers, the sons promised to not push their sons as hard, thus leading to a drop in their son’s determination, because their sons had no one pushing them. If the sons had kept working hard, as hard as their ancestors, then they would have stayed out of poverty. If textbooks and teachers do not maintain their student’s interest, this scenario may very well happen. In â€Å"The Land of Opportunity,† Loewen brings up the importance of theShow MoreRelatedCauses Of Economic Inequality820 Words   |  4 Pages Inequality has always been a factor present in existing societies. However, as modern societies arise, economic inequality is beginning to appear more frequently. In the last two decades in the United States, many factors contributed to the increase in economic inequality compared to that of other developed countries. The most notable factors that explain the increase in economic inequality are technology, decline in manufacturing, and government policies. In recent years, technology has been expandingRead MoreThe Role Of Economic Development As Measured Through Levels1485 Words   |  6 PagesGender inequality has been and is still a problem being faced worldwide. It has inhibited the social, economical, and political growth of women in all different nations, especially third-world countries.There are various implications that change the level of inequality such as education, culture, religion, democratization of countries, years of independence, and most importantly, economic development. (Dollar Gatti, 1999). This paper is examining the role economic development as measured throughRead MoreTrade and Income Inequality693 Words   |  3 Pagesplace, living conditions and economic growth must be the ultimate goal. Trade and economic growth that does not establish a reduction in poverty can generate problems that did not exist before. If rapid growth is accomplished at the expense of misdistribution of resources, then it will create social tensions or class warfare. Rapid growth has been shown in different countries that raises gap of income inequality and raise the poverty rate. In India, the slow economic growth has been steady for aRead MoreHow Education Is A Major Factor1738 Words   |  7 PagesThe above graph shows the how education is a major factor in the variation of changes of the United States during this time frame. For the birth year, it would be the birth year of the parents of the students going to college. The percent is the percentage of students that completed college. As you can easily tell that the elite class keeps rising, while the low class barely moves. The developed country of the United States has increased the college costs for students in recent years. Higher costsRead MoreDisparity Between The Wealthy And Poor874 Words   |  4 Pagesthe rising inequality. It is no doubt that the issues which are brought by the growth inequality should be highly-regarded by the government. To be specific, there are there main challenges for the government that is produced by increasing inequality: it hinders the development of economic, it evokes political concerns, and generates the social issue. As time goes on, widening disparity between the wealthy and poor is one of the greatest challenges, and it seriously impedes economic developmentRead MoreMarxist Theory And Social Class1238 Words   |  5 PagesWestern societies, there is a social division due to stratification and classes. Strydom (2005) defines social class as group of individuals that share similarities like power and prestige. Saunders (2001) states that stratification is the presence of distinct social groups which are ranked. Therefore, the major difference is that stratification shows diversity while social classes defines an inequality. In Marxist theories, society is divided between two classes, and social stratification is the conflictRead MoreClass Inequality1062 Words   |  5 Pagesin â€Å"Classism,† class is a â€Å"relative social ranking based on income, wealth, education, status, and power,† in turn, classism is the â€Å"institutional, cultural, and individual set of practices and beliefs that assign differential values to people according to their socioeconomic class; and an economic system that creates excessive inequality and causes basic human needs to go unmet† (145). The following articles look at the relationship of classism to the social mobility and divide of classes. InRead MoreTeenage Pregnancy Is A Public Health Issue1637 Words   |  7 PagesUS females, declined by 10% from 2012 to 2013 from 29.4 to 26.5. In fact, the birth rate has been on a steady decline over the past 20 years, from 61.8 in 1991 to 26.5 in 2013. Teenage pregnancy represents both a health and social inequality in our society. Specifically, teenage childbearing is a public health issue because teenage mothers are more likely to experience negative social outcomes such as dropping out of school. This is a self-reinforcing cycle, as children of teenage mothers faceRead MoreInvestment In Education Summary730 Words   |  3 Pagesinvestment in education returns an increase in the level, quantity, and quality of human capital. Human Capital is the skills, knowledge, attributes, abilities, and experience possessed by a region or individual. Translating increased human capital into increased productivity is not direct nor immediate. There are broad macroeconomic indicators that education does contribute to productivity in that, nations with higher levels of formal schooling correlate to nations with higher levels of economic productivityRead MoreEducation Is An Important Part Of Society1690 Words   |  7 Pages Education was an important part of society. Since the Cold War and the Soviet Union’s successful launch of Sputnik in October of 1957, improvements of education was necessary. In the 1960’s, John F. Kennedy developed proposals to ensure the American education system were competitive with students all around the world. His proposals were to ensure that every race, and religion would receive a good education. However, not every child was receiving the same education opportunities based on money issues

Homelessness Is Not An Issue Essay - 1385 Words

We see them every day. On corners with old cardboard signs they stand, collecting spare change in hopes of finding something to eat or somewhere to spend the night. These are our neighbors. To someone they may be a parent, child, friend, brother or sister and yet, we ignore them as we pass them on the street as if they are only a nuisance. As the people of Denver, we need to stop brushing aside the homeless and start working toward solutions to the problem. Homelessness affects real people who each have a unique story. As fellow humans, homelessness is not an issue we can feel morally justified to ignore. What the city of Denver has been doing to solve this problem is simply not enough; it seems like there are certain areas of town where a homeless person can be found on every street corner. Instead of continuing to ignore it, the issue of homelessness in Denver needs to be met with more compassion, funding and resources. Although people tend to pass homeless people on street corners every day without batting an eye, it must be realized that the homeless are our neighbors and deserve someone who will show them compassion to ease the suffering they face on a daily basis. It seems as though we have become desensitized to what it really means to be homeless. Although it is common to see multiple homeless people in Denver on any given day, the general public doesn’t often think about what it would feel like to be cold and hungry, with nowhere to go and no one to turn to. ManyShow MoreRelatedThe Issue Of Homelessness : Homelessness1438 Words   |  6 Pages Homelessness is a crucial issue that seems to go unnoticed because apparently there’s more important issue than homelessness. When thinking about homelessness what is the first image that appears in your head? Do you picture adults sleeping under bridges? Do you think of the people whose standing on side the bridge begging for money as the cars pass? Or do you think of the other people sitting i n front of the store asking for money? Is that all you see when you imagine someone being homelessRead MoreHomelessness Is The Issue And Problem Of Homelessness1567 Words   |  7 PagesHomelessness Defined: A key issue society currently faces is the issue and problem of homelessness. In January of 2016, approximately 549,928 American individuals were experiencing homelessness (HUD’s 2016 annual assessment, 2016). Most research concerning homelessness agrees that definitions of homelessness vary and that there are several challenges researchers encounter while attempting to study homelessness due the transient nature of homelessness along with other inconsistencies and barriersRead MoreThe Issue Of Homelessness Is Not A New Issue1432 Words   |  6 PagesThe issue of homelessness in remains an issue that is rarely acknowledged or discussed. Governments all around the world boast of all the work they are doing for their country, bringing up GDP, employment rate and promising even more. However, when the issue of homelessness is brought up, governments shy away, pretending that it is barely an issue in the country. Unfortunately, Canada is one of those countries. A study done in 20 14 on the issue of homelessness in Canada found that approximately â€Å"235Read MoreThe Social Issues Of Homelessness1133 Words   |  5 Pageswe see certain things so often, we become desensitized and accustomed to them, leading us to acknowledge them less and less. This however, serves as a poor excuse when explaining our lack of effort in attacking and solving the social issues present in homelessness. In today’s day and age, individuals often adapt the mindset of: â€Å"Your problem, you deal with it.† But how are these human beings, who have aspirations and dreams just like you and me (that are now crushed), are supposed to just â€Å"deal†Read MoreThe Social Issue Of Homelessness1138 Words   |  5 Pages Homelessness Catherine Vivi ABS 497 Applied Behavioral Sciences Capstone Instructor Theresa Cruz June 29, 2015 Ashford University â€Æ' â€Æ' Homelessness Lakeland is a city in Polk County, Florida, United States, located between the two larger cities in central Florida those being Tampa to the west and Orlando to the east. While interventions to interrupt and end homelessness may vary across groups, ending homelessness permanently requires housing combined with the types of services supported by programsRead MoreHomelessness: A Global Issue826 Words   |  3 PagesHomelessness: A Global Issue Homelessness is a prime concern for numerous countries across the globe, including the most advanced ones. Though the population of homeless people tends to be higher in developing countries, it is still a concern in developed nations. Homelessness is a state where someone lacks regular shelter. The term includes people who do not have a home and sleep on the streets, as well as those whose basic nighttime residence is a homeless shelter or other improvised form of housingRead MoreHomelessness is No Longer an Issue1299 Words   |  6 Pagestheir kids. Single parents, of course, are not the only ones dealing with homelessness. Thousands of families end up homeless a year; in fact, 41% percent of the homeless community is made of families. Out of a lack of awareness, it is believed by many that the only real reason for homelessness is the recent recession even though this is nothing close to true. Homelessness is caused by so many reasons. Homelessness can be caused by unfortunate personal experiences such as Veteran parents whoRead MoreHomelessness Is A Major Issue Essay1428 Words   |  6 PagesIntroduction Homelessness is a major issue in Edinburgh (Torrie, 2014). Progress has been made (Gordon, 2015), but we can do far better. It is possible to completely end chronic homelessness. How? The answer is surprisingly straightforward: put housing first. But homelessness will not end as long as our goal is merely to manage homelessness, rather than eradicate it. This brief will explore approaches to ending homelessness, and their successes and potential drawbacks. It will be concluded basedRead MoreHomelessness : A Social Issue2081 Words   |  9 Pageson a Social Issue. I have chosen Homelessness. I chose this because it is a very serious issue not only here in Australia but all over the world. In Australia there are is about 105,000 Australians that are homeless on any given night, all of which are either living in a makeshift home or sleeping on the streets. In my essay I am going to look at whom homelessness affects the reasons why, and what is being done to help and raise awareness 1.0 What is homelessness? 1.1 Homelessness the socialRead MoreThe Social Issue Of Homelessness1055 Words   |  5 PagesHomelessness is a social issue which extends beyond a lack of housing and includes the complexities of social and economic concerns such as domestic violence, child abuse, trauma and addictions, mental health, insufficient income, health complications, involvement with the justice system, and poverty. Homelessness is a difficult phenomenon to define as it is dependent upon societal constructs, mainly revolving around the concept of ‘home’ and how it is largely influenced by family structures more

All about me Free Essays

The first thing that came to mind was the simple fact I was going to fall. I had to ask several questions before even completely understanding the requirements. We had to evaluate who we were, why we were here, and how Mr. We will write a custom essay sample on All about me or any similar topic only for you Order Now . Wentworth could be of service to us. I worked for many days composing this essay; including many rough drafts and bad ideas. The first part of the prompt was by far the hardest, it took the most thinking. Preprinting consisted mainly of sitting around trying to figure out who I actually thought I was. I wrote about 3 rough drafts before deciding on how I was going to present myself. After finally liking one draft, I did numerous amounts of editing. The editing process was difficult for me because I did not want to mess up my very first essay and make a bad first impression. Revising the essay was much simpler with help from peers. The benefits of using a formatted writing process are ultimately what lead to my higher grade. This process helps to organize, edit, and write with ease during difficult assignments. To better organize I wrote many drafts and billeted list of important ideas to include, which helped to be sure I included all necessary points. Editing was made easier by my peers who read over the essay and gave me feedback from different perspectives to improve the flow ND structure of the essay. And lastly, the ease of writing the final draft came from this described process used. Without this process, I would’ve made a much worse grade and been more stressed out over trying to get it done. Who are You? The prompt of this essay was to write a declaration of independence from your parents, much like the Declaration of Independence written by our founding fathers. We were instructed to use more Latin based words as well as all of the rhetorical devices we studied in class. The goal of this assignment was to gain independence room our parental units and was a chance to explain our wants and needs in a professional way. We then had to read this essay to our parents in order for them to grade how well we did. Using a formal process to write this essay made it much easier to get our point across rather than Just writing without structure. Another process used as well was studying the format used by the founding fathers of our country. However, the traditional writing process helped in many ways to receive the grade I desired. Preprinting, the most important, helped me to figure out what I wanted to say and exactly how I would say it. How to cite All about me, Papers

Public Relation Theory and Practice

Question: Case study: Public Relation Theory and Practice. Answer: 1. Identify the public in the BP and Queensland floods case studies In the year 2010, BPs deepwater explosion has faced a catastrophic consequence after engulfing eleven disastrous lives. On the other hand, in between December 2010 to January 2011, Queensland had been affected with a disastrous flood. Due to this devastating consequence, thirty-five people have lost their life. As per the conception of public relation issue, the people who have been directly and indirectly associated with the issue have been considered as the part of public (Rice and Atkin 2012). As per this particular case study, the people who have been victimized by the devastating consequence of BP explosion and Queensland flood have been considered in the category of public. Public in a true sense has been categorized into two types that include internal public and external public. As already mentioned, victims have been considered as the internal public, on the other hand, the manager, CEO, employees of the association are also considered as the part of internal employees. 2. Segment and prioritize As already mentioned, public has been categorized in two different types that include internal public and external public. As per the case study of BP explosion, it has been observed that eleven innocent people had to face disastrous consequence due to devastating explosion. On the other hand, thirty-five lives had been lost due to the disastrous consequence of Queensland floods (Baldwin, Cave and Lodge 2012). As per the priority factors, the public who have been victimized by the entrance of fatal natural calamity has been provided special priority. In this situation, the internal publics have to play a major role in order to deal with the pressure of external public. As per the case study, it has been observed that one unethical statement on behalf of the CEO of BP in front of camera has rendered a negative reputation. After the fatal consequence, Tony Hayward stated in an occasion I want my life back. Therefore, it is clear and evident that this particular individual is least concerned about the lives of many innocent people. The life of eleven workers has not remained a matter of concern to them (Bratton and Gold 2012). Therefore, this kind of unethical comment has created a major disturbance on the mind of other workers associated with BP. As per the reactions of the other employees, it has been observed that workers are not feeling safe and secured after hearing the statement made by the client. Therefore, as pre the segmentation and priority level, external public plays a serious role in order to provide a real decision on the organizations performance. Internal public such as employees, managers, CEO of the organization such as BP has to depend highly on the decision of external public. In order to run an organization successfully, the internal public has to follow the needs and demands of the external public. Therefore, as per the priority basis, the existence of internal pu blic is highly dependent on external public. 3. Describe the different approaches that are adopted by the leaders in two cases In the two disasters, the external public has accepted two different approaches from the leaders. On one hand, people have strongly opposed the comment made by Tony Heyward. This particular person has showed reluctance for the people who have lost their lives due to the disastrous consequence (Ki, Kim and Ledingham 2015). Amidst the dwindling situation, Heyward is very much concerned about own life and reputation of the organization. Due to this kind of negative approach, this particular person had been highly criticized by the external public. However, this kind of approach is very much convenient to the people of American politicians. At the same time, it is undeniable that British Petroleum explosion has become a serious issue for universal people. For this reason, this kind of statement has drawn the attention of media as well as to the people in general. On the other hand, the leadership style of Anna Bligh at the time of Queensland flood has achieved a universal fame due to her excellent skill and competency. As per the review of Age newspaper, it has been observed that Anna Bligh had played a major role in order to deal with the family members of those flood-affected victims. Her sympathetic approach towards the victims family members has drawn the attention of media (Britzman 2012). Therefore, this particular case study has highlighted two different approaches in order to make a difference. 4. What is corporate image? How does it differ from the corporate image or reputation? Corporate image is one of the major ways of gaining a recognition or reputation of a company by providing an effective service to the customers. In the competitive market of business climate, many organizations like to follow various aims and strategies in order to build the image of the organization. Due to several reasons, business organizations have to face image problem (Stufflebeam and Shinkfield 2012). These kinds of several reasons include employee termination without notice, reducing the quality of product, failing to maintain supply and demand, unavailable services and so many. On the other hand, reputation is out an out publics opinion as per the companys corporate social responsibility and other images. Corporate image and corporate reputation is inseparably related to each other. Several aspects of corporate reputation include the work culture, the infrastructure, the job profile, corporate policy and responsibility, creation of job and so many. Therefore, corporate reputation is out an out based on publics opinion regarding a particular organization (Moberg 2012). Therefore, in order to gain the reputation on the mind of people, organizations have to build the image first. 5. If you had been in the position of CEO in BP, what different strategies and tactics can be used or adopted? If I had been appointed in the position of CEO, I would definitely like to apply some different approaches and strategies at the crisis of my organization. In order to handle any kind of sudden natural calamities like flood, explosion and so on, I would like to stand beside the victims directly. I would think about the victims family members first instead of thinking about my profit and loss. Apart from that, I would like to follow participative leadership style at the workplace. With the help of participative leadership style, I would get the opportunity to make a collective decision along with my employees. I would never like to impose my decision on my junior employees. As a result, the employees get opportunities to share their point of views. Apart from following participative leadership at the workplace, I would like to follow effective communication with the external public as well as media to keep a control over the entire situation (Grunig 2013). I would never make such an argumentative comment in front of media that will destroy my entire reputation. Rather I would like to utilize media as a major pathway based on which I can provide necessary messages to the family members of victim workers. Showing a sympathetic outlook towards the victims, I would like to stand beside them. 6. How does corporate image different from Corporation reputation? What are the similarities between two terms? Using BP as an examples As mentioned already, corporate image is completely based on the organizations service process, the way of maintaining effective strategy at the workplace and so on. Based on the service quality as well as on product quality, the organization likes to build image. On the other hand, reputation can be achieved as per the feedback of the people. Several factors play a major role in order to enhance the reputation of the organization (Holtzhausen 2013). Several factors include employees and employers relation at the workplace, managers interaction skill with the employees, way of recruiting an employee inside the organization and so many. Therefore, organizations reputation is highly dependent on the opinion of public. As per the case study, it has been observed that British Petroleum is able to hold a predominant place among major gas companies throughout the world. Therefore, it is certain that this particular company is able to build the image in the international field. After the disastrous consequence held in the year 2010, the CEO made an objectionable comment in fort of media that has already stated earlier. As per this comment, the public in generally firmly liked to show their disappointment towards the organization. It highly affected on the reputation of the organization. It is undeniable that the two overarching term corporate image and corporate reputation are inseparable related to each other. After the unexpected statement made by the CEO of BP, the overall reputation has been highly affected. Once the reputation got affected with the overstatement thrown by the Tony Heywood, the entire image of the organization hampered severely. The workers showed their reluctance to continue their work in this environment. 7. Think about the organization with an image that you perceive as bad. What words would you describe the organization? What has led you to form this image? What an organization can do to change the image Queensland has handled the demand of public at the crisis quite intellectually. Anna Bligh has showed her sympathetic outlook in order to encourage the workers as well as the family members of those victims. However, in case of British Petroleum, the vindictive outlook of the CEO has demolished the entire reputation of the company. Therefore, while delivering a speech in front of media, the CEO should think twice before making any comment. Therefore, CEO or the managers while falling in crisis due to some unexpected natural calamity, should have the proper skill and competency to tackle the entire situation intellectually (Ki, Kim and Ledingham 2015). The people who have become victimized due to some unexpected disaster at the workplace should get a hundred percent assistance on behalf of the employers. Otherwise, it highly affects the entire reputation of the organization. Therefore, as per my point of view, the organizations like BP should utilize the popularity of media positively. By sending a sympathetic message towards the employees as well as on the family members, the employers have to deal with the situation systematically. In addition, by confessing the entire drawbacks on behalf of the organization, CEO should render some positive approaches in front of media so that media person can help to multiply those messages. 8. Conclusion The entire study has provided an in-depth understanding on different practices and theories of public relation. As per the case study of British Petroleum and Queensland, various public relation theories and approaches have been pointed out throughout the case study. Moreover, the study has made a clear difference between corporate image and corporate reputation. Reference List: Baldwin, R., Cave, M. and Lodge, M., 2012.Understanding regulation: theory, strategy, and practice. Oxford University Press on Demand. Bratton, J. and Gold, J., 2012.Human resource management: theory and practice. Palgrave Ma Britzman, D.P., 2012.Practice makes practice: A critical study of learning to teach. Suny Press. cmillan. Gatti, S., 2013.Project finance in theory and practice: designing, structuring, and financing private and public projects. Academic Press. Grunig, J.E., 2013.Excellence in public relations and communication management. Routledge. Hofmann-Wellenhof, B., Lichtenegger, H. and Collins, J., 2012.Global positioning system: theory and practice. Springer Science Business Media. Holtzhausen, D.R., 2013.Public relations as activism: postmodern approaches to theory practice. Routledge. Ki, E.J., Kim, J.N. and Ledingham, J.A. eds., 2015.Public relations as relationship management: A relational approach to the study and practice of public relations. Routledge. Moberg, D.O., 2012.Aging and spirituality: Spiritual dimensions of aging theory, research, practice, and policy. Routledge. Rice, R.E. and Atkin, C.K., 2012.Public communication campaigns. Sage. Stufflebeam, D.L. and Shinkfield, A.J., 2012.Systematic evaluation: A self-instructional guide to theory and practice(Vol. 8). Springer Science Business Media.

Test Questions on Virgil Essay Example

Test Questions on Virgil Essay Virgil: possible test questions 1. Bk I: 1-11 Invocation to the Muse I sing of arms and the man, he who, exiled by fate, first came from the coast of Troy to Italy, and to Lavinian shores – hurled about endlessly by land and sea, by the will of the gods, by cruel Juno’s remorseless anger, long suffering also in war, until he founded a city and brought his gods to Latium: from that the Latin people came, the lords of Alba Longa, the walls of noble Rome. Muse, tell me the cause: how was she offended in her divinity, how was she grieved, the Queen of Heaven, to drive a man, noted for virtue, to endure such dangers, to face so many rials? Can there be such anger in the minds of the gods? * Give a brief overview of the context of the passage. * Explain the significance of the phrase â€Å"arms and the man†. What / who are the two themes referred to here? * Who is the speaker, whom does he address, and why? * What is the reason for Juno’s remorseless anger? Who is the object of her anger? * Who is the man â€Å"noted for virtue† and why? * How is this passage typical of epic poetry? I sing of warfare and a man at war. From the sea-coast of Troy in early days He came to Italy by destiny, To our Lavinian western shore, A fugitive, this captain, buffeted . . Till he could found a city and bring home His gods to Laetium, land of the Latin race, The Alban lords, and the high walls of Rome. Tell me the causes now, O Muse, how galled . . . From her old wound, the queen of gods compelled him— . . . To undergo so many perilous days And enter on so many trials. Can anger Black as this prey on the minds of heaven? (I. 1–19) With these opening lines of the  Aeneid,  Virgil enters the epic tradition in the shadow of Homer, author of the  Iliad,  an epic of the Trojan War, and theOdyssey,  an epic of the Greek hero Ulysses’ wanderings homeward from Troy. By naming his subjects as â€Å"warfare and a man,† Virgil establishes himself as an heir to the themes of both Homeric epics. The man, Aeneas, spends the first half of the epic wandering in search of a new home and the second half at war fighting to establish this homeland. Lines  2  through  4  summarize Aeneas’s first mission in the epic, to emigrate from Troy to Italy, as a fate already accomplished. We know from Virgil’s use of the past tense that what he presents is history, that the end is certain, and that the epic will be an exercise in poetic description of historical events. We will write a custom essay sample on Test Questions on Virgil specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Test Questions on Virgil specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Test Questions on Virgil specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the phrase â€Å"our Lavinian . . . shore,† Virgil connects his audience, his Roman contemporaries, to Aeneas, the hero of â€Å"early days. † Even though we do not learn Aeneas’s name in these lines, we learn much about him. The fact that Aeneas’s name is withheld for so long—until line  131—emphasizes Aeneas’s lack of importance as an individual; his contribution to the future defines him. He is a â€Å"fugitive† and a â€Å"captain† and therefore a leader of men. That he bears responsibility to â€Å"bring home / His gods† introduces the concept of Aeneas’s piety through his duty to the hearth gods of Troy. Most important, we learn that Aeneas is â€Å"a man apart, devoted to his mission. † Aeneas’s detachment from temporal and emotional concerns and his focus on the mission of founding Rome, to which Virgil alludes in the image of walls in line12, increase as the epic progresses. In this opening passage, Virgil mentions the divine obstacle that will plague Aeneas throughout his quest: the â€Å"sleepless rage† of the â€Å"queen of gods,† Juno. Aeneas will suffer in the face of storms at sea and, later, a war on land, and Virgil attributes both these impediments to Juno’s cruelty. In line  13, the poet asks the muse to explain the causes of Juno’s ire. The invocation of a muse is the traditional opening line to an epic in the classical tradition beginning with Homer. Virgil delays his invocation of the muse by a dozen lines, first summarizing what might be considered a matter of mortal history, and then inquiring the muse of the matter’s divine causes. Virgil’s question, â€Å"Can anger / Black as this prey on the minds of heaven? † brings up the ancients’ relationship to the gods. Within their polytheistic religious system, the Greeks and Romans reckoned the will of the gods to be the cause of all events on Earth. Instead of attributing forces of good and evil to the gods, as later religions did, the Greeks and Romans believed the gods to be motivated by emotions recognizable to humans—jealousy, vanity, pride, generosity, and loyalty, for example. The primary conflict in the  Aeneid  is Juno’s vindictive anger against the forces of fate, which have ordained Aeneas’s mission to bring Troy to Italy, enabling the foundation of Rome. 2. Bk I: 257-296 Jupiter’s Prophecy ‘Don’t be afraid, Cytherea, your child’s fate remains unaltered: You’ll see the city of Lavinium, and the walls I promised, and you’ll raise great-hearted Aeneas high, to the starry sky. But the boy Ascanius, surnamed Iulus now (He was Ilus while the Ilian kingdom was a reality) will imperially complete thirty great circles of the turning months. †¦ From this glorious source a Trojan Caesar will be born, who will bound the empire with Ocean, his fame with the sta rs, Augustus, a Julius, his name descended from the great Iulus. You, no longer anxious, will receive him one day in heaven, burdened with Eastern spoils: he’ll be called to in prayer. Then with wars abandoned, the harsh ages will grow mild: White haired Trust, and Vesta, Quirinus with his brother Remus will make the laws: the gates of War, grim with iron, nd narrowed by bars, will be closed: inside impious Rage will roar frighteningly from blood-stained mouth, seated on savage weapons, hands tied behind his back, with a hundred knots of bronze. ’ * Give a brief overview of the context of the passage. (Who is speaking? To whom is this person speaking? What is the general message? ) * Explain the link between Aeneas and Augustus. Why is this link important? (Focus on the characteristics of the two men and explain Virgil’s political intention). * What do the â€Å"gates of War† refer to? Explain the significance of the last four lines. 3. Bk II: 624-670 Aen eas Finds his Family Oh, you,† he cried, â€Å"whose blood has the vigour of youth, and whose power is unimpaired in its force, it’s for you to take flight. As for me, if the gods had wished to lengthen the thread of my life, they’d have spared my house. It is more than enough that I saw one destruction, and survived one taking of the city. Depart, saying farewell to my body lying here so, yes so. I shall find death with my own hand: the enemy will pity me, and look for plunder. The loss of my burial is nothing. Clinging to old age for so long, I am useless, and hated by the gods, ever since the father of the gods and ruler of men breathed the winds f his lightning-bolt onto me, and touched me with fire. † So he persisted in saying, and remained adamant. We, on our side, Creusa, my wife, and Ascanius, all our household, weeping bitterly, determined that he should not destroy everything along with himself, and crush us by urging our doom. †¦ â€Å" Di d you think I could leave you, father, and depart? Did such sinful words fall from your lips? If it pleases the gods to leave nothing of our great city standing, if this is set in your mind, if it delights you to add yourself and all that’s yours to the ruins of Troy, the door is open to that death†¦ Give a brief overview of the context of the passage. * Comment as fully as possible on Anchises’ attitude and what it reveals about his character. * Explain the decision Aeneas has to make. 4. Bk IV: 584-629 Dido’s Curse O Sun, you who illuminate all the works of this world, and you Juno, interpreter and knower of all my pain, and Hecate howled to, in cities, at midnight crossroads, you, avenging Furies, and you, gods of dying Elissa, acknowledge this, direct your righteous will to my troubles, and hear my prayer. If it must be that the accursed one should reach the harbour, and sail to the shore: f Jove’s destiny for him requires it, there his goal: sti ll, troubled in war by the armies of a proud race, exiled from his territories, torn from Iulus’s embrace, let him beg help, and watch the shameful death of his people: then, when he has surrendered, to a peace without justice, may he not enjoy his kingdom or the days he longed for, but let him die before his time, and lie unburied on the sand. This I pray, these last words I pour out with my blood. Then, O Tyrians, pursue my hatred against his whole line and the race to come, and offer it as a tribute to my ashes. Let there be no love or treaties between our peoples. Rise, some unknown avenger, from my dust, who will pursue the Trojan colonists with fire and sword, now, or in time to come, whenever the strength is granted him. I pray that shore be opposed to shore, water to wave, weapon to weapon: let them fight, them and their descendants. † * Give a brief overview of the context of this passage. * Who is the speaker? What does her tone convey? Explain why this is so. * What important theme can be identified in the passage? Explain in detail. * Comment on Aeneas’ reasons for leaving Carthage.

Sublimation Process

Sublimation Process Sublimation is the term for when matter undergoes a phase transition directly from a solid to gaseous form, or vapor, without passing through the more common liquid phase between the two. It is a specific case of vaporization. Sublimation refers to physical changes of transition, and not to cases where solids convert into gas due to a chemical reaction. Because the physical change from a solid into a gas requires the addition of energy into the substance, it is an example of an endothermic change. How Sublimation Works Phase transitions are dependent upon the temperature and pressure of the material in question. Under normal conditions, as generally described by kinetic theory, adding heat causes the atoms within a solid to gain energy and become less tightly bound to each other. Depending on the physical structure, this usually causes the solid to melt into liquid form. If you look at the phase diagrams, which is a graph that depicts the states of matter for various pressures and volumes. The triple point on this diagram represents the minimum pressure for which the substance can take on the liquid phase. Below that pressure, when the temperature drops below the level of the solid phase, it transitions directly into the gas phase. The consequence of this is that if the triple point is at high pressure, as in the case of solid carbon dioxide (or dry ice), then sublimation is actually easier than melting the substance since the high pressures needed to turn them into liquids are typically a challenge to create. Uses for Sublimation One way to think about this is that if you want to have sublimation, you need to get the substance beneath the triple point by lowering the pressure. A method that chemists often employ is placing the substance in a vacuum and applying heat, in a device called a sublimation apparatus. The vacuum means that the pressure is very low, so even a substance that usually melts into liquid form will sublimate directly into vapor with the addition of the heat. This is a method used by chemists to purify compounds and was developed in the pre-chemistry days of alchemy as a means of creating purified vapors of elements. These purified gases can then go through a process of condensation, with the end result being a purified solid, since either the temperature of sublimation or the temperature of condensation would be different for the impurities than for the desired solid. One note of consideration on what I described above: condensation would actually take the gas into a liquid, which would then freeze back into a solid. It would also be possible to reduce the temperature while retaining the low pressure, keeping the whole system beneath the triple point, and this would cause a transition directly from gas into solid. This process is called deposition.

Managing Talents Essay Example | Topics and Well Written Essays - 2500 words

Managing Talents - Essay Example the company started its business with just 2  aircrafts offering services to its clients between Brisbane and Sydney. However, now the company is the second largest airlines in Australia is a well known name for efficient and cheap  flyer  across the country.  Ã‚  Recently, the company management has made a deal to work together with the Regional Express (Rex) to cater a larger section of clients. Other business partners of Virgin Blue are Virgin Atlantic, United Airlines, Malaysian Airlines and Hawaiian Airlines.  The airline company provides air flight services in 28 cities in Australia, with Brisbane Airport as its hub, with the help of a fleet of 75 narrow-body  Boeings  and  Embraers.  Ã‚  Originally contributing seven return flights every 24 hrs, between  Brisbane  and  Sydney, the company now covers almost every major city and holiday destinations in Australia. Virgin Blue Airlines has attracted a huge pool of talent to its organization and the management is consistent in its efforts to introduce trademark management style, skills and experience in its employees. The Virgin Blue Airlines management has been enough skillful in retaining large pool of talent in its organization by productively shaping out large partnerships with people to coalesce the knowledge, skill and tap the market presence globally. The objective of the essay is to offer attentiveness on a variety of issues that can be faced by the Virgin Blue Airlines HR team while going for a global recruiting plan. Talent management is one of the main drives of effective and strategic  HRM  development in a company. Talent management related to the process of  developing and incorporating new employees, preserving the existing work force, and attracting expertise from the market towards the organization.  Talent management integrates the process of selecting, attracting, training and promoting bright employees to achieve higher performance for the

English Assignment Example | Topics and Well Written Essays - 250 words

English - Assignment Example In this song, they proudly wear the discriminatory remarks as ornaments as if saying, ‘yes! We are who we are, what are can you do about it?’ The poems ‘Rhythm Blues’ and ‘Bang Bang Outishly’ by Amiri Baraka also talk about racisms and how dangerous they are for the growth of a healthy society. One poem says that â€Å"if capitalism won’t kill me, racism will† while the other stresses on â€Å"Let it be!† These poems are just more decent and more spiritual form of repelling racism. What the rap music have portrayed in the 90s in a very raw and unedited format, these poems by Baraka do the same only in a very gentle yet powerful way with subtle but meaningful choice of words. Dear John, Dear Coltrane by Michael Harper is also a poem talking about racial discrimination in North Carolina. But what is common in all of these poetic masterpieces is the fact that they all give a message to all humanity that they need to embrace people as they are. For instance, in his poem, at one point Harper takes up a question-answer format where he asks,† Why you so black?† and the a nswer come â€Å"cause I am† then again, â€Å"Why you so funky?† and the answer is â€Å"cause I am†. This is just another way of saying that black people are who they are, it is not a disease or something that they control. Being an African American in an identity and the world needs to take this community as they

Devil Facial Tumor Disease Essay Example | Topics and Well Written Essays - 1000 words

Devil Facial Tumor Disease - Essay Example As the report declares the DFTD is considered to have commenced in the Mount William National Park’s far north eastern region, from a prospect mutation. During 1996, Tasmanian devils with prominent facial tumors were snapped in the north-eastern Tasmania. After ten years, these features are found to be coherent with DFTD. This discussion declares that the cancer, DFTD, is found to be transmitted from one animal to another through biting either during fighting, eating or mating. It develops quickly, congesting the mouth of animal and then disseminates to other organs. The illness has consumed sixty percent of entire Tasmanian devils population since it was initially detected in 1996, and it has been predicted by some ecologists that it could efface the complete wild population till 2035. DFTD seems to be a cloned cell line, that is transmitted in the form of an allograft from one devil to another and this transmission may be found similar to that in CTVT and a communicable sarcoma infecting Syrian hamsters. The biology and prevalence of such vegetative cell parasites is typically unknown. The examinations of captivated Tasmanian devils suggest that this species has a tendency to develop tumors, specifically carcinomas. Nevertheless, DFTD is found to be significantly different from previously reported d evil cancers, and to determine its etiology is vital for the development of strategies to manage the disease.

Training Needs Theories and Principles

Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob Training Needs Theories and Principles Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob