Indian Economy is inbuilt free essay sample

As an understudy of financial aspects I am extremely inquisitive to know what downturn is? you would stunned to realize that I am doing ca n I despite everything need to know the term downturn. This word didn't draw in me until I got notification from my speaker that western nations frequently face downturn while in India it didn't show up for decades.I recollect in the year 2008, Indians confronted downturns it was shocking to discover that numerous architects submitted suicides since they lost positions. losing positions was another idea for Indians during those days. THIS BECAME MY POINT OF INTEREST. Begining with monetary patterns, India being creating nation ought to have adversly affected by downturn n then sorrow. In any case, it isn't so..why?.. The mystery lies in the culture.Indian economy is inbuilt.I salute to my precursors. We Indians have a one of a kind method of praising celebrations. goodness!.. no not with wine or commotion. We will compose a custom paper test on Indian Economy is inbuilt or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Its with sweets,delicacies,perfumes, new dresses,decoratives n blossoms. All these are only a piece of livelihood,you may be thinking whats that got the chance to do with economy. Right off the bat watch each one of those things utilized in the festivals.These conceal the enormous piece of market. Individuals for the sake of celebration buy every one of these things. Relatively few realize that in India regularly there is celebration the previously mentioned things have become necessities.This has made the nation a wide market on the planet. Ways of managing money of Indians has made the nation to develop in quicker pace. MORAL beginning spending to keep the development rate high.

Team and leadership db5 Essay Example | Topics and Well Written Essays - 250 words

Group and initiative db5 - Essay Example Others ordinarily report late, barely gets directions, give indications of reluctance, and absence of duty. These are a portion of the difficulties I have experienced as an associate venture administrator. Warren and Biederman (1997) accepts that occasionally, it is hard to welcome the representatives on board to cooperate. On the other hand, I have had various events when I have worked effectively with various individuals at the college. I had the chance of being designated the gathering head of student’s conversation gatherings. The vast majority of the understudy were extremely aggressive and worked easily to guarantee they achieved their objectives. I guess it was anything but difficult to work with the understudies since they were anxious to achieve high evaluations in their last assessment; they were totally outfitted towards a general way, achievement. Working with the understudies was simple since they comprehended that the group is fit for expanding what people can do. They additionally comprehended that collaboration improves viability, makes a more extensive scope of thoughts, gives alleviation when somebody has an issue, and colleague takes in aptitudes from their associates (Katzenbach and Douglas, 1993). To put it plainly, filling in as a group can be very amazing and very obliterating relying upon the impression of each colleague. In any case, constructing a group stays a test for some group heads. Most importantly, it is critical to fabricate a solid group to guarantee that ventures are fruitful and productive (Geoffrey,

King Lear :: essays research papers

Lord Lear is one of William Shakespeare’s most prominent catastrophes which includes a normal story of three little girls competing for the love of their dad. Jane Smiley matches the narrative of King Lear in her novel A Thousand Acres. In spite of the fact that this novel is gotten from the underlying foundations of King Lear and the essential plot is comparable, the reader’s response to each work of writing fluctuates significantly. One may ask why the reader’s point of view on the play King Lear changes so definitely subsequent to perusing the novel A Thousand Acres. Several the reasons incorporate the bits of writing being told from two diverse view focuses and how the resembling characters in the two works accept jobs than are startling and appear in contrast to the practically identical characters in the other bit of writing. Nonetheless, Scott Holstad states the purpose behind the contrasting reactions best by saying, â€Å"Smiley is effective on the grounds that she fills in such a significant number of the holes left open in the play. She gives us new and unique perspectives† (Holstad 1). Lord Lear is a most irregular play in that it just arrangements with the present and disregards the past and what's to come. The peruser isn't educated about a prior timeframe in the play. The play opens up with Lear quickly deciding to, â€Å"express our darker purpose† (I, I, 35). There is no notice of any of the three daughters’ youth. Conversely, Smiley tries adding depiction to her novel. She continually portrays the three girls’ adolescence, their progenitors, and different recollections from an earlier time. In the start of the novel, Ginny expounds upon her extraordinary grandparents and, â€Å"when they came the first time to Zebulon County, in the spring of 1890, and saw that a large portion of the land they had as of now purchased was under two feet of water† (Smiley 14). Ginny likewise recalls when she used to deal with Caroline, â€Å"I had such trust in her, such a solid sense, that when we sent her out, in whatever limit, she would perform well, with excitement and certainty that were strangely hers alone† (Smiley 262). The portrayal of the past is the most remarkable part in A Thousand Acres. It uncovers concealed roots that shape and characterize practices of the characters. This concealed information and introduction of insider facts is exemplified in Edgar’s line in King Lear, â€Å"In nothing am I chang’d Except for in my garments† (IV, vi, 9-10). It tells the peruser that in spite of the fact that things may have all the earmarks of being a sure way, reality will demonstrate them to appear as something else. The significant distinction between King Lear and A Thousand Acres is that the past comes

Effect of Prior Work Experience - Free Essay Example

Training is an integral part of workforce development and creation of new competencies within the workforce to ensure that the organization keeps up with the changing needs of the times. Training is related to performance in two ways. Effective training has a direct impact on the performance output and any gap in an individuals performance can sometimes be filled with training. For employees, lack of training also causes a lack of self-satisfaction and productivity. Training is seen as a major cost center in most organizations in India even though its necessity is widely accepted. This negative view can mostly be attributed because of the apparent lack of direct linkage between training and the bottom-line of the company. In todays world, where the HR department needs to justify its expenses, especially in the wake of recession and lay-offs, it is essential that the trainings rendered are of optimum efficiency in achieving the set target and also that it be done at the least possible cost. Hence it is important to understand whether the methods of training employed are yielding the desired results or alternatively if the same results can be attained in more cost effective ways. One major factor influencing the training effectiveness is training motivation, as we have explained in the literature review below. But the attitude of employees towards formal training is another factor which will decide whether it is justified to spend so much money on formal training modules if the same end result can be obtained by informal on the job training if it is preferred by the employees. Hence we explore the links between these constructs. Theoretical Review and Hypothesis: Training Attitude: Development activities like training are significantly affected by attitudes and perceptual variables (Noe and Wilk, 1993).Eagly Chaiken (1998) defined attitude as the psychological tendency to evaluate an entity with a certain degree of favor or disfavor. These attitudes are good predictors of behavior (Ajzen, 1991).We can extend this line of reason to say that a person with a positive attitude to certain entity will show favorable behavioral response towards it and a person with a negative attitude to it will show an unfavorable behavioral response. Training attitude applies the definition of attitude to training. A persons attitude towards training is a measure or reflection of his or her attitude towards the formal process of knowledge and skill acquisition. Thus we can say that training attitude is indirectly a measure of liking an individual has for the formal process of training as opposed to say learning something on-the-job informally. It logically follows that those who ha ve a positive attitude towards training will be more likely to attend the training programs willingly and gain from it as compared to someone who has a negative attitude towards training which is to say, that training attitude determines the motivation with which a person attends training programs, especially in an organizational scenario where training programs are mandatory. Also this very attitude can be linked to how much learning happens in the training. The scale for measuring the training attitude construct was developed by Anupama Narayan and Debra Steele Johnson (2007) for their research. This was a 20 item scale addressing participants evaluation of 2 issues: How relevant and useful they perceived training programs to be. How much they desired to practice acquired skills on job. This scale with 7 point likert type response pattern had a high level of internal consistency (alpha =0.92) However some items were redundant and for the purpose of this research were omitted. The resulting 9 item scale was again tested for internal consistency and displayed a Cronbachs Alpha= 0.91 which is fairly high. The response to the 7 point likert scale was interpreted as a summated score which indicated the degree of positive attitude towards training among the respondents. Training Motivation: Quinones (1997) aptly described motivation to be an individuals choice to dedicate more energy to one set of behavior over others. In the training context, Blanchard Thacker (2004) explain motivation as an inspiration which is directed by trainees personal needs and decision processes they use to satisfy those needs. Or, as Colquitt (2007) puts it , training motivation is the persistence and intensity of learning -directed behavior in the context of training. Training motivation is affected by a diverse set of internal and external factors as suggested by various research papers. Work environment, organizational climate, supervisory support etc are a few of the external factors researched upon whereas the internal factors hypothesized to affect training motivation include self efficacy, personal mental ability and personality (Colquitt et al, 2000). One of the most popular theories to explain motivation is the expectancy theory of how people are motivated by the results of their behavior (Bandura, 1997). We can also view Vrooms expectancy theory as a theoretical framework for examining training motivation. Vrooms model suggests that expectation of an act being followed by a certain outcome often shapes the motivation for doing that act. To extend this to the context of training motivation, if a trainee expects that the effort he puts into attending training programs will yield valued outcomes to him then he will be motivated to attend the same. Hence this research attempts to understand the valence -instrumentality link associated with training. We measure what the trainee values and whether he perceives those things to be outcome of training programs. A 14 item scale, with 7 items each for valence and instrumentality of factors associated with training, was adapted from the research paper by Phyllis Tharenou (2001).The factors of valence included in the scale are Reaching career goals, Pay increase, Job security, Change to workplace, Promotion or advancement, Opportunities for different career paths, Supervisor praise. The responses for these questions were taken on a 7 point likert scale and scores were summated to arrive at the level of training motivation of the respondent. A higher score symbolizes that the respondent values the inherent factors highly and also perceives that training will help him achieve the same. Training Effectiveness: Training effectiveness is essentially a measure of how effective the training imparted was. Many researchers including Ford (1997), Noe (1986), and Tannenbaum (1992) have recognized training effectiveness as a crucial issue for organizations. Employee performance and productivity can be measurably improved if trainings are effective and organizations will be able to avoid wasteful spending on ineffective trainings. Most organizations would want to have a good return on their training investment. According to London (1989) and Noe (1999) training interventions in organizations are going to increase hence the training effectiveness is going to be an important feature in the organizations. Kirkpatricks (1976) four level approach is one of the most extensively used methods for evaluating training effectiveness (Alliger Janak, 1989). This four level approach measures training effectiveness vis-ÃÆ'Â  -vis the trainees reactions to a training program, the extent to which trainees can exe cute desired behaviors related to the training, the acquisition of skills and knowledge by the trainee and resulting change in the job behaviors of the trainee. It has been a common assumption among researchers that these 4 levels linked in a linear fashion hierarchically. Hamblin (1947) illustrated the cause and effect chain as training leading to reactions which in turn leads to learning and that leads to change in job behavior. But this empirical evidence for this proposed link has been inconclusive. This led Alliger Janak (1989) to conduct a Meta analysis and conclude that the four factors are not necessarily linearly linked. There are several factors like training motivation attitude, context of training and other influences which attenuate the link between trainees reaction and other criterion measures. A four item shortened version of the Kirkpatrick scale was used for measuring the training effectiveness. The measured effectiveness was the perceived effectiveness of the las t imparted training program. Sample items in the scale included questions like Did I enjoy the course. The response was obtained on a 7 point likert scale varying from strongly disagree to strongly agree and the summated score of each item response was used as the measure of the training effectiveness and higher the score higher was the perceived effectiveness of the training. Training Attitude and Training Motivation: Individuals disposition or attitude towards formal training programs has been shown to have a direct influence on his training motivation (Ford Noe, 1987). Training attitude also displays his motivation to learn (Tannenbaum Yukl, 1992) and his motivation to attend training (Facteau et al, 1995) as distinct from training motivation. What the above mentioned research suggests is that there is a logical and empirical link between a person liking a training program and being motivated to attend the same. However the extant literature mentions this relationship in a very general and broad format. We would like to hypothesis a more specific relationship. Going back to our definition of training motivation , we have said that it is the perceived valence the trainee associates with certain outcomes and how instrumental he feels attending a training is in order to acquire them .We listed these outcomes as career development, superior praise, promotion or development, pay increase , job secu rity etc. Research suggests that there is very strong link between training attitude and training motivation .Carlson et al.(2000) found a high correlation between training attitude scores and training motivation scores in their research.Now most employees may find that there is a perceived strong connection between attending trainings and achieving these outcomes and hence may attend trainings when they are mandatory rather than volunteer for it. But otherwise, based on his experience he might feel that training programs are a waste of time over all and he learns more on his job. Especially in the context of Indian manufacturing industry where trainings are mandatory, employees might not be predisposed to attending trainings, but will attend them anyways due to perceived benefits. Hence in this research we are testing whether having a positive attitude towards training increases the individuals training motivation and how much is it correlated. Hence, Training Attitude of an individual positively impacts his Training Motivation: Training Motivation and Training Effectiveness: Based on our understanding of motivation, an individual is more likely to expend more energy for a task he is motivated to do and hence is more probable to do that task more effectively than other tasks. Extending this logic forward if a person is motivated to attend training then he is more likely to enjoy the training, learn most from it and apply it on to his job. In other words the effectiveness of the training imparted will be high if the trainees entering the training program are highly motivated for the same. In the organizational context it is imperative that different individuals enter the training with different levels of motivation. These differences in the level of motivation may be an outcome of various factors like personal characteristics and work environments. After studying these effects, Salas et al.1(1992) hypothesized that individuals motivated to do well in training will be the ones who end up learning the content of the program better than their lesser motivated counterparts. Training effectiveness is measured in terms of 4 parameters derived from the Kirkpatricks model. These parameters are namely, Learning, Behavior, Reaction and Applications of skills. Several studies put forth empirical support indicating a link between trainees motivation and learning (Rails Klien, 1991; Clark 1990; Hicks Klimoski 1987; Baldwin et al., 1991).The attention levels and openness to new ideas is increased by pre-training motivation. Hence theoretically trainees who are more motivated should be more ready or primed to learn and apply their learnings. Also a person motivated to attend the training will be more likely to enjoy it thus displaying a positive reaction. Whereas a person who is unmotivated to attend training will not learn much from the training even if he ends up enjoying the experience (Mathieu et al., 1992). Consequently we also hypothesize a direct relation between how much the trainee learns and how much he is motivated about the training to how much of the learned skills he will apply in his job. Thus training motivation can be hypothesized to bring about change in behavior of the trainee as well. Based on the above reasoning we state out second hypothesis as, Training motivation positively impacts training effectiveness Training Attitude and Training Effectiveness. Hicks and Klimoski (1987) attempted to study the effect of choice of attending the training program with effectiveness of the training program. They hypothesized that if trainee had a choice of attending a training program then he will be more satisfied by it than otherwise. Ryman and Biersner (1975) also studied the effect of choice on training outcome. They found that giving a choice to attend the training program resulted in lesser dropouts from the program and greater training success. In a slight variation of this experiment, Baldwin, Magjuka and Lober (1991) reported that when trainees received their top choice from the available training programs they reported higher pre training motivation and. They also learned more as compared to other trainees who did not get their top pick. Tannebaum et al. (1992) showed by way of their research that individuals who nominate themselves for training actually attach a greater instrumentality to the program and report higher training motivat ion than others. This in turn leads to greater training effectiveness. The same was researched upon and confirmed by Gormley, Collins et al. (2009) on their study on Medical students undergoing E-learning programs. In our research we would like to extend the above findings to the context of training attitude. Training attitude can be seen as the pre disposition of the individual towards attending training. If the individual has a positive attitude towards training then he will choose to attend the same whereas if he has a negative attitude towards training he will not attend it or attend it grudgingly if forced to the same. Hence incorporating Tannenbaums findings, we can say that people who attend training against their choice will not undergo an optimally effective training. Hence we hypothesize that only people who choose to attend the training by way of their positive attitude towards it will be more motivated about the training and hence consequently the training imparted to them will be effective. No previous research has aimed to study this mediating effect of training motivation on the relationship between Training attitude and training effectiveness and this is the gap we propose to fi ll by means of our research. We hypothesize that Training effectiveness is impacted by Training Attitude of the individual via the mediating variable of training motivation. Training attitude positively affects training effectiveness. Training Motivation acts as the mediating variable on the relationship between Training Attitude and Training Effectiveness. Moderating Effect of Prior Work Experience: Goldstein (2002) stated in his research that training transfer happens more effectively if tasks in the training environment are congruent with those in the actual work environment. Typically the young Indian professional fresh out of college will prefer the formal training programs as he is not exposed to any other way of learning. However as we have talked about training attitude it is important to study the effect of previous trainings on the individuals attitude. Employees who have undergone much training and have worked for enough years in the organization may have seen other methods of learning their job or skill apart from formal training programs to form different attitudes about training than those who have very little work experience. Learning On -the-job takes place within the workplace while the employee is doing actual work in the actual work environment under normal working conditions. This is important because it ensures that skills taught in such informal training can be readily transferred to the job (Kleiner Read, 1996). Work based learning focuses on reviewing and learning from experience and is cantered on learning from action rather than simply developing competencies (Dymock Gerber, 2002). Since the employee is trained in normal working condition, there is a high sense of relevance and validity to the employee (Clifford Thorpe, 2007) and is a tool to increase the productivity (Jain, 1999). Learning on the job happens on an individual level and the greatest advantage of this is that it enables each participant to determine the speed with which learning can proceed, at the same time providing a high level of feedback and trainee involvement (Kleiner Read, 1996). Other advantages are that the employee is being productive during training, and thus the associated costs may be less (Kleiner Read, 1996); this training may be given to more people than it is possible at a training institution (Jain,1999). Thus we can see that on the job learning may be perceived to be more effective than formal trainings by employees with greater years of work experience behind them. This could also possibly affect their attitude towards formal training programs and its utility. Hence the effect of training attitude on training effectiveness may be moderated by the prior work experience of the individual. We hypothesize that more is the prior work experience of an individual the more likely he has understood how to perform on his job and how to acquire skills on the job and hence the more it is likely that he will not have a favourable attitude towards formal training programs. Thereby the effectiveness of training programs on such individuals will be subdued. Thus, in this research we will aim to study the moderating effect of Prior work experience on the relationship between Training Attitude and Training Effectiveness. The prior work experience of individual has a negative moderating effect on the relationship between Training Attitude and Training Effectiveness. We would also like to study whether the Mediating Effect of Training Motivation on the relationship between Training attitude and Training effectiveness is valid for different groups of people with varied work experience. For this purpose we propose to study the said relationship by dividing the data set into groups of people with differing work experience. According to our theoretical study we expect to observe a more significant mediated relationship between training attitude and effectiveness for people with lower work experience than those with higher work experience. For people with lower work experience the relationship between training attitude and training effectiveness mediated by training motivation is more significant. Methods: Sample: Around 200 participants from various manufacturing organizations were contacted in person and via e-mail and the questionnaire was administered. Out of the 200 people contacted 122 (61%) people chose to participate. Most of the participants were chosen from the technical background who have undergone some sort of training at their work place. To maintain anonymity the questionnaire did not contain any identifiers. The researchers themselves administered the questionnaire and they themselves collected the responses. Measures: All the scale used to measure the various constructs were measured using a 7 point Likert scale ranging from 1(Very Strongly Disagree, Very Strongly Unlikely) to 7(Very Strongly Agree, Very Strongly Likely). Training Attitude: Training attitude was measured using a 9 item scale developed by Anupama Narayanan and Debra Steele-Johnson (2007). A sample item is I enjoy participating in training programs offered at work. Training Motivation: Training motivation was measured using a 14 item scale developed by Phyllis Tharenou (2001) which was adopted from Noe and Wilk (1993) 17 item scale. This scale was based on the valence instrumentality expectancy theory and had 7 items each for valence and instrumentality. A sample item for instrumentality is How likely you will obtain a pay increase from KSA from TD. A sample item for valence is How important is obtaining pay increase to you. Training Effectiveness: The training effectiveness was measured through a 4 item scale. This scale was a shortened version of the Kirkpatricks scale and was developed by Alan Chapman. The training effectiveness was measured on different parameters namely reaction, learning, behavior and productivity. Prior Work experience: The prior work experience was measured using a single question to the participants asking them of the number of years of prior years of work experience. Analysis: The study was intended to find the mediation effect of training motivation between training attitude and training effectiveness. The procedure followed to study the mediation effect was adopted from the study by Baron and Kenny (1986). Further the researchers also studied the moderation effect of years of prior work experience on the direct relation between training attitude and training effectiveness. This was done through a 2 model approach using the standardized multiplied values for training attitude and years of prior work experience. All the analysis was done using SPSS software. Further the entire sample of respondents was divided into 2 classes based on the work experience, one having work experience more than the median and one having less than the median. The median value was ignored and the mediation analysis was carried out using the Baron and Kenny model (1986). Results: The means, standard deviations and correlations .All the variables were found to be significantly correlated with each another. It can be easily seen from the table 1 that the correlation among all the variables is very high. To test the internal consistency of the scales measuring the constructs, the Cronbachs Alpha Coefficient was calculated and it was found that all the scales were reliable as the Cronbachs Coefficient was greater than 0.7. The results of the measures of internal consistency. Again it can be seen that the Cronbachs Alpha Coefficient is very high indicating that the internal consistency of the scales is very high. Mean, Standard Deviation and Correlations: Measures of internal consistency Cronbachs Alpha Coefficient: In this research we have primarily hypothesized the relationship between training attitude and training effectiveness with training motivation as the mediating variable. Apart from the mediation effect, the moderation effect of number of years of prior work experience on the direct effect of training attitude on training effectiveness has been studied. The results of the mediation effect of training motivation on the relationship between training attitude and training effectiveness. The mediation effect was studied using the 4 step Baron and Kenny model of regression analysis. In the first step, the independent variable training attitude was shown to affect the outcome variable i.e. training effectiveness significantly. In the next step, the independent variable was shown to affect the mediator variable i.e. training motivation significantly. In the third step, the mediator variable was shown to have a significant effect on the dependent variable. These steps showed that the relation between training attitude and training effectiveness was mediated by training motivation. In the 4th step, the mediation effect was calculated through a regression analysis in which the mediator and the independent variable were the predictors and the criterion variable was the dependent variable. Regression results to study mediation effect: The mediation is significant and the mediation effect was calculated to be 0.923 standard deviations. Also in the fourth step, since the effect of training attitude on training effectiveness becomes insignificant we can safely infer that full mediation is present. The step I shows the regression results when training effectiveness was taken as the criterion variable and the training attitude was taken as the independent variable. From this step we saw that training attitude was significantly related to the training effectiveness. Here the value of R2 was found to be 0.796 with F = 468.143 at p The step II shows the regression results when training motivation was taken as the dependent variable with training attitude as the predictor variable. In this step it was seen that training attitude was significantly related to training effectiveness. The R2 value was found to be 0.883 with F = 904.66 at p The step III shows the regression results when training effectiveness was taken as the dependent variable with training motivation being the predictor variable. In this step it was found that the training motivation is significantly related to training effectiveness. The R2 value was found to be 0.909 at p The step IV shows the regression results when training effectiveness was taken as the criterion variable with both training motivation and training attitude as the predictor variables. From this step we could conclude that training motivation was significantly related to training effectiveness and also we see that training attitude loses the significance of its effect that it had on training effectiveness in step I. The R2 value was found to be 0.909 at p The above 4 steps show that the mediation effect of training motivation between training attitude and training effectiveness is a full mediation effect as the independent, variable training attitude, becomes insignificantly related to the criterion variable (Baron and Kenny, 1986). The steps I, II and III are used to test the first 3 hypothesis. In step I it was shown that training attitude was significantly related to training effectiveness hence H3 is accepted. Similarly in the step II it was shown that training attitude was significantly related to training motivation and hence H1 is accepted. In the third step, it was found that training motivation was significantly related to training effectiveness and hence H2 is accepted. Training attitude was significantly related to training effectiveness in the first step and to training motivation in the second step but it was non-significantly related to training effectiveness in the fourth step. From this we could infer that training motivation fully mediates the relation between training attitude and training effectiveness. Thus H4 is supported. The Sobels test was used to just verify the mediation effect. The test showed that the mediation effect is statistically significant (Mediation effect = 0.923; Z-score = 8.68; p In addition to the above mediation analysis, we also tried to understand the role of work experience on the mediation analysis. Hence 2 more mediation analysis were carried out in which the entire data set was broken down in 2 sets, one with respondents having 2 or more years of work experience, second with respondents having less than 2 years of work experience. This was so done because the median work experience of the sample studied was 2 yrs. Impact of years of work experience on the mediating role of training motivation on training effectiveness was studied. First we take the case of respondents having less than 2 years of work experience. The same steps as stated above according to the Baron and Kenny Model were repeated and the results. Regression results to study mediation effect on respondents with work experience of less than 2 years: Again as we can see that training motivation fully mediates the relation between the training attitude and training effectiveness. In the first step we used training effectiveness as the criterion variable with training attitude as the predictor variable. The relation was found to be significant and positively related with R2 = 0.468; p In the next step, training motivation taken as the criterion variable and training attitude was taken as the independent variable. This relation was again found significant and positively related with R2 = 0.639; p In the third step, training motivation was now taken as the predictor variable and training effectiveness was taken as the dependent variable. It was found that this relation was significant with R2 = 0.660; p In the last step, both training attitude and training motivation were taken as the predictor variables and training effectiveness was taken as the dependent variable. In this step, the relation between training attitude on training effectiveness became insignificant hence it was proved that training motivation fully mediates the relation between training attitude and training effectiveness. The mediated effect was found to be 0.592 and the overall mediation was found to be significant using the Sobels test. Using the Sobels Test the Z score was found to be 4.7498. Thus showing that the mediation effect of training motivation on the relation between training attitude and training effectiveness is significant. Another mediation analysis was done to test the mediation effect of training motivation on the relation between training attitude and training effectiveness for respondents having more than 2 years of work experience. This was again a 4 step analysis as per the Baron and Kenny model and the results. As we can see in the table 5, in the first step it was found that training attitude significantly affect training effectiveness. In the second step it was found that training attitude significantly affects training motivation. In the third step, it was found that training motivation significantly affects training effectiveness. And in the fourth it was found that training motivation significantly affects effectiveness but impact of training attitude on effectiveness becomes insignificant. This showed that training motivation mediates the relation between attitude and effectiveness. Regression results to study mediation effect on respondents with work experience of more than 2 years: From the fourth step we can see that training motivation mediates the relation between training attitude and training effectiveness fully. The overall significance of the mediation was checked using the Sobels test. It was found that the mediation is significant with Z-score = 7.95; p Now from the above 3 mediation analyses we have established the fact that training motivation fully mediates the relation between training attitude and training effectiveness. But from the 2nd and 3rd mediation analyses we have found that the mediation effect of training motivation is higher for respondents having more than 2 years of work experience. We can see that there is quite a bit of difference between mediation effects of the 2 classes of respondents. The mediation effect for respondents with less than 2 years of work experience is 0.592 whereas that for respondents with more than 2 years is 0.809. This shows that years of work experience plays a major role in shaping employees attitude towards training which affects their motivation which proves H5b. A plausible interpretation of these results could be that employees with lower work experience, at least in the Indian manufacturing industry, who are probably fresh out of college are not aware of any other means of learning except formal training. Hence they might have a positive attitude and willingness to attend the same. However as an individual on gains more experience and attends a lot of trainings he realizes that on the job learning is much more relevant to improving his performance than formal trainings. Hence possibly a change in attitude towards training programs develops with increasing years of work experience in individuals. Further the moderation effect of years of prior work experience between training attitude and training effectiveness was studied without using the work experience as a dichotomous moderator and splitting the sample group. Since years of prior work experience is a metric moderator we use a 2 model method to test the moderation effect. In the first model, the training attitude and years of prior work experience are the 2 independent variables and training effectiveness is the criterion variable. In the second model, the interaction effect of the moderator and predictor on the criterion variable is studied by using the product of standardized values of training attitude and years of prior work experience. A linear regression is done with training effectiveness as the criterion variable and the above mentioned models simultaneously entered as the independent variables. The training attitude and years of prior work experience are taken as the independent variables and training effectiveness is taken as the criterion variable. Here we found out that this model is significant with R2 = 0.957; p The standardized values of training attitude and years of prior work experience were calculated and multiplied. This standardized multiplied value was used as the predictor and it was found that this relation is also significant with R2 = 0.959; p Moderation effect of years of prior work experience: To test our H5, the results of model 1 and model 2 were used. As it was found that the moderation effect of years of prior work experience on the direct relation between training attitude and training effectiveness is significant and there was an inverse relation of years of work experience with training effectiveness, H5 is supported. Hypothesized model of Mediating effect of training motivation on the relationship between Training Attitude and training effectiveness (* significant at p Likely Implications: The results of this research study might possibly have immense impact on the Training Development function of the HR department of organizations in India. The study will provide basis for the HR department to take into account employee preferences and the effectiveness of various training methods to develop an efficient and user acceptable training programme to suit the needs of their respective organizations, thus enhancing the role and impact of the HR department. Also by knowing the attitudes towards training it will be possible to create a conducive organizational culture in which employees feel that the training will help them to discharge their duties more efficiently and also enhance their future job prospects. The HR department has been traditionally viewed as a cost centre this study might help to bring some of those costs in check while ensuring the training achieves its objectives for the organisation. For instance allowing employees to choose between learning on the job and attending training programs might achieve the required learning objective at a lower cost. Especially in times of recession and layoffs, this study will provide HR department with tools to dole out new and effective outcome focused training show its impact on the companys numbers or make its presence felt on the financial statements of the company. Limitations: The survey was conducted in a few organizations due to lack of time and resources. Also the effect of organizational culture on the training needs was not studied .Since the organizational culture is major factor affecting employee preference, performance and training motivation this can be said to be the biggest limitation of this survey. The effect of the industry and the sector on the training attitudes cannot be studied accurately and the study cannot be said to be representative of the entire country. Also the study is limited to manufacturing sector. Hence generalizations cannot be made from the findings of this study. The training effectiveness measured is based on perception of the trainees and their supervisors. The most accurate method would be to do a pre and post training measurement of the Kirkpatricks parameters on the trainees. But since it would be difficult to find such organisations with the ongoing training where this method can be applied, we have to stick to perceived training effectiveness. Scope for future study: If this study establishes concretely the correlation between training attitudes, preferences, motivation and training effectiveness then further study can be made on what exactly are the specific methods which will prove to be most effective based on the employee preferences. Future study should also take into account factors not considered here, including organisational culture as well as individual personality traits to make for a comprehensive study on all factors included in developing the optimum training program. Since the individual personality traits will have an impact on the employee attitudes towards training, this is an important factor to consider in the study. Also the scope of the study needs to be broadened to encompass bigger geographies and more industry sectors so that the relationship under study can be generalised. Also the effect of gender on employee attitude has not been studied. These factors provide a wide scope for future study.

What Causes Cocaine Addiction - 1251 Words

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Sociologial Analysis of Christmas - 844 Words

TITLE- SOCIOLOGIAL ANALYSIS OF CHRISTMAS In this paper I will discuss Social Theories such as Structural Functionalism, Conflict theory; with emphasis on Karl Marx’s early work and how it relates to the conflict theory and Symbolic interaction. I intend to define and discuss relevant sociological terms of these theories and how these theories could apply to my favorite holiday which is Christmas. Structural Functionalism as defined by Functionolists such as Auguste Comte and Herbert Spencer, believe that society is a whole unit made up of many related parts, each having its own function. In order for society to maintain equilibrium or balance all parts must fulfill their function. If their function is not performed society is in an†¦show more content†¦Lastly I will discuss the elements of Symbolic Interaction. This theory was brought to sociology by Charles Horton Cooley (1864-1929), William I. Thomas (1863-1947) and George Herbert Mead (1863-1931). They believed that symbols, things with meaning and face to face interactions are how society views the world and communicate with each other , without symbols our social life would have no meaning. Symbolic interactionists analyzed how our social life depends on the way we define ourselves and others, for example with out symbols we would have no mom, dad, teachers, brothers and sisters. We would not know who we should respect and whom we are obligated too. There are several Symbols associated with Christmas, Santa Claus, Snow or cold weather, Wreaths, garland , wrapping paper and a Christmas tree. Society does not look at Halloween costumes or a hot sunny day and think of Christmas, although when I noticed that some retailers have Halloween, thanksgiving and Christmas dà ©cor out, it does not seem to mesh well. But retailers are showing society these symbols getting them thinking about what’s coming soon. The purpose of this paper was to discuss Socialogical theories and apply them to my favorite holiday Christmas. I discussed Structural Functionalism, Theorist Karl Marx’s Conflict theory, some

Multidrug- Resistance Tuberculosis Bacterial Infection

Question: Describe about the Multidrug- Resistance Tuberculosis for Bacterial Infection. Answer: Introduction Background information Tuberculosis (TB) is known to be a bacterial infection that spreads from one person to another through the air according to Ngosa Naidoo (2016). TB is primarily caused by Mycobacterium tuberculosis that normally affects the respiratory system organ called the lungs as well as other body parts like the kidney, the spine, or the brain. Even though TB is curable and treatable in most cases, people with TB can die if they do not get proper treatment. The disease occurs in two forms, i.e., active and latent forms. Active TB actively produces symptoms that can easily be transmitted to other individuals. On the other hand, latent TR occurs when an individual is not producing the symptoms and have no TB bacteria in the sputum as a result of body suppressing the growth and spread of the bacteria. As a result, Virenfeldt et al. (2014) point out that people with latent TB do not usually transfer the infection to other people unless in the failure of the immune system. In case if the failure, t he growth, and spread of the bacteria cannot be suppressed resulting to active TB making the person contagious. For this reason, latent TB is said to go dormant and can be reactivated in the later stages of infection as pointed out by Neil and William (2011). Objective of the paper In the treatment of TB, multi-drug treatment tends to be used for active TB patients. Depending on the public health or state regulations, a patient can use the drugs under the supervision of a healthcare professional or a physician. The Global Tuberculosis Report (2015) refers to the program as a Direct Observed Therapy aimed at preventing erratic treatment procedures that can result in the failure of the treatment process. With acquired resistance and continued risk transmission of the bacteria to the medication, a patient develops a resistant to the drugs used, a condition called multidrug-resistance (MDR) Tuberculosis. This paper presents a detailed analysis of MDR Tuberculosis as a re-emerging communicable disease. It focuses on the role of the causative agent of the disease, the host, as well as the environmental factors that favor the spread of the infection. It also examines a literature analysis on the potential policy responses that have been put in place so as to help in m anaging the infection. The paper then concludes with a brief summary of the major issues presented in the literature analysis. Analysis and discussion of the paper objectives The resistant of the multi-drugs used occurs when these drugs are mismanaged or misused by a patient. For instance, it occurs when a patient does not fully complete the dosage of the treatment prescription, when a wrong treatment is prescribed by the healthcare providers and a wrong length of time for taking the drugs or gives a wrong dosage. Other cases are reported that occurs when the drug supply is not available or when the drugs prescribed are of poor quality. On the other hand, Virenfeldt et al. (2014) point out that MDR-TB is common in individuals who do not regularly take the TB medicine and patients who develop TB disease after a previous infection and use of TB drugs. It also occurs in people who come from areas where drug-resistance is commonly reported or even in individuals who spent time with individuals reported to have drug resistance to TB infections. Role of the agent in the body if the host Human being is the host of the Mycobacterium tuberculosis. The point of entry of the TB bacteria into the body of the host is via the respiratory tract through the respiratory droplet nuclei infection that is small in size to pass through into the lower respiratory tract Villegas according to (2016). Once inside the lungs of the body, the bacterium has four potential fates. First, the organism can start multiplying immediately and start growing within the lungs after infection causing a primary condition of the disease known as primary tuberculosis. Secondly, the immune system of the host can be effective and will initially respond by killing the bacterium. In such cases, the patient has no chance of developing the infection shortly. Thirdly, it may become dormant and do not cause any disease making the patient develop a latent infection that can only manifest when the tuberculin skin test of the patients turns out to be positive. Fourthly, the latent organism starts growing resultin g in the occurrence of the clinical disease called reactivation tuberculosis according to Ngosa Naidoo (2016). In healthy hosts with the latent form of TB infection, Banna et al. (2016) in their study report that 5 % to 10% have a chance once in a lifetime of developing active TB disease. On the other hand, many compromised hosts with reduced immune system such as HVI patients have 7% chance of TB development once the latent infection is established. It hence makes apparent the importance of the body of the host in fighting infections as denoted by Villegas et al. (2016). In such a state, it is vital that the host is tested to know the form or level of the infection so as to initiate the right prescription of the appropriate drugs. It is at this point that the MDR develops depending on the response of the patient towards the dosage and treatment process. When the wrong drugs are prescribed, or the patient does not finish the recommended days of treatment, the body becomes resistance to the multiple drugs used for treatment, a condition that leads to the development of MDR tuberculosis Ahmed e t al. (2016). Environmental factors Many studies suggest that there is minimal difference between the risk of transmission of MDR-TB and other forms of tuberculosis. Singhal et al. (2016) point out that the spread of the infection is dependent on many environmental factors mainly the number and concentration of TB patients together as well as the presence of individuals with a higher risk of infection. The possibility of getting the infection increases with the time that uninfected individual spends in the same room with an infected person. In their study, Neil and William (2011) denote that the risk of spreading the disease increases with the concentration of the TB bacteria mainly in places with poor ventilation such as hospitals, prisons, houses, etc. However, many researchers and publications suggest other environmental potential risk factors that may lead to the increased risk of getting an infection. According to Masini et al. (2016), getting exposed to smoke is a risk factor that can greatly affect the spread of MDR-TB. Even though the proposed links between getting exposed to smoke and TB is currently defensible, the mechanism that underlines the idea is still unclear. Some scientists also speculate that smoking of cigarette boosts the infection of TB as it impairs the ability of cilia of the lungs to clear the presence of TB bacteria in the respiratory track. In such cases, Bastos (2016) point out that the body can naturally produce carbon monoxide to initiate apoptosis process that can lead to B latency. However, in cases of cigarette smoking and burning of biomass in places with less oxygen, apoptosis process declines drastically due to excess exposure to carbon monoxide and can prevent TB-infected cells from flourishing. Excessive use of alcohol is a behavioral factor, it is also said to increase the infection and progression risks. Excessive use of alcohol empires immune response and invite risky social interactions that can foster the transmission of TB. In their study, Sung-Ching et al. (2016) points out that the risk of TB is elevated in individuals who consume over 40 grams of alcohol every single day. Cases are also reported where TB patient stops taking their drugs as a result of excessive alcohol making them forget the need to take the drugs every single day. The TB drugs are as well very strong and require the body to have enough energy. As a result, patients with limited food supply suffer from malnutrition, a factor that as well causes patients to stop taking the drugs or forego the TB drugs and buy food despite the fact that they are TB patients (McLaren, Schnippel Sharp, 2016). Potential policy responses In the process of managing the spread of this communicable disease in various parts of the country, different policies have been designed to help different health practitioners and patients to manage the infection. As mentioned earlier, resistance to drugs occur as a result of several factors, some of which may be federal challenge such as the availability of sufficient drug supply. As a result, several research and publications have adopted different potential policies to help in managing the spread of the infection. These include; Restricting the availability of TB drugs Schmidt (2013) points out that TB drugs are widely available in many pharmaceutical shops globally thus encouraging self-treatment and purchase of inadequate combinations and quantities of medications. In the process of drug subscriptions, the individuals prescribing the drugs contrary to the national TB programs may fail to abide by the recommended regimens while other patients may only purchase part of the prescribed medication as a result of financial constraints. These procedures occur as a result of poor prescription and dispensation monitoring and regulation of the drugs. According to Singhal et al. (2016), the regulations may exist but are poorly and insufficiently enforced. This policy is hence aimed at voluntarily engaging private and public providers with the national programs for TB. It is hence a forceful approach aimed at restricting the right of prescribing and dispensing the drugs to national TB programs or even to providers who have been accredited by the program. It is a measure that has seen to effectively work in countries like Tanzania, Ghana, Syria, and Brazil as it promotes the awareness of patients on poor subscription and the health threats that can occur as a result of substandard medication according to Nathanson et al. (2016). Ensuring supply or access to quality-assured TB drugs According to the Global Tuberculosis Report (2015), only 18% of newly reported cases of tuberculosis were treated with fixed-dose combinations of the tuberculosis drugs in 2015. This was despite their potential of reducing the risk of developing drug resistance and logistic advantages. Ngosa Naidoo (2016) also reports a documentation of the use of poor-quality and counterfeit anti-tuberculosis drugs that can easily lead to amplification and development of drug resistance despite the fact that there is still no accurate estimation of the scale of the problem. For effective prevention and management of MDR-TB, this policy is aimed at achieving or securing affordable and quality-assured anti-tuberculosis drugs to as to ensure a TB management process that meets the international quality standards for different federal states globally. However, Nathanson et al. (2016) assert that achieving this policy has not been easy for the past four years since particular concerns and reports for inc reasing the scale of MDR-TB management is as a result of the insufficiency in the supply of quality-assured, second-line anti-TB drugs. For this reason, Singhal et al. (2016) recommend that building a second-line anti-TB drug with improved quality in meeting the increased volumes requires an accurate forecasting of the market demand. For the policy to be successfully implemented, it is necessary for national authorities to expedite the enrollment of more patients under properly managed medical care conditions. Prioritizing the control of TB infections In their review, Ghebremariam et al. (2016) point out that the inadequate measures of controlling MDR-TB infection have led to continuous transmission of both XDR and MDR TB in congregate settings and health care settings. The same review reports that no state with a high burden of TB has put in place systematic measures that reduce the transmission of the disease not only globally, but even at community levels. Health care professionals working with TB patients, as well as clinical settings with limited resources, are substantially at a higher risk of the infection than the general population Schmidt (2013). Therefore, healthcare settings that admit TB patients need to implement TB control measures complementing with the general measures of controlling infection, especially those targeting airborne infections. This policy thus aims at promoting community-based treatment management for the TB infected patients. As a result, if this policy, some federal states such as Australia do not only consider TB as a communicable disease but as an occupational hazard as well. The control of MDR-TB in such countries hence requires engagement with some stakeholders all across the healthcare system to promote a collaborative action that will ensure the process of treating TB becomes a priority not only to clinical organizations but with the public as well (McLaren, Schnippel Sharp, 2016). Optimization of disease management and care In his study, Dejene et al. (2016) point out that the transmission of the MDR-TB occurs mainly in communities as evidenced by the high MDR-TB frequencies among the previously untreated patients within the communities of some countries. In countries that face limited resources patients suffering from MDR or XDR TB first undergo a tow unsuccessful treatment course as well as a first-line antituberculosis medication before qualifying to be treated using second-line drugs. However, Ngosa Naidoo (2016) also reports that many countries have policies permitting the treatment process for MDR-TB only after its diagnosis is confirmed, a process the takes several months when conventional procedures are followed. The resulting effect is sustaining the patients within the communities as these conventional procedures are followed, a process that exposes more people to the infection. The aim of this policy is thus to initiate a prompt diagnosis as well as treatment of MDR-TB to reduce the case reproduction number of MDR-TB strains below the replacement rate. With complexities involved in treating the disease or caring for patients with the infection such as poorly tolerated drugs and lengthy days of therapy, Banna et al. point out that community-based or clinic-based care can be feasible and effective. However, Ghebremariam et al. (2016) point out that the feasibility for outpatients can only be effective with the availability of primary care facilities social support networks, and qualified health care providers who can promote adheres to the prescribed treatment process. Putting strategies in place for this policy hence requires a critical selection of suitable models taking into account the individual right and needs of the MDR-TB patients as asserted by Sung-Ching et al. (2016). Conclusion On the verge of preventing the MDR-TB from spreading, it is necessary that any patient diagnosed with TB completes the medication process as prescribed by the physician or the health care provider. Such a patient should not miss any dose or even stop the process of treatment at early stages. In the case of any trouble with the medication process, it is advisable that an individual informs the physician of the challenges faced. For instance, when a patient is traveling a long distance, he needs to ensure he has sufficient supply of the drugs he can use while in the journey so as to ensure he does not miss any dosage. The healthcare providers as well have the responsibility of ensuring a quick diagnosis of any reported case, follow the recommended treatment guidelines, monitor the response of the patients towards the treatment process, and ensure a complete therapy process. Preventing exposure to MDR-TB also requires people to avoid exposing themselves to known MDR TB patients in crowd ed or closed places such as prisons, hospitals, or even homeless shelters. A medical practitioner working with TB patients should also consult the occupational health experts or the infection control for advice on the administrative as well as environmental procedures and strategies to avoid infection. The procedures and strategies are like using individual respiratory protective devices that help in reducing the risks of infection. Despite the environmental factors that promote the spread of the infection, different policies can be strategically adopted to help in the management of MDR-TB. Abolishing barriers in finances, financing care, and control programs, engaging all medical providers, TB management, and care optimization, restricting availability or drugs, and ensuring the access of quality-assured anti-TB drugs are some of the measures that can be adopted to help in controlling the spread of this communicable disease. References Ahmad, N., Javaid, A., Syed Sulaiman, S. A., Basit, A., Afridi, A. K., Jaber, A. S., Khan, A. H. (2016). Effects of Multidrug Resistant Tuberculosis Treatment on Patients Health Related Quality of Life: Results from a Follow Up Study.Plos ONE,11(7), 1-16. doi:10.1371/journal.pone.0159560 Banna, T. M., Lesosky, M., Pepper, D. J., van der Plas, H., Schutz, C., Goliath, R., ... Meintjes, G. (2016). Prolonged tuberculosis-associated immune reconstitution inflammatory syndrome: characteristics and risk factors.BMC Infectious Diseases,161-12. doi:10.1186/s12879-016-1850-2 Ngosa, K., Naidoo, R. N. (2016). 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Rapid Screening of MDR-TB in Cases of Extra Pulmonary Tuberculosis Using Geno Type MTBDRplus.Plos ONE,11(7), 1-10. doi:10.1371/journal.pone.0159651 Masini, E. O., Mansour, O., Speer, C. E., Addona, V., Hanson, C. L., Sitienei, J. K., ... Mungai, B. N. (2016). Using Survival Analysis to Identify Risk Factors for Treatment Interruption among New and Retreatment Tuberculosis Patients in Kenya.Plos ONE,11(10), 1-19. doi:10.1371/journal.pone.0164172 McLaren, Z. M., Schnippel, K., Sharp, A. (2016). A Data-Driven Evaluation of the Stop TB Global Partnership Strategy of Targeting Key Populations at Greater Risk for Tuberculosis.Plos ONE,11(10), 1-12. doi:10.1371/journal.pone.0163083 Nathanson, E., Nunn, P., Uplekar, M., Floyd, K., (2016). MDR-Tuberculosis: Critical policies for prevention, The New England journal of medicine, DOI: 10.1056/NEJMra0908076 Neil, S, W, William, N,R (2011).The Host Immune Response to Tuberculosis. 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Health Care Visits as a Risk Factor for Tuberculosis in Taiwan: A Population-Based Case-Control Study.American Journal Of Public Health,106(7), 1323-1328. doi:10.2105/AJPH.2016.303152 van den Hof, S., Collins, D., Hafidz, F., Beyene, D., Tursynbayeva, A., Tiemersma, E. (2016). The socioeconomic impact of multidrug resistant tuberculosis on patients: results from Ethiopia, Indonesia and Kazakhstan.BMC Infectious Diseases,161-14. doi:10.1186/s12879-016-1802-x Villegas, L., Otero, L., Sterling, T. R., Huaman, M. A., Van der Stuyft, P., Gotuzzo, E., Seas, C. (2016). Prevalence, Risk Factors, and Treatment Outcomes of Isoniazid- and Rifampicin- Mono-Resistant Pulmonary Tuberculosis in Lima, Peru.Plos ONE,11(4), 1-11. doi:10.1371/journal.pone.0152933 Villegas, L., Otero, L., Sterling, T. R., Huaman, M. A., Van der Stuyft, P., Gotuzzo, E., Seas, C. (2016). 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