The Fourteen Points of Woodrow Wilson

The Raid of the Cult Compound in Waco, Texas

The Raid of the Cult Compound in Waco, Texas On April 19, 1993, following a 51-day attack, the ATF and the FBI endeavored to drive David Koresh and the other residual Branch Davidians out of their Waco, Texas compound. In any case, when the religion individuals would not leave the structures subsequent to being tear gassed, the structures went up in a burst and everything except nine kicked the bucket in the fire. Planning to Enter the Compound There were various reports that 33-year-old, Branch Davidian clique pioneer David Koresh had been manhandling youngsters. He supposedly would rebuff kids by hitting them with a wooden spoon until they drained or be denying them of nourishment for a whole day. Additionally, Koresh had numerous spouses, some of whom were as youthful as 12. The Bureau of Alcohol, Tobacco, and Firearms (ATF) additionally found that Koresh was accumulating a reserve of weapons and explosives. The ATF accumulated assets and intended to assault the Branch Davidian compound, known as the Mount Carmel Center, found only outside of Waco, Texas. With a warrant to look for illicit guns close by, the ATF endeavored to enter the compound on February 28, 1993. The Shootout and Stand-Off A gunfight followed (banter proceeds over which side discharged the main shot). The shooting endured almost two hours, leaving four ATF specialists and five Branch Davidians dead. For 51 days, the ATF and the FBI held up outside the compound, utilizing arbitrators to attempt to end the deadlock calmly. (There has been a lot of analysis concerning how the legislature dealt with the dealings.) Albeit various kids and a couple of grown-ups were discharged during this period, 84 men, ladies, and youngsters remained in the compound. Raging the Waco Compound On April 19, 1993, the ATF and FBI endeavored to end the attack by utilizing a type of poisonous gas called CS gas (chlorobenzylidenemalononitrile), a choice endorsed by US Attorney General Janet Reno. Promptly toward the beginning of the day, particular tank-like vehicles (Combat Engineering Vehicles) punctured openings in the mixes dividers and embedded CS gas. The legislature was trusting that the gas would securely push the Branch Davidians out of the compound. Because of the gas, the Branch Davidians shot back. Soon after early afternoon, the wooden compound burst into flames. While nine individuals got away from the burst, 76 died either by discharge, fire or fallen rubble inside the compound. Twenty-three of the dead were kids. Koresh was likewise discovered dead, from a gunfire twisted to the head. Who Started the Fire? About promptly, questions were raised with regards to how the fire was begun and who was mindful. For a considerable length of time, numerous individuals accused the FBI and ATF for the disaster, accepting that the administration authorities had purposely utilized combustible nerve gas or shot into the compound to shield survivors from leaving the red hot compound. Further examinations have indicated that the fire was intentionally set by the Davidians themselves.â Of the nine overcomers of the fire, every one of the nine were charged and condemned to some prison time. Eight were seen as liable of either intentional homicide or unlawful guns or both. The ninth survivor, Kathy Schroeder, was indicted for opposing capture. Albeit a portion of the survivors were condemned to as long as 40 years in jail, requests wound up shortening their jail terms. Starting at 2007, every one of the nine were out of jail.

The Devil and Tom Walker Essay Sample

The Devil and Tom Walker Essay Sample It is a short narration that tells us a horrible story of Tom Walker and his nameless wife. The tale starts with a dreadful legend about the treasure hidden by Captain Kidd, the notorious pirate. To protect his fortune, he struck a deal with the Devil. However, Captain Kidd was never lucky to return as he had been captured and hanged. Then the author of “The Devil and Tom Walker,” Washington Irving, brings us to the marsh not far from Boston where the pirate buried his hoard. There is a greedy and misery couple lives next to that place. Tom Walker and his scornful wife have no peace of mind; their souls lost in perishing cold. They are always cheating, scolding and fighting each other. Neighbors avoid greeting them. The Devil and Tom Walker SparkNotes will help you to avoid dull reading and save your time. Deep in the Swamp: Tough Deal with the Satan One day Tom walks through the marsh and discovers the debris of an abandoned Indian fort. Suddenly, he finds a skull with a hatchet buried in it. Immediately the strange voice comes from nowhere and forbids Tom to touch his findings. Tom sees a black man sitting on a stump. He recognizes him soon. It is the Devil himself, Old Scratch with an ugly black face and a sharp ax. He makes aware Tom that this wetland is his property. The Devil recounts the old legend about buried hoard and makes an attractive proposal to Tom who is eager for treasures; though the price is his soul. Returning home, Tom tells his scornful wife the whole story. She encourages him to take the offer. However, to contradict her, Tom states he will decline the proposition. Soon after that, the Scrooge-like woman rushes to the wetland to arrange her own bargain with Old Scratch. The wife takes all the valuables to pursue the Satan to strike a deal with her. But the miserable woman has never returned from that journey. Her husband, at last, finds her liver and heart into the apron tied to a tree. Tom is rather upset with valuables disappearance than his wife demise. He is rejoicing at the tragic news as he gets rid of his unbearable wife. Eventually, Tom closes a deal with Old Scratch and attains the pirate’s hoard on the terrible condition. The Devil and Tom Walker: Summary After moving to Boston, he became a prosperous loan shark with repute of man who shows no mercy and compassion to his victims. He is a wealthy person in possession of a great fortune who is charging high-interest rates and securing debts mercilessly. Tom builds an ostentatiously large house, but he neither finishes the building nor furnishes the premises. However, the time has passed, and Tom feels a sense of remorse over his acts and regrets about the bargain with the Satan. He becomes the most devout and faithful man who starts zealously attends church. Tom is keeping Bible on his desk, and a small one always carries in his pocket. In that way, he expects to cheat the Old Scratch. But trying to escape his fate, Tom becomes insane. For example, he has a horse buried upside-down to avoid the Devil’s clutches at Judgment Day. In spite of his turning to God, Tom remains a business shark. One hot day, he talks to a ruined investor who beseeches the moneylender to delay the payment a nd to give him several months more. During the uncomfortable conversation, Tom imprudently mentions his bargain with the Satan. At once Old Scratch arrives at the porch of Tom’s grand house. The Devil knocks at his door. Tom makes an attempt to escape the fate, but he fails. The Devil takes him away on the horse. Both of them disappear in a bolt of lightning. No one has ever seen Tom Walker and the Devil again. After he has gone, the citizens discover that all his ill-gotten wealth has disappeared: treasures turned to wood, horses become skeletons and house burned to ash. However, the rumor about Tom’s riding on the cursed horse is spread. Maybe, even you can meet him there, in the middle of the abandoned Indian fort. The Devil and Tom Walker: Analysis The author compiles a matter-of-fact narration with a supernatural subject. The tragedy and the irony are mixed in Irving’s story. He characterizes Tom and his wife as pure and one-dimensional personalities. They both are covetous and selfish persons who disgust us enormously and worthy only reader’s contempt. There are some crucial features of the story: Unnamed wife. It is remarkable that Tom’s wife remains unnamed in the story. It is the typical nag of antifeminism literature. Figurative language. Through the particular choice of the words, the author develops a sad mood and gently immerses the readers in the story. For example, describing the house of Tom and his unnamed wife, he makes the readers understand that they are lonely couple threatened by starvation. Also, using figurative language and literally elements, the author underlines his message: don’t rush with a choice that may ruin you forever. Antagonism. Irvings attitude towards the characters is evident. He describes Tom as an antagonist. For example, when Tom turns to be a rich man, he spends part of his ill-earned fortune in a ridiculous way building a huge house which he has left unfurnished. There is no balance between Tom’s spiritual life and his earthy deals. Irony. In general, Irving is quite ironic about the human nature and behavior. For example, he underlines Tom’s religion obsession. Tom consistently attends the church, carries Bible in his pocket and keeps the other one on his desk. Nevertheless, he is a callous man even to those who unable to pay. Conclusion As is seen, with the Devil’s help or without him, Tom’s heart and soul have lost forever. His vanity and meanness is the object of author’s irony. In such way, Irving exposes those who obsessed with material assets and cares only for their well-being.

What Happened in Britain During the Great Depression

What Happened in Britain During the Great Depression? It is easy to hear â€Å"Great Depression† and immediately think only the United States. The reason for this is that the Great Depression began in United States, but the effects were far from being isolated to the United States. Though Britain was effected in many ways by the Great depression, I believe that the greatest overall effect of the Great Depression on Britain was a high and unrelenting unemployment rate. The recurring unemployment of at times, more than a million British citizens had several huge impacts on British life. But before I get to those, let us look at some background history of the Great Depression. In Britain, the first effects of the Great Depression were†¦show more content†¦The demolition of the shipyard devastated Jarrow. Nearly all the workers of Jarrow were unemployed and most could not afford to pick up and move to a different job. This series of events set in motion one of the most visible protests against unemployment in Brittan during the Great Depression. The Jarrow March, Also called the Jarrow Crusade. The Jarrow March began in October 1936. Over 200 men set out for London carrying a petition. (The London Evening Chronicle) This Petition was a plea for Parliment to provide places for the townspeople of Jarrow to work. Some may look at this march and see 200 angry men yelling for money and employment, but in truth the Jarrow March was nothing of the kind. The march was a desperate cry for help from an entire town which had been stripped of its livelihood. On their way to London, the Jarrow marchers were hit hard when the Ministry of Labor cancelled all unemployment assistance for the wives and dependents of the marchers. The reason behind the cancellation was that the marchers were no longer in residence with their wives and dependents, therefore, the dependents were no longer qualified for unemployment assistance (Western Daily press). The reaction of the Jarrow marchers showed their determination. They did not turn back immediately to regain the unemployment assistance for their families, instead they cast aside their personal desires and pressed on for the greater good of Jarrow.Show MoreRelatedThe Effect of the Great Depression Worldwide765 Words   |  3 PagesWhat was the world’s greatest economic disaster and left millions of citizens unemployed for years? The Great Depression was a major economic disaster which left the people of the world shocked. Many countries were already left in a bad position due to the effect of World War I. Countries that bought and sold on the international market were affected. 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On the other hand you have international cooperation and what has been termed â€Å"war economies†. The failure of one seems to have cultivated the other as a response. Ultra nationalism, racial imperialism and antisocialism brought about great atrocities and failures both politically and morally. In response we have, not once, but twice, seen the rise of international cooperation to counter NationalisticRead MoreHow Responsible Was Hitler for the Outbreak of Ww21219 Words   |  5 Pageswhich included the rearmament of Germany, his Lebensraum policy where he wanted to take over neighboring lands and gain more territory for Germany and his disrespect to the treaties he made. While Hitler was a great cause for World War 2, he was not the sole reason. The Great Depression, the weak leaders of the League of Nations and their appeasement policies, the harshness of the Treaty of Versailles and Stalin s decision not to do anything. 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Working at an engineering firm in San Francisco California, Hoover made partners in a different company and andRead MoreThe Economics Of The Great Depression1638 Words   |  7 PagesEconomics of the Great Depression Tyler Brooks 4/19/2015 The great Depression was the worst and longest economic decline experienced by the industrialized western world. Economic cycles are continuous loops of periods of business expansion followed by business contraction. This is the way economics has always been in the industrialized world and extended periods of contraction was something people had seen before. However, the Great Depression was something peopleRead MoreThe Consequences of the Industrial Revolution in Great Britain (the Standard of Living Debate) and the Free Trade Era in Europe.1542 Words   |  7 PagesLecture 11: The Consequences of the Industrial Revolution in Great Britain (The Standard of Living Debate) and the Free Trade Era in Europe. I. 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Walt Disney Set the Stage for Great Film Making Essay...

â€Å"All our dreams can come true, if we have the courage to pursue them†, said by Walt Disney himself (â€Å"Walt Disney Quotes†). Disney had a big imagination followed with big goals. As always in the entertainment business, there are going to be people competing to tear each other down, but Walt Disney kept his focus and determination to take on great things. All it took was one person with a strong passion for entertainment to set the stage for filmmaking long after he was gone. Walt Disney came from an Anglo-Irish family that immigrated to Canada just before the potato famine (â€Å"Walt Disney Interviewed by Fletcher Markle†). On December 5, 1901, Elias and Flora Disney welcomed their fourth son into their home in Chicago, Illinois. When Walter†¦show more content†¦After his time in Europe, he started working at the Pressman-Rubin Studio in Kansas City as an artist (Schwartz). While Disney was working in Kansas City he was co-workers with Ubbe Iwerks. A year after working at the studio, the two got laid off and moved onto bigger and better things. They created their own business called Iwerks-Disney Commercial Artists. The company was not so successful and only last one month. The two friends stayed together as they passed through jobs. They worked at the Kansas City Film Ad Company drawing cartoons for movie theaters. Disney took a camera from the company to use for his â€Å"stop-action animation† with his original drawings. His continuous practice on his Laugh-O-Grams made them far more advanced than his studio work (Schwartz). Walt Disney made puppets of his characters for his films instead of drawing them so he could save time and make the process easier on himself and Iwerks (â€Å"Walt Disney Interviewed by Fletcher Markle†). After his boss at the Kansas City Film Ad Company turned down his idea of cartoons, Disney reached out to Margaret J. Winkler, a cartoon distributor in New York, about his Laugh-O-Grams. 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Participative Leadership Free Essays

string(198) " or make effective decisions themselves and the systems and procedures do not exist within the organisational environment as in the case of the Allied Machinery Company \(Muczyk and Reimann 1987\)\." Question Participative leadership style is always more effective than autocratic/directive leadership styles. Discuss. Executive Summary To say there has been an immense amount of research undertaken on the topic of leadership would be an understatement. We will write a custom essay sample on Participative Leadership or any similar topic only for you Order Now The theoretical and empirical research on leadership in the workplace covers a diverse range of theory and there has been much critique and discussion of the theories to date. This paper review will discuss the path-goal leadership theory and it’s application in an organisational setting. The first part of the report will look at the evolution of this theory and the underpinning elements of each leadership style. The second part will compare participative and directive leadership styles using examples to illustrate the relevant use of each style and necessity for leaders to be able to use both or a combination of the two. Table of Contents Introduction p. 4 Path-Goal Leadership Theoryp. 4 Participative vs. Directive Leadershipp. 6 Practical Implicationsp. 8 Conclusion p. 9 Reference Listp. 10 Introduction For decades the study of leadership has been a focus in management, psychology and organisational behaviour with â€Å"over 35,000 research papers, articles and books written† on the topic in an attempt to define leadership and understand which style best drives effective leadership (Killian 2007). In 1974 Stogdill said, â€Å"there are almost as many definitions of leadership as there are persons who have tried to define the concept† (Yukl 1989, p. 251). A statement that is relatively true even 37 years on with many approaches to leadership still emerging and continued debate and discussion around the existing theories. A modern and fairly recent definition of leadership explains it as â€Å"influencing, motivating and enabling others to contribute toward the effectiveness and success of the organisations of which they are members† – a definition agreed upon by fifty four leadership experts from thirty eight countries (McShane, Olekalns Travaglione 2010). With so much research dedicated to the subject of leadership there are a vast array of theories and associated leadership styles including but not limited to: * Trait Theories * Contingency Theories * Situational Theories Behavioural Theories * Transformational Theories Each has their own unique approach and perspectives on what constitutes an effective leader however for the purpose of this report the focus will be on the path-goal theory and the leadership styles it encompasses. Path-Goal Leadership Theory The path-goal approach to leadership is one of several contingency theories. The contingency perspective is built upon the noti on that leaders choose their style to suit the situation and this contemporary model has had much noteworthy critique and testing over the years. Defined as an â€Å"expectancy theory of motivation that relates several leadership styles to specific employee and situational contingencies† ((McShane, Olekalns Travaglione 2010, p461), the theory suggests that a leader can have an influence on the performance, satisfaction and motivation of their subordinates which can be applied through all levels of an organisation. Evans and House first initiated support for the path-goal theory of leadership in the early 1970s following inconsistencies in the results of earlier research. A study by Evans (1970) of two organisations demonstrated a link between the behavior of leaders and the impact on the behavior and goal attainment of subordinates. In 1971 House presented a path-goal theory of leadership effectiveness derived from a path-goal theory of motivation, which posed a theory on the effects of leader behavior on subordinate satisfaction, motivation and performance. The study reconciled conflicting research that had previously been conducted on the topic and support of the hypothesis tested lead to further research and development of this theory. As illustrated below ((McShane, Olekalns Travaglione 2010, p463) the performance and satisfaction outcome of subordinates is a result of three components – leader behavior, environmental factors and subordinate contingencies. According to the theory are there four clearly defined styles of leader behaviour (House Mitchell 1974, House 1996): 1. Directive – the leader gives instructions about what, how when tasks need to be completed and how performance will be measured. Ideal for ambiguous or non-routine tasks. 2. Supportive – leaders provide psychological and social support and go out of their way to make work pleasant for employees. Used in stressful situations that may be unsatisfying or frustrating. 3. Participative – the leader shares decision making with the team and encourages and takes their opinions and suggestions into account when making a decision. When team members are autonomous, need control and clarity and are heavily involved in their work this style can be used. 4. Achievement Oriented – behavior that is directed towards encouraging employees to achieve their peak performance through challenging goals. Ideal in situations where employees are highly motivated and driven to succeed. The path-goal model is based on the assumption that each leadership style will be effective in different situations depending on the two variables outlined above – employee contingencies and environmental contingencies. A leader needs to be able to adapt to different situations by selecting the style that suits employee needs or using a combination. Not all leaders will naturally exhibit all four leadership styles above or be comfortable using them but under this model a leader would need to have the ability to demonstrate all posing a potential development needs in some situations. Participative vs. Directive Leadership The question posed of whether participative leadership is always more effective than participative leadership cannot be completely justified under the path-goal leadership model as the premise of this approach is that the leadership style applied is dependent upon the environmental and employee variables. While there is a widely shared belief amongst a lot of the literature that participative leadership has greater advantages over a directive approach, there are arguments for both and each has its potential strengths and weaknesses. In this next section the role and outcomes of a participative leader will be compared to that of a directive (or autocratic) leader using organisational examples to illustrate their uses. Participative leadership will not work if subordinates do not have the necessary skills and experience to enable them to contribute to decision-making or make effective decisions themselves and the systems and procedures do not exist within the organisational environment as in the case of the Allied Machinery Company (Muczyk and Reimann 1987). You read "Participative Leadership" in category "Papers" In this example the General Manager’s approach of using a participative or democratic leadership style, which had worked for him, previously was not appropriate in his new role as the subordinates were not used to operating this way and expected guidance and follow-up from their leader. If more of a directive approach had of been taken and subordinates given specific guidelines, had expectations setout and rules or procedures explained then one would expect the outcome to have been significantly different. The key points illustrated here are how important it is for a leader to assess the situational variables (employee and environmental) before choosing their leadership style and secondly the necessity for a leader to be able to flex between styles rather than relying only on their natural or preferred style. A potential challenge to this could be how comfortable managers are with using an alternate style. For example, one study reported that Australian managers dislike using a directive style and some would go to considerable lengths to avoid doing so (Avery Ryan 2002). The path-goal theory suggests that at times a leader may need to use a combination of leadership styles. In an interesting study on directive versus participative leadership in schools (Somech 2005) explores the effect of each style on school staff and makes several conclusions. A directive style can assist staff to challenge themselves and achieve high performance while a participative approach challenges through the sharing of knowledge however used together by leaders rather than as mutually exclusive styles they achieved a complementary result in terms of school effectiveness. Greiner (1973) also illustrates this point with an example of executives incorporating a few directive actions into their participative style to keep high performance goals in front of their teams. These are both great examples of using a combined approach of participative and directive leadership to maximise the result. Another area worthy of consideration in discussion of these two styles is the influence that demographics such as age, status, length of employment, gender and culture can have on choosing the most appropriate style. Sauer (2011) notes that for a new leader this is no correct style of leadership. In terms of leader status, the study suggests that when low status leaders use directive leadership or high status leaders use participative? leadership, the leaders are perceived as more self-confident and more effective. When comparing leadership across cultures it is also noted that participative leadership works better in some cultures rather then others (Den Hartog et al. , 2000). These examples highlights some other situational factors, potentially outside of the norm, that come into play when assessing the most effective style of leadership to pursue. Practical Implications The continued research into path-goal leadership theory and its application in the workplace highlights some reasonable considerations for leaders in engaging and motivating their subordinates. The literature suggests that participative and directive are the dominant styles and a great deal of the research highlights the benefits of a participative approach. What a lot of the research fails to look at is the negative outcomes if a participative approach is used in a situation that requires a directive approach as in the case of Allied Machinery used above. For practical application of the path-goal theory more focus needs to be placed on comparing the variance in outcomes of participative vs. directive leadership in a range of situations with varying employee and environmental. More importantly a combined approach should also be examined in this research. Conclusion There are many definitions of leadership in existence and varying opinions on the most effective theory and subsequent leadership style. The path-goal leadership theory has evolved over time since it was first proposed in the early 1970s and there has been ongoing critique and analysis of its validity, which in comparison to other contingency theories has held relatively strong. The path-goal theory highlights the key components that will impact the outcome – employee contingencies, environmental contingencies and leadership style. A leader needs to adapt their style to the situation and be able to flex between the four styles rather than relying on just one. The question as to whether participative leadership is always more effective than democratic leadership is not validated as this model illustrates the need for both either in isolation or as a combined approach. A participative or democratic approach relies on the team being engaged and motivated and is only effective if followers are willing and able to participate actively in the decision-making process, which is not always the case. There are so many variables that comes into play that neither of these styles can simply be labeled as the right choice for all situations. Reference List Dicksona, M. , Hartog, D. Mitchelsona, J. 2003, Research on leadership in a cross-cultural context: Making progress, and raising new questions, The Leadership Quarterly, Vol. 14, pp. 729-768. Evans, M. G. 1970, The effects of supervisory behavior on the path-goal relationship, Organisational Behavior and Human Performance Vol. 5, pp. 277-298. Gayle C. Avery, J. 2002, Applying situational leadership in Australia, Journal of Management Development, Vol. 21 pp. 242–262. Greiner, L. 1973, What managers think of participative leadership, Harvard Business Review, Vol. pp. 111-117. House, R. J. 971, A path-goal theory of leader effectiveness. Administrative Science Quarterly, Vol. 16, pp. 321-338. House, R. J. Mitchell, T. R. 1974, Path-goal theory of leadership, Journal of Contemporary Business, Vol. 3, pp. 81-97. House, R. J. 1996, Path-goal theory of leadership: Lessons, legacy, and a reformulated theory, The Leadership Quarterly, Vol. 7, pp. 323-352. Huang, X. , Iun, J. , Liu, A. Gong, Y. 2010, Does participative leadership enhance work performance by inducing empowerment or trust? The differential effects on managerial and non-managerial subordinates, Journal of Organizational Behavior, Vol. 1, pp. 122-143. Killian, S. 2007, The ABC of Effective Leadership A Practical Overview of Evidence Based Leadership Theory, Australian Leadership Development Centre, viewed 7 September 2011 http://www. leadershipdevelopment. edu. au/SiteMedia/w3svc674/Uploads/Documents/Effective%20Leadership%20An%20Overview%20of%20Leadership%20Theory. pdf Lewin, K. Liippit, R. and White, R. K. 1939, Patterns of aggressive behavior in experimentally created social climates, Journal of Social Psychology, Vol. 10, pp. 271-301. Muczyk, J. Reimann, B. 987, The Case for Directive Leadership, The Academy of Management Executive. Vol. 1, pp. 301-311. Sauer, S. J. 2011, Taking the Reins: The Effects of New Leader Status and Leadership Style on? Team Performance, Journal of Applied Psycholo gy, Vol. 96, pp. 574-87. Smech, A. 2005, Directive Versus Participative Leadership: Two Complementary Approaches to Managing School Effectiveness. Educational Administration Quarterly 2005, Vol. 41, pp. 777-800. Yukl, G. 1989, Managerial Leadership: A Review of Theory and Research, Journal of Management, Vol. 15, pp. 251-289. How to cite Participative Leadership, Papers

What is the Heinz Dilemma free essay sample

Lawrence Kohlberg’s Theory of Moral Development changed the way psychologists and parents thought about the development of their children. Kohlberg expanded on Piaget’s theory of only 2 stages, to three levels and six stages total. He worked with groups of young children by interviewing and researching their answers to questions. These questions arose from fictional scenarios of everyday problems to decipher a child’s moral reasoning (Kim, 2013). One of the most well-known moral dilemmas is â€Å"Heinz Steals the Drug†. In summary, children had to decide whether a man should break the law to save his wife or not. Kohlberg did not so much care about the answers to the questions, but rather the reasoning behind them. After completing a self-interview and interview of two other individuals, I was able to see for myself the different levels of moral reasoning within a person based on Kohlberg’s Theory. When I first read the scenario to myself it seemed like a simple solution to a simple problem. We will write a custom essay sample on What is the Heinz Dilemma or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Heinz should save his wife. I did not realize the complexity of the situation until after having to state the reasoning behind my answer. I was astonished at the level of thought needed to answer efficiently. I decided that the reason Heinz should save his wife is because he loves her. Although it is against the law to steal, in this situation Heinz has an obligation to save the person he loves or else he will be devastated by it for the rest of his life. In a different situation were the person is a stranger, Heinz has no duty to save the person, making it more responsible to obey the law. I believed that this was the best explanation to the situation, until my first interview. I then realized I was not as morally developed as I had thought. The first person I interviewed was a female of age 38. She currently works as a research chemist for a small private company. I have known this woman for a while and was curious of her moral status. I was pleased with my choice in an interviewee because her answers surprised me. Within the first question asked I could tell our answers were going to be very different from one another. She responded quickly and confidently, proving that she is self–assured in her morality. This was much different reaction compared to my self-interview. I was stumped by some questions and it took me awhile to decide the best answer. She believed Heinz should steal the medicine for his wife, like myself, but she had a very different explanation as to why. She stated â€Å"Heinz should save his wife because she is dying and he has the resources to save her. † When it came to the other questions about different scenarios of the story, she answered the same exact way, â€Å"Even if he does not love her or she is a stranger or animal, he should save her because he has the resources to do so. † She also believed that people do not have to obey the law if it is not within their morals. This contradicted my thoughts on law. I believe there is specific situations in which laws may be broken, but they should be followed as much as possible. After asking her all of the questions, I could tell that she was in the sixth stage of moral development. This is the highest stage and known as Universal Principles. This means that her morals are based upon universal ethical principles and abstract reasoning. Even if they conflict with laws and rules, she follows her internalized principles of justice (Cherry, 2013). This is very different than my own stage as well as the next person I interviewed. Over the years of her life, her morals have grown and developed to a level where she does not take into account any other reasons for her decisions, other than her self-morals. I believe her age as well as life experiences have caused her to raise to this highest level. The second interview I chose to do was with a gentleman of the same age as myself. He is 19 years old and also a student. I chose this particular person due to the fact that we share the same age and occupation. I was curious to see whether gender made a difference in moral competency. Within the first three questions I knew he was on the same track as me and, in this case, gender did not make a difference. Almost all of his answers were parallel to mine as well as his reasoning. In summary, he believed that if you love someone you should do everything to save them. If not, then it is not your duty. After interviewing a stage six of moral development, it was easy to see that he nor I were fully morally developed. Every answer was driven by selfish reasoning. Also, this man stated that the law should try to be followed as closely as possible. There are only certain situations when the law should be broken. This proves that we are both in stage 5 of moral development. This stage is called Social Contract and Individual Rights. People of this stage take into account of differing values, opinions and beliefs. They believe law and order is necessary, but members of the society must agree on these standards. People of this stage also believe laws can be broken for necessary reasons and it does not make the action morally wrong (Cherry, 2013). At the stage of young adulthood, we both have not had enough life experiences to become fully morally developed. Using morals in real life situations helps to build experience and change the way one looks at situations. I thoroughly enjoyed interviewing for this assignment. It was fascinating seeing real life levels of moral development and examining why different people think different ways. I felt confident in the answers and explanations I gave in the self-interview, but could tell I am not fully evolved in the moral aspect. The questions became somewhat difficult to answer and made me think out of the box. When interviewing the other two examinees, I felt comfortable asking the questions, and became really curious to what their answers would be. Kohlberg’s approach to the Stages of Moral Development by using real life situation is an efficient way to categorize individuals. It is an important part to studying human development and how children gain moral reasoning.

Battle of Saratoga in the American Revolution

Battle of Saratoga in the American Revolution The Battle of Saratoga was fought September 19 and October 7, 1777, during the American Revolution (1775-1783). In the spring of 1777, Major General John Burgoyne proposed a plan for defeating the Americans. Believing that New England was the seat of the rebellion, he proposed cutting the region off from the other colonies by moving down the Hudson River corridor while a second force, led by Colonel Barry St. Leger, advanced east from Lake Ontario. Meeting at Albany, they would press down the Hudson, while General William Howes army advanced north from New York. British Plans An attempt to capture Albany from the north had been attempted the previous year, but the British commander, Sir Guy Carleton, had elected to withdraw after the Battle of Valcour Island (October 11) citing the lateness of the season. On February 28, 1777, Burgoyne presented his plan to the Secretary of State for the Colonies, Lord George Germain. Reviewing the documents, he granted Burgoyne permission to move forward and appointed him to lead the army that would invade from Canada. Germain did so having already approved a plan from Howe that called for the British army in New York City to advance against the American capital at Philadelphia. Â   It is unclear whether Burgoyne was aware of Howes intentions to attack Philadelphia before he left Britain. Though Howe was later informed that he should support Burgoynes advance, he was not specifically told what this should entail. Additionally, Howes seniority precluded Burgoyne from issuing him orders. Writing in May, Germain told Howe that he expected the Philadelphia campaign to be concluded in time to assist Burgoyne, but his letter contained no specific orders. Burgoyne Advances Moving forward that summer, Burgoynes advance initially met with success as Fort Ticonderoga was captured and Major General Arthur St. Clairs command forced to retreat. Pursuing the Americans, his men won a victory at the Battle of Hubbardton on July 7. Pressing down from Lake Champlain, the British advance was slow as the Americans diligently worked to block the roads south. The British plan began to unravel in quick succession as Burgoyne became plagued by supply issues. To help remedy this issue, he dispatched a column led by Lieutenant Colonel Friedrich Baum to raid Vermont for supplies. This force encountered American forces led by Brigadier General John Stark on August 16. In the resulting Battle of Bennington, Baum was killed and his predominantly Hessian command suffered over fifty percent casualties. The loss resulted in the desertion of many of Burgoynes Native American allies. Burgoynes situation was further worsened by news that St. Leger had turned back and that Howe had left New York to begin a campaign against Philadelphia. Alone and with his supply situation worsening, he elected to move south in an effort to take Albany before winter. Opposing his advance was an American army under the command of Major General Horatio Gates. Appointed to the position on August 19, Gates inherited an army that was rapidly growing due to the success at Bennington, outrage over the slaying of Jane McCrea by Burgoynes Native Americans, and the arrival of militia units. Gates army also benefited from General George Washingtons earlier decision to send north his best field commander, Major General Benedict Arnold, and Colonel Daniel Morgans rifle corps. Armies Commanders Americans Major General Horatio GatesMajor General Benedict ArnoldColonel Daniel Morgan9,000 growing to 15,000 men British Major General John Burgoyne7,200 declining to 6,600 men Battle of Freemans Farm On September 7, Gates moved north from Stillwater and occupied a strong position atop Bemis Heights, approximately ten miles south of Saratoga. Along the heights, elaborate fortifications were constructed under the eye of engineer Thaddeus Kosciusko which commanded the river and the road to Albany. In the American camp, tensions festered as the relationship between Gates and Arnold soured. Despite this, Arnold was given command of the left wing of the army and the responsibility for preventing the capture of heights to the west which dominated the Bemis position. Crossing the Hudson north of Saratoga between September 13-15, Burgoyne advanced on the Americans. Hampered by American efforts to block the road, heavy woods, and broken terrain, Burgoyne was not in position to attack until September 19. Seeking to take the heights to the west, he devised a three-prong attack. While Baron Riedesel advanced with a mixed British-Hessian force along the river, Burgoyne and Brigadier General James Hamilton would move inland before turning south to attack Bemis Heights. The third column under Brigadier General Simon Fraser would move further inland and work to turn the American left. Arnold and Morgan Attack Aware of British intentions, Arnold lobbied Gates to attack while the British were marching through the woods. Though preferring to sit and wait, Gates finally relented and permitted Arnold to advance Morgans riflemen along with some light infantry. He also stated that if the situation required, Arnold could involve more of his command. Moving forward to an open field on the farm of Loyalist John Freeman, Morgans men soon sighted the lead elements of Hamiltons column. Opening fire, they targeted the British officers before advancing. Driving back the lead company, Morgan was forced to retreat into the woods when Frasers men appeared on his left. With Morgan under pressure, Arnold funneled additional forces into the fight. Through the afternoon intense fighting raged around the farm with Morgans riflemen decimating the British artillery. Sensing an opportunity to crush Burgoyne, Arnold requested additional troops from Gates but was refused and issued orders to fall back. Ignoring these, he continued the fight. Hearing the battle along the river, Riedesel turned inland with most of his command. Appearing on the American right, Riedesels men rescued the situation and opened a heavy fire. Under pressure and with the sun setting, the Americans withdrew back to Bemis Heights. Though a tactical victory, Burgoyne suffered over 600 casualties as opposed to around 300 for the Americans. Consolidating his position, Burgoyne put off further attacks in the hope that Major General Sir Henry Clinton could provide assistance from New York City. While Clinton did raid up the Hudson in early October, he was not able to provide aid. In the American camp, the situation between the commanders reached a crisis when Gates did not mention Arnold in his report to Congress regarding the Freemans Farm battle. Devolving into a shouting match, Gates relieved Arnold and gave his command to Major General Benjamin Lincoln. Though granted a transfer back to Washingtons army, Arnold remained as more and more men arrived in camp. Battle of Bemis Heights Concluding the Clinton was not coming and with his supply situation critical Burgoyne called a council of war. Though Fraser and Riedesel advocated retreat, Burgoyne refused and they agreed instead upon a reconnaissance in force against the American left on October 7. Led by Fraser, this force numbered around 1,500 men and advanced from Freeman Farm to the Barber Wheatfield. Here it encountered Morgan as well as the brigades of Brigadier Generals Enoch Poor and Ebenezer Learned. While Morgan attacked the light infantry on Frasers right, Poor shattered the grenadiers on the left. Hearing the fighting, Arnold dashed from his tent and took de facto command. With his line collapsing, Fraser tried to rally his men but was shot and killed. Beaten, the British fell back to the Balcarres Redoubt at Freemans Farm and Breymanns Redoubt slightly to the northwest. Attacking Balcarres, Arnold was initially repulsed, but worked men around the flank and took it from behind. Organizing an attack on Breymanns, Arnold was shot in the leg. The redoubt subsequently fell to American assaults. In the fighting, Burgoyne lost another 600 men, while American losses were only around 150. Gates remained in camp for the duration of the battle. Aftermath The next evening, Burgoyne began withdrawing north. Halting at Saratoga and with his supplies exhausted, he called a council of war. While his officers favored fighting their way north, Burgoyne ultimately decided to open surrender negotiations with Gates. Though he initially demanded an unconditional surrender, Gates agreed to a treaty of convention whereby Burgoynes men would be taken to Boston as prisoners and permitted to return to England on the condition that they not fight in North America again. On October 17, Burgoyne surrendered his remaining 5,791 men. The turning point of the war, the victory at Saratoga proved key in securing a treaty of alliance with France.

ACT Admission Ticket What It Is, How to Print, and What to Do If You Lose It

ACT Admission Ticket What It Is, How to Print, and What to Do If You Lose It SAT / ACT Prep Online Guides and Tips If you’re planning on taking the ACT, you may know that you’ll need an admission ticket (and photo ID) to get into the testing center. Because ACT, Inc. makes such a big deal about these tickets, figuring out how to get it just right can be one of the most stressful parts of registering for the test. But don’t worry- the process isn’t as complicated as it seems. This guide will walk you through exactly what the ACT admission ticket is, how to get one, and what to do if you lose yours(it’s not as bad you think!). What Is the ACT Admission Ticket? The admission ticket serves as proof that you are registered to take the ACT on a given day. The proctors won’t let you into the testing center without it.Your ACT ticketalso has helpful information about your testing center (for you) and any accommodations you might need (for your proctor). I've included a sample ticket below so you can see what it looks like. I've numbered the different sections of the ACT admissionticket, so that we can go through them one at a time. Photo: Your picture! More info on how to pick and upload one below. Test Info: This section indicates when and where you're testing and which version of the test you're taking. Matching Information: The information that ACT, Inc. will use to match you to your test. Be sure to enter it on your answer sheet exactly as it appears on the ticket. PersonalInfo: Your name and address. Test Center Messages: Information about what to do when you get to the testing center: where to park, how to find your room, etc. At the bottom of the page there is additional information, including your testing number and any accommodations you need. Why Do You Need an Admission Ticket? The ACT admission ticket shows that you are the person actually signed up to take the test- hence why it has a picture. The ticket is a relatively new requirement and is designed to make it harder for people to cheat by having someone else take the test in their place. Remember that you must bring it with you to the testing center or you won’t be allowed to take the ACT. How Do You Get an ACT Admission Ticket? The first step to getting an ACT admission ticket is registering for the test. If you haven’t already done so, youmight want to take a look at our step-by-step instructions, with images, forthe registration process. I would recommend registering online, but most of the following info applies even if you registered by mail, although, in that case, you should receive an admission ticket in the mail. During the registration process there are two main steps you need to complete to get your ACT admission ticket- I'll got through how to complete both of them. How to Upload a Photo Towards the end of the registration process, you’ll be asked to upload a photo. There are a lot of restrictions on what kind of photo you can use, and they can feel somewhat overwhelming. Here are ACT, Inc.’s guidelines: Your photo must be a clear image of ONLY you (not blurry, grainy or fuzzy) against a plain, background. The photo must be a full face-and-shoulders shot, squarely facing the camera. You must use a portrait, not landscape, photo that is correctly oriented. You must be facing the camera. You cannot wear dark glasses. If you wear a head covering daily for religious reasons, adjust it to provide a full-face view. I know that’s a lot, but don’t panic. Let’s break it down into a few key points: The photo should show your entire head and your shoulders- that’s all. You must be easily recognizable- the photo can’t be blurry or dark and you shouldn’t have anything obscuring your face. The photo should have a plain background. If you have a digital version of your school photo, just use that! Another good option is using a webcam to just snap a photo with your computer- as long as you do this in a well lit place, the photo quality will be fine. Otherwise, get a friend or family member to help you take a headshot with a phone or digital camera. Remember that the photo doesn’t need to be awesome, just recognizable- no one but your proctor and your school will see it. If you registered by mail, you will still need to either upload a photo or submit a hard copy. How to Print Your ACT Admission Ticket After completing the registration process and uploading a photo, you'll be asked if you want to print youradmission ticket or wait until later. Either is fine- you can access the ticketanytime through your ACT account. Only have a black and white printer? Don't worry about it. Your ACT ticket printout can be in either color or black and white, as long as the information is clearly visible. But What Should You Do If... ...You Lose Your Ticket? Don’t panic! This problem is easily solved: you can easily reprint your ACT admission ticket.Just go to the ACT website, sign in to your account, and print your ticket! You can use this methodeven if you registered by mail, but if for some reason you can’t print your ticket call ACT, Inc. at 319-337-1270.Keep in mind that calling at the very last minute won't do youmuchgood- if they need to send you a new ticket by mail it will probably take at least a week. ...You Realize that the Information on the Ticket Is Incorrect? Again, this problem is easily fixed. If you realize that your name is misspelled or your address is missing a number, just log into your account and click on "Make changes to your registration." Remember to reprint the ticket once you’ve made your changes, so it’s up-to-date. ...You Get to the Test Center and Don't Have Your Admission Ticket? You cannot take the test without your ticket, so you want to avoid this situation at all costs. The night before the test, gather everything you need for the test together and put it in one easily accessible place. If you’re prone to losing things (or just very paranoid), you can try: making a backup copy and putting it in the car. taping the ticket and your ID to your calculator. If you do end up at the test center with no ticket, you can try having a friend or family member who lives nearby print it out and bring it to you. But the proctors won’t wait, so again, do everything you can to make sure you have it. Key Facts to Remember About the ACT Admission Ticket Let's review some of important points you'll need to keep in mind about the ACT ticket: You must have your admission ticket to get into the test center. Print it out at least the night before, and make multiple copies if you often lose things. Your picture must be recognizable as you and it must have a plain background. You can reprint your ACT admission ticket at any time. Just log into your online ACT account. More Recommended Reading If you're feeling confusedabout the registration process, take a look atourstep-by-step walkthrough of how to sign up for the testand our guides to the best test date for you, the total cost of the ACT, how to cancel your registration, and how to decide whether to sendthe four free score reports. If, however, you're taking the test very soon, check outthese helpfultest day tips that can raise your ACT score even without time to practice. Finally, if you have a bit more time,you might want to read throughsome of our ACTprep materials. We have great guides for all foursections, including general strategies, study tips, and in depth skill reviews(there are links to each section on the right). Try starting with our guide to the 5 tips that you must use, which will get you thinking about the test in the right way. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Fundamental framework of engaging in marketing communication Essay

Fundamental framework of engaging in marketing communication - Essay Example The paper tells that marketing communications entails all the messages as well as related media utilised in communicating with a market. It consists of promotion aspect in the marketing mix of four Ps: place, price, product, and promotion. Marketing communication is the art and science of communicating information, which an organisation wishes to divulge towards the public. Such information could be associated to a product’s marketing, talk concerning the launch of a new commodity, or even the community initiatives that the company assumes. Marketing communications aid in defining the relationship of a firm with its customers. Marketing communication, as an organisational unit, emphasises the strategic significance of such communication as well as its lasting impact upon consumers. The models of communication can assume a predictive guide though recognition of the unpredictability and autonomy of the consumers is the most important outcome. It is essential for effectiveness in the use of the various resources allocated to the tools of marketing communication. For achievement of this, a comprehensive understanding of the process of strategic planning of marketing communications is necessary. The most relevant issues entail the marketing communication tools’ role in influencing the choices of brands and how such brands could be effectively used in delivery of promotional messages. It is also relevant to understand how firms can identity the most effective media strategy to enhance maximisation of the population of the reached target audience and also boost the potential of processing and acting upon such communication messages.... JD retail shop has been supplying the United Kingdom with the greatest as well as the latest branded street style sourced from the leading brands around for more than thirty years. It has thousands of official stocks and JD exclusives from the top brands such as Adidas originals, Fila, Nike, Converse, McKenzie, Fred Perry, Lacoste, Carbrini, Reebok, Duffer of St. George, Goi Goi JD, and Timberland at all times. JD is famously known as â€Å"King of Trainers† and thus strives to supply the best brands in terms of footwear. It has the latest and best trainers for all people ranging from men to women and to kids (JD 2012). Critical Evaluation of Marketing Communications’ Role Effective plans of communication add value to firms as well as regularly make the variation between programs’ success or/and failure (Laric & Lynagh 2010). It is imperative to note that communication is the process of exchanging information between people via a general system of signs, behaviou r, and symbol. An effective communication plan aids in overcoming the obstacles in the market by creating a common language as well as framing the message (Kotler & Armstrong 2009). Such plans help in the organisation of key message hierarchy as well as pinpointing different specifics concerning the audience or target market in terms of delivery and timing (Fill 1999). Marketing consists of the strategising and implementing process of the different ideology, promotion, pricing, as well as distribution of a commodity or service as well as ideas to ensure that the needs, objectives, and wants of the customers and the enterprise from which the specific idea, product, or service comes from are well

Global Business Plan Essay Example | Topics and Well Written Essays - 1250 words

Global Business Plan - Essay Example Checking inflation, lowering the deficit, and bettering the efficiency of public sector continue to be vital challenges confronting the government. (The Economy of Costa Rica) Costa Rica continues to be one of the safest and most attractive countries for foreign investment in Latin America. The Costa Rican government, its ministries and F.I.s keep up a distinctly pro-US and continental position with regard to financial security and tax laws. The avowed objective is to attract mainly the companies that are on the technological forefront to leverage Central America's most educated, computer literate and highly disciplined workforce together with the modern production infrastructure the nation is presently building. Currently, the economy is being changing over from its long-term dependence on coffee, bananas and cattle rearing to electronics like microprocessor production and high-tech telecommunication services. The pro-investment friendly climate and government policy of transforming the country into the Silicon Valley of Latin America has lured major companies like Acer, Microsoft, GE, Intel Corporation to make considerable investments in the country bot h financially as well as physically, with major production and distribution facilities. (Doing Business in Costa Rica) During 1998, in the course of its entire history, Costa Rica is set to earn a major part from high technology exports than from coffee or bananas or from the flourishing tourism industry. The World Bank has highly rated the country in terms of political and financial health. In the annual conference, the World Bank commended the nation as possessing one of the most stable and robust democracies among the Latin American countries. World Bank also praised the country because of the healthy growth rate and some of the best social indicators in the continent. The country is one of the strongest advocates of continental trade zone, and already possesses its own agreement with Mexico and other nations of the region. The number of tree trade zones of the country and tax holiday opportunities is lucrative. They extend benefits like exemption from import duties on capital goods, components, raw material; unlimited profit repatriation, exemption of tax on profits for 8 years and a 50% exempti on for the subsequent four years. (Doing Business in Costa Rica) Even though the country is not an offshore financial centre in the conventional sense, it favourable tax structure implies that it could have been categorized as a tax haven some decades ago. But it was not until recently that the government came to know of its tax haven potential and started to enact laws and market this sector of economic activity. The country possess a lot of characteristic feature which renders it a distinct advantage compared to other offshore jurisdictions inclusive a perceived on shore jurisdictional status, rock bottom taxes and a fiscal policy that does not differentiate between residents and non-residents for taxation purposes. Off-shore activity is at present booming in Costa Rica and a number of popular companies have established operations, however the industry is yet just in its early stages. A major offshore banking industry is not present primarily due to the fact that the industry came out of the shackles of state control in the year 1996. (Offshore Business Activities in Costa Rica) The financial institutions in the

The Decision: Finding the Right College Essay -- Informative, College

A student sifts through stacks of once enticing, but now monotonous mail. They all seem to have the same message, pleading with the student to consider attending their school. The letters outline details about certain features the school has that may make them stand out among the crowd. Most of the schools are ones that the student has never even heard of. The student, tired of looking through these boring letters, decides to go online and look at some of the colleges that caught their eye. A student and his parents sit across from each other at the dining room table. Laid out in front of them are papers detailing different college’s financial outlook. They discuss the pros and cons of each school, and talk about how money is a factor to where he goes. Somewhere across the country, a prospective student-athlete is on the phone with a coach from the basketball team. The coach is telling the student all about what the school offers for their major and what kind of players they a re trying to recruit. The coach also asks the student questions about normal life as well, trying to establish a solid relationship which can make or break the recruitment process. Leaves are falling on the sidewalk as a different student tours a potential college. He tours all the main buildings while tossing questions at his tour guide about life on campus. The future can be frightening. For many high school students around the world, the future contains going on to college. This decision of where to go to college can be a time-consuming, mentally exhausting, and plain difficult decision. There are multiple ways this can be done. Every school has an on-line website and sends out mail. By scanning through these, students can get a feel for the school is like... ...d it. By having a plan, the student can save themselves hours of stress because they will not have to go through and research every little detail as their senior year comes to a close. The smartest way to go about making a decision is to make at least one college visit. No letter, web page, or phone call can supersede actually experiencing the college. This is not to say the only item a student should worry about taking tours of colleges. It takes a combination of multiple items to come to a solid and final conclusion on where to go to college. While it may be formidable for a student to think about choosing where to continue college, it can also be an enjoyable process because they student can, for the, decide what kind of experience they want. Students should not be afraid, they need to embrace the process and be ready to enjoy the next four years of their lives. The Decision: Finding the Right College Essay -- Informative, College A student sifts through stacks of once enticing, but now monotonous mail. They all seem to have the same message, pleading with the student to consider attending their school. The letters outline details about certain features the school has that may make them stand out among the crowd. Most of the schools are ones that the student has never even heard of. The student, tired of looking through these boring letters, decides to go online and look at some of the colleges that caught their eye. A student and his parents sit across from each other at the dining room table. Laid out in front of them are papers detailing different college’s financial outlook. They discuss the pros and cons of each school, and talk about how money is a factor to where he goes. Somewhere across the country, a prospective student-athlete is on the phone with a coach from the basketball team. The coach is telling the student all about what the school offers for their major and what kind of players they a re trying to recruit. The coach also asks the student questions about normal life as well, trying to establish a solid relationship which can make or break the recruitment process. Leaves are falling on the sidewalk as a different student tours a potential college. He tours all the main buildings while tossing questions at his tour guide about life on campus. The future can be frightening. For many high school students around the world, the future contains going on to college. This decision of where to go to college can be a time-consuming, mentally exhausting, and plain difficult decision. There are multiple ways this can be done. Every school has an on-line website and sends out mail. By scanning through these, students can get a feel for the school is like... ...d it. By having a plan, the student can save themselves hours of stress because they will not have to go through and research every little detail as their senior year comes to a close. The smartest way to go about making a decision is to make at least one college visit. No letter, web page, or phone call can supersede actually experiencing the college. This is not to say the only item a student should worry about taking tours of colleges. It takes a combination of multiple items to come to a solid and final conclusion on where to go to college. While it may be formidable for a student to think about choosing where to continue college, it can also be an enjoyable process because they student can, for the, decide what kind of experience they want. Students should not be afraid, they need to embrace the process and be ready to enjoy the next four years of their lives.

Training and Development in Banking Sector – Research Articles

12 Extent of training in Banks and its Impact on employees motivation and involvement in job Muhammad Farhan Akhtar, Khizer Ali, Miss Shama Sadaqat, Shoaib Hafeez M. Com, Hailey College of Commerce, University of The Punjab, Quaid-e-Azam Campus, Lhr. , Pakistan.Abstract Banking sector of Pakistan is characterized by the high competition and in order to survive in the market place, employers have understood the need for ongoing training and development to equip their employee to better cope up with the demands of the dynamic environment today. This study seek to determine the impact of this training and development on motivation and job involvement along with what training methods are widely used in the banking sector of Pakistan. The primary data for this study was collected through a structured questionnaire that was tailored with the help of literature.The questionnaire comprised of 37 items, categorized into 5 sections, which are general perspective, motivation, job involvement, t raining & development and demographics. Survey was carried outon public and private banks of Pakistan (Punjab region). With the support of SPSS,Co-relation and regression analysis was conducted to generate results. We found that training and development has a positive association with both motivation and job involvement of the employees of banks in Pakistan. Moreover, job instructional training and informal learning are widely used techniques to impart the knowledge towards the employees in banking sector.These findings suggest that by boosting the training and development activities within the banking sector the employees could be motivated and get attached with their work. Keywords: Motivation, Training, Job Involvement, Banks 1. 0 Introduction With the extensive competition , greater demand for providing better product and services, continuously changing in technology and business environment in commercial banking sector demanding more than ever in the past the emphasis on traine d employees in order to meet the equirements of the customer and the business survival, banking industry now calling for up to date/latest and broader banking knowledge, skills, abilities for maintaining their existence and growth, which demand for the proper and effective training to the employees. There are so many situations where service can fall between the cracks. Is the representative at the information desk trained to find a replacement while she is away for a few minutes? No? There goes another customer who doesn't want to wait. (I know. I ve been there).Is the guard at the door trained to direct customers to the right people or does he curtly wave them over to wait at the end of the line at the Information Desk when he could have sent them to the platform person who opens accounts? Do you really think that the employees are well versed with the etiquettes, cultural norms, customer psychology? If you answered no to any of these questions about training, then money is walkin g out the door and you are certainly losing customers which are fuel of your business. Without the fuel you cannot run the train of your business.Due to the cutthroat competition, increased inclination of consumers towards quality oriented products and services, more customer orientation, rapid technological advancements resulting in COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 793 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS APRIL 2011 VOL 2, N O 12 methodical alterations and an ever changing business environment signifies, more than ever, the need of training the employees in the banking industry of Pakistan.This research paper serves the purpose of acknowledging the need and importance of training to the bank employees in Pakistan. And whether the training really impacts the employees' performance and contributes to the productivity. 2. 0 Literature review So many studies are available on the subject, which seek to deter mine the impact of training on the motivation and commitment. Some are provided hereafter: Cooper et al. (1989) found a positive relationship between training programs and employees job involvement.He argued that if there are some recognitions and financial benefits for the high performers at the training programs, the feelings of reciprocity emerges in the high performing employees as well as in other ones which motivate them to extend themselves in many ways such as adapting new skills, knowledge and competencies which ultimately leads to improved organizational performance. Miller et al. (1996)examined the need and impact of training and development on the service sector employees is widely discussed topic in the literature.The literature review targets the trade journals, text books and various magazines that contain the information on training and development. Training needs assessment is the first step of an organization s training and development program. It identify the need s or performance requirements of the organization_ it determines whether there is gap between the actual performance and the standard performance set by the organization and if there is any discrepancy between the two, then training is required. After the needs assessment, the training objectives are determined . i. e. who needs training and what training is needed.Then the training is designed and implemented accordingly. At the end it isdetermined whether the training objectives were met. The evaluation system includes identifying participant reactions to the training process, how much participants learned and how well the participants transfer the training back on their respective jobs_ if employees subsequent performance would be better than the previous, then it can be said that the training has a positive impact(most of the time) on employees performance otherwise not Hughey and Mussnug (1997) found a positive correlation between the employee training and employee & job satisf action.Today, every organization provide some type of training to their employees after some intervals. Some companies provide formal trainings such as initial and ongoing training programs, some hire outside training consultants according to their requirements. So motivation for implementing training programs varies from company to company. A very few organizations provide effective trainings to their employees in order to improve their knowledge, abilities and skills, and the correlation of such training programs with job satisfaction is high.On theother hand , some companies provide trainings to meet health and safety regulations and some firms provide training only for appearance sake and the correlation of such type of trainings with motivation is not so high. Dowswell (1998) concluded that lack of time, growing age and other practical constraints demotivated the employees during the training. He found a negative correlation between training and motivation for aging employees a nd managers. He argued that the aging workers always want to maintain the status quo and if they are bound to adapt new skills and competencies through training, then their motivation levels decrease.COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 794 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS APRIL 2011 VOL 2, N O 12 Lester (1999) said: Professionals must relearn and retrain to maintain the relevance of their skills . In this statement, he argued that changing nature of the corporate environment encourages the managers and employees to continuously relearn and retain new skills, knowledge and competencies in order to keep them up to date.He found a positive correlation between the training and the highest prior level of education gained which increase the employee motivation. He concluded that if employees perform well on the training and subsequent to the training, if they perceive that they have learnt something new which would be an enhancement in their CVs as well as beneficial for them to capture the future opportunities, then their motivation and involvement towards their jobs increase. Stephenson (1999) concluded that there are two basic factors which are very crucial to be present in the employees in this new changing economy i. . ability to learn and adapt and understanding of the new corporate environment which can be utilized by the corporations through continuous training programs in order to increase their motivation as well as involvement towards their jobs. He argued that continuous training and professional development is not a luxury but a necessity of today s changing economy, as employees can better understand that in order to cope with the changing corporate environment and to exploit the future job opportunities training programs are very useful to make them up to date.So most of the time there is a positive correlation between training and professional development programs and th e motivation of employees. Gregory (2001) concluded that training has a great impact on employee s subsequent job performance and the lack of training and development results in managers not familiar with the task requirements as well as the core competencies such as knowledge, skills and abilities which managers must possess to perform well the organization s tasks, as a result their performance as well as motivation level decrease.He suggested that the managers in service organizations must be knowledgeable in all newer functions that apply to their departments so that overall organizational objectives can be achieved effectively and efficiently in accordance with the new demands posses by the corporate environment.. A descriptive study conducted by a group of researchers. Roscoe (2002) said: No professional completes their initial training equipped to practice competently for the rest of their life .He argued that corporate environment is changing day by day and in order to cope with the level of changes, organizations implement various dynamic processes including the training programs which subsequently increase the motivation levels of employees as after the training process most of the employees seek promotions to higher level jobs which is the main cause of motivation. Garavan et al. (2003) found that training process is a more job oriented that can change employee attitudes and behaviors that motivate them to increase their knowledge and understanding of the job according to the dynamic corporate environment.Another researcher (Manu, 2004) suggested the desirable techniques and models which may prevent the failure of a training program. In this study, it is concluded that the organizations should choose those models of training and development that successfully fit into the organization s culture. Needs of training and essential business skills should be carefully assessed. Then appropriate managerial techniques as well as the comprehensive plans or mo dels should be implemented for the effective training and development program in order to motivate the employees, reduce the performance gaps and achieve the organizational goals effectively.Mathieson (2006) found a positive relationship between the training programs in which managers are participatively involved in setting the training design & motivation of employees. He argued that everyone should be involved in the journey of training program as in this way employees feel ownership of the process which add value to their performance which in return motivate them to COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 795 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS APRIL 2011 VOL 2, N O 12 eliver the tangible organizational improvements. Morag Mathieson is the training and development manager at the Glenmorangie Company, Broxburn, West Lothian,Uk _ He said that the company s key objective is to design the training programs whic h fully utilize the employee s potential and motivate the employees to continuously adapt the new skills and competencies according to the changing corporate environment. He suggested that management buy-in to training and development through bottom-up-approach can be used for this purpose. Khattaket al. 2010) suggests that training and development is directly related with successful performance of managers, organizations and nations. The countries which spend more on training and development of human resources are relatively more developed as human resources contribute to productivity more than physical and other resources but there is a problem, population growth is inversely related with human capital investment, particularly in developing countries like Pakistan, so it should be controlled in order to spend more on training and development of human resources that make the more employees to get involved in their jobs and ncrease their subsequent performance A Questionnaire survey conducted on 1000 top companies of Malaysia where (Jamil & Som, 2007) concluded that changing nature of today s corporate environment and the intense global competition where consumers demand more quality services require the organizations to continuously train their human resources in order to maintain market competitiveness and business survival.The researchers argued that ad-hoc training approaches and the training programs without proper analysis leads to poor training investments, so three levels of analysis(individual, organizational and operational) as well as the multiple data collection methods and techniques should be used to analyze the training needs in order to effectively design and implement the training programs for motivating the employees and achieving the organizational goals more efficiently. Murphy et al. 2006) concluded that there is positive correlation between training programs and employee s motivation. He argued that are certain set of factors which motiva te the managers and employees to continuously adapt new skills and competencies according to the today s changing environment and also increase their subsequent motivation level. These motivators may include improving the confidence level and self esteem, higher levels of career satisfaction as well as more future promotion opportunities for those who show improved subsequent performance.He also identified some barriers in the way of training to motivation which may include lack of employer s financial support & recognition as well as insufficient knowledge about the training program. He suggested that the organizations should remove such barriers and promotes the motivators in order to effectively implement the training, obtain the required outcomes and subsequently increases employee s motivation and involvement towards their jobs.According to (Longenecker, 2010), there is a positive relationship between training programs and employee motivation which make the employees more invol ved in their jobs and subsequently results in better performance and productivity both for the employees as well as for the organizations. He argued that the organizations which want to attain long-term suitable results, spent huge amounts on training programs in order to make the employees up to date according to the dynamic corporate environment.He also added that employees can t improve their performance if they don t know about the need for change, so it is the responsibility of the supervisors to make the employees aware about the need for training in order to motivate them and obtain the desired outcomes. Adomi (2006) found that there is a positive relationship between training i. e. job rotation and employee motivation. He adopted survey method for the study in which he used questionnaire as data collection instrument. He argued that training programs such as job rotation reduce the COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 96 ijcrb. webs. com INTE RDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS APRIL 2011 VOL 2, N O 12 boredom of the jobs and increase the motivation through diversification of the tasks. Employees get motivation and learn new skills through training which make them to have a broader view of the jobs in the organizations in which they work and in this way performance and productivity of both employees as well as the organizations tend to improve. Kushnir, Ehrenfeld and Shalish (2006) argued that there is a positive relationship between training programs i. e. oaching and motivation of employees. He used self report measures as research instrument and compared the experimental study ( graduates who got training ) with the control group ( graduates who didn t get training ) and found that training increased employee motivation, self-efficacy and professional performance among coaches but not in control groups. He also added that training enhances the professional development skills of coaches which mak e them to perform the complex job tasks easily and to get the desired outcomes for the organizations in which they work.Amorose and Butcher (2006) found that there is a positive relationship between training programs i. e. coaching and self determined motivation. He used cross-sectional survey method for the study during the training sessions. He argued that importance of the training programs is obvious as a lot of training factors such as perceived training needs, autonomy as well as sense of relatedness with the training programs affect the motivational outcomes.He also added that performance related feed-back as well as different type of rewards are provided to the employees on the basis of training evaluation which make the employees motivated and enhance their performance which subsequently results in increased productivity and performance of the organizations. 3. 0 Research Methodology 3. 1 Method: We conducted survey questionnaire for the collection of data in our study. The questionnaire consists of total five sections. First section shows the general prospective of training and development on employees.Second section tells about the impact of training and development on motivation of employees. Third section shows the relationship between job involvement and training and development. Fourth section depicts the type of training and development mostly used by banks. Finally, Last section tells the demographics of the respondents. 3. 2 Sample: We take the sample of 100 questionnaires for our study. The respondents of questionnaire are from different bank employees in Punjab region. We selected all types of banks including public banks and private banks.In private banks, we divided the banks also in Islamic banks and conventional banks. The respondents are of all age level with their respective experience level. The questionnaire used in this study is reported in Appendix-I 3. 3 Hypothesis: The study seeks to reveal the causal relationships between the f ollowing: H1: There is positive relationship between Motivation and Training and Development. H2: There is positive relationship between Job Involvement and Training and Development. COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 797 ijcrb. ebs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS 4. 0 Statistical results 4. 1 Demographics Table 4. 1 Type of Bank and Nature of Bank Nature of Bank Conventional Count Type of Bank Public Private Total 21 73 94 Islamic Count 0 6 6 APRIL 2011 VOL 2, N O 12 Total Count 21 79 100 Table 4. 1 shows the Type of bank and Nature of Bank taken in study. Type of bank consists of Public Banks and Private Banks. Nature of bank consists of Conventional banks and Islamic banks. Public banks refer to those banks which are owned by the Government.Conventional Banks are bank which use typical methods of banking. Islamic Banks are those banks whose operations are according to Islamic rules and regulation. In our surve y, in Public banks, 21 respondents are from Conventional banks and not a single respondent from Islamic banks. In private Sector, 73 respondents are from Conventional Banks and 6 respondents are from Islamic Banks. So in total, 21 respondents from Public banks and 79 respondents from Private Banks and total 94 respondents from Conventional Banks and 6 respondents from Islamic banks. Table 4. Level of Job with Gender and Qualification Qualification Graduation Count Level of Job Middle Level Gender Male Female Upper Level Gender Male Female Total Gender Male Female 18 6 3 0 21 6 Masters Count 48 9 13 1 61 10 Others Count 0 1 1 0 1 1 Total Count 66 16 17 1 83 17 Table 4. 2 depicts the respondent s level of Job into Higher level employees and Lower level employees, in which 66 male and 16 female respondents are from Middle level employees and 17 male and 1 female respondent from higher level employees. From Gender prospective, out of total 100 respondents, 83 respondents are male and 17 respondents are female.COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 798 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS APRIL 2011 VOL 2, N O 12 From the Qualification point of view, 21 male and 6 female respondent have Graduation s qualification and 61 male and 10 female respondent have Master s qualification and 1 male and 1 female respondents have other qualification Table 4. 3 Experience, Experience with current job and Age N Experience Experience with current job Age Valid N (list wise) 98 87 95 85 Minimum 0 0 18. 00 Maximum 36 36 58. 00 Mean 8. 62 5. 7 32. 9053 Std. Deviation 8. 445 5. 963 8. 86311 Table 4. 3 shows the respondents Experience level, Experience with current job and respondents Age. Out of 100 respondents, 98 respondents respond to Experience answer with 0 and 36 years of minimum and maximum experience respectively. The mean value of experience employees is 8. 63 and standard deviation is 8. 445. Experienc e with current job respond by 87 respondents whose minimum experience to current job is 0 years and maximum experience to current job is 36 years. The mean and standard deviation of experience with current job is 5. 7 and 5. 963 respectively. Total 95 respondents give their age answer in with minimum age employee is 18 years with no experience and maximum age is 58 with 36 years of experience. The mean age of respondent is 32. 9053 and standard deviation is 8. 86311. 4. 2 Motivation: Table 4. 4 Model fitness for training and development and motivation Model Sum of df Mean square Square 1 Regression Residual Total F Sig. 10. 964 25. 670 36. 654 1 97 96 10. 964 . 265 41. 507 .000 The above table shows the overall fitness of the model and F stat of 41. 07 indicates that our model is good fit at 0% level of significance while the Sum of Square and Mean Square of model regression is 10. 964 and The Residual sum of Square is 25. 670 with a Mean Square of 0. 265 and a total Sum of Square o f model is 36. 654. COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 799 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Table 4. 5 Regression results for training and development and motivation Unstandardized Standardized Coefficients coefficients Model B Std. Beta t Error 1 (constant) Training and Development 1. 42 . 602 . 382 . 093 . 547 3. 511 6. 443 APRIL 2011 VOL 2, N O 12 Sig. .001 . 000 This table shows the relationship between motivation and Training and Development. The results depict that Training and Development has 54. 7% positive impact on the motivation level of employees with regard to their job and this relationship is significant at 0% level of significance. Table 4. 6: Model Summary for training and development and motivation Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics R Square Change F Change df1 df2 Siq. F Change 1 .547 .300 .292 .51443 .300 1. 507 1 97 .000 Table 4. 6: The value of R for the model between the Motivation and Training and Development is 0. 547 and the value of R square for the model is 0. 300. The Adjusted R square for the Motivation and Training and Development is 0. 292. The Model Standard Error of the Estimate is 0. 51443. The model significance is 100%. The value of adjusted R square is . 292 that shows that out of total, 29. 2% variation in the motivation is explained by the training and development. 4. 3 Job Involvement: Table 4. 7 Model fitness for training and development and job involvement Model Regression Residual Total Sum of Square 5. 570 35. 057 40. 627 df 1 96 99 Mean Square 5. 570 . 358 F 15. 570 Siq. .000 The above table shows the overall fitness of the model and F stat of 15. 507 indicates that our model is good fit at 0% level of significance while the Sum of Square and Mean Square of model regression is 5. 570 and The Residual sum of Square is 35. 057 with a Mean Square of 0. 358 and a total Sum of Square of model is 40. 627. COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 800 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Table 4. Regression results for training and development and job involvement Unstandardized Coefficients Model B 1 (constant) Training and development 2. 330 . 428 Std. Error . 444 . 108 . 370 Beta Standardized coefficients t APRIL 2011 VOL 2, N O 12 Siq. 5. 250 3. 946 . 000 . 000 This table shows the relationship between Job Involvement and Training and Development. The results depict that Training and Development has 37. 0% positive impact on the Job Involvement level of employees with regard to their job and this relationship is significant at 0% level of significance.Table 4. 9: Model Summary for training and development and job involvement Change Statistics Model R R Square Adjusted R Square Std. Error of the Estimate R Square Change . 137 F Change df1 df2 Siq. F Change 1 .370 .137 .128 .59610 15. 570 1 96 .000 Table 4. 9: The value of R for the model between the Job Involvement and Training and Development is 0. 370 and the value of R square for the model is 0. 137. The Adjusted R square for the Job Involvement and Training and Development is 0. 128. The Model Standard Error of the Estimate is 0. 59610.The model significance is 100%. Table 4. 10: shows the types of training methods result N Job instruction Informal Learning Coaching Special Tasks Job Rotation Case Studies Seminars Lectures Valid N (listwise) 99 100 90 91 91 99 99 100 89 Mean 4. 0808 3. 5600 3. 3889 3. 2306 3. 1538 3. 1414 3. 1212 2. 9900 Std. Deviation 1. 03684 1. 02809 1. 09846 1. 33397 1. 16355 1. 22899 1. 24763 1. 15902 COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 801 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS APRIL 2011 VOL 2, N O 12 Table 4. shows the mostly used types of training and development methods in banks, in which 99 out of 100 respondents give job ins truction method the highest rank with the mean of 4. 0808 and standard deviation of 1. 03684. Second most widely used method is informal learning having mean and standard deviation of 3. 5600 and 1. 02809 respectively. 90 respondents give coaching training method on the third important level. Mean of Coaching in results is 3. 3889 and standard deviation is 1. 09846. 91 respondents gives special tasks average rating with the mean of 3. 2306 and its standard deviation is 1. 33397.Job rotation has the mean value of 3. 1538 and standard deviation 1. 16355 by the 91 respondents. Case studies get the values of 3. 1414 and 1. 22899 of mean and standard deviation respectively. At the end, Seminars and Lectures get the lowest numbers by respondents of mean 3. 1212 and 2. 9900 respectively and standard deviation is 1. 24763 and 1. 15902. 5. 0 Conclusion Training for employees of an organization is considered very much important in order to achieve excellence and competence. But does training plays any other role besides providing learning and equipping the employees with demanding competencies?Surely it does as indicated that training has a positive impact on both motivation and job involvement. There are certain limitations of the study as the sample size is 100, which is too small a large scale study would provide more reliability to the study. This study however, clearly emphasizes the need and importance of the training on the employees in the banking sector characterized by low morale due to high work stress. COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 802 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS ReferencesAPRIL 2011 VOL 2, N O 12 Anglin, G. M. (2001). Company officer training and development – Maintaining consistency in dynamic environment , National Fire Academy, pp. 1-39. Dowswell, C. , Hewison, J. and Hinds, M. (1998), Motivational forces affecting participation inpost-registration degree c ourses and effects on home and work-life: a qualitative study ,Journal of Advanced Nursing, 28 (6), pp. 1326-33. Garavan, T. N. , Hogan, C. and Cahir-O Donnell, A. (2003), Making Training and DevelopmentWork: A Best Practice Guide, Dublin, Oak Tree Press.Hughey, A. W. , &Mussnug, K. J. (1997). Designing effective employee training programmes. Training for Quality , 5 (2), pp. 52 57. Jamil, R. , &Md. Som, H. (2007). Training Needs Analysis : Practices of Top Companies in Malaysia. International Review of Business Research Papers , 3 (3), 162-175. Khattak, M. A. , Bashir, F. , &Qureshi, T. M. (2010). â€Å"Training and Development paradigm, and its contribution in economic uplift of the country, A case from Pakistan†, 12th International Business Research Conference, pp. 1-16. Lester, S. 1999), Professional bodies, CPD and informal learning: the case for conservation ,Continuous Professional Development, 2(4), pp. 11-121. Manu, J. S. (2004). â€Å"Training and development techn iques for improving organizational performance for Ghanaian firms†. The Graduate School, University of Wisconsin-Stout , pp. 143. Mathieson, M. (2006). Improving organisational performance through developing our people , Industrial and commercial training , 38 (2), 70-77. Miller A. J. , SPHR, Osinski M. D. , SPHR. (1996), Training needs assessment Murphy, C. , Cross, C. , & McGuire, D. (2006).The motivation of nurses to participate in continuing professional education in Ireland. Journal of European Industrial Training , 6 (5), 365-384. Roscoe, J. (2002), Continuing professional development in higher education , Human ResourceDevelopment International, 5(1), pp. 3-9. Rusbult, C. , Farrell, D. , Rogers, G. and Mainus, A. (1988), Impact of exchange variables on exit,voice loyalty and neglect: an integrative model of responses to declining job satisfaction ,Academy of Management Journal, 31, pp. 599-627. Stephenson, J. (1999), Corporate Capability: Implications for the Style andD irection ofworkbased learning , National Centre for Vocational Education Research COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 803 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS APRIL 2011 VOL 2, N O 12 Withey, M. and Cooper, W. (1989), Predicting, exit, voice, loyalty and neglect , AdministrativeScience Quarterly, 34, pp. 521-39. COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 804 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Appendix I APRIL 2011 VOL 2, N O 12Questionnaire: Dear Sir/Madam, I am a student of M. Com at Hailey College of Commerce. The following research is part of our degree program and conducted for purely academic purposes. The purpose of research is to find out the Extent of Training in banks and its impact on Employees Motivation and Involvement in Job. All the information collected through the questionnaire will be used only for contribution to knowl edge and kept secret/confidential. Please ensure that you mark all the given statements as incomplete responses will not fulfill researcher s requirements. General Perspective 1) Strongly Disagree (2) Disagree (3) Indifferent (4) Agree (5) Strongly Agree In my opinion, Training must be part of every employee s Job 1 2 3 In my opinion, Training must be provided on regular basis. 1 2 3 My organization considers the training program important for the employees 1 2 3 The training used by the organization is effective. 1 2 3 I am satisfied with the training program offered by the organization. 1 2 3 The training program is helpful in personal development. 1 2 3 The training program is helpful in professional development 1 2 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 Motivation 1) Strongly Disagree (2) Disagree (3) Indifferent (4) Agree (5) Strongly Agree I have a generally positive attitude toward those holding positions of authority over me. I enjoy competition and striving to win for myself and my work group. I like to tell others what to do and have no problem with imposing sanctions to enforce my directives. I like being active, assertive, and protecting the members of the work group. I enjoy the idea of standing out from the group, behaving in a unique manner, and being highly visible. I am willing to perform routine, day-to-day administrative tasks and duties. 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 Job Involvement (1) Strongly Disagree (2) Disagree (3) Slightly Disagree (4) Slightly Agree (5) Agree (6) Strongly Agree The most important things that can happen to me is to get involved in my present job. To me, my job is only a small part of who I am. I am very much involved personally in my job. I live, eat, and breathe my job. Most of my interests are centered around my job. I have very strong ties with my present job which would be very difficult to break. Usually I feel detached from my job. 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 6 6 6 6 6 6 6 COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 805 ijcrb. webs. com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Most of my personal life goals are job oriented. I consider my job to be very central to my existence. I like to be absorbed in my job most of the time. 1 1 1 2 2 2 3 3 3 APRIL 2011 VOL 2, N O 12 4 4 4 5 5 5 6 6 6 The Type of Training Used by the Organization (1) Never (2) sometimes (3) Mostly (4) Often (5) AlwaysCOACHING (a senior guides the junior or new entrant) JOB ROTATION (Systematically the trainee is moved from one place to another) SPECIAL TASKS (Assigning tasks to employees to increase their knowledge base) LECTURES (Lectures on specific issues and topics) SEMINARS (Experts from outside organization are called to discuss specific issues) CASE STUDIES (Written material is provided regarding organization problems and events) INFORMAL LEARNING (Colleagues and friends discuss matters informally) JOB INSTR UCTIONS (Written instructions are provided regarding procedures) 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 Type of Bank ——— O Public O Private O O Nature of Bank —— O Conventional O Islamic O O Level of Job ———- O Middle Level O Top Level O O Experience (in Years) ______________ Experience with Current Job (in years) ______________ Qualification ——- O Graduation O Masters O Others O O O _____________________ Age (in Years) _________________________ Gender —- –O Male O O O THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Female COPY RIGHT  © 2011 Institute of Interdisciplinary Business Research 806