Being Admired or Being Liked

Adolescence is a crucial stage in the development of an individual. It is at this period that psychological and emotional issues arise even at times to the point of creating depressive and disruptive behavior problems in adolescents. One of the many factors that affect the development of an adolescent is the social status he or she possesses. In the case of adolescents, this social status is determined primarily in the school environment.A recent study by Oldehinkel and associates, examines the relationships of the different variables of social status of adolescents with that of depressive problems. The study concluded that depressive problems are primarily affected by two domains of social status which are achievement-related and affection-related social status. With the results of the studies, it is further recommended that what information that has been obtained be used for future studies that will endeavor to solve the dilemma of social status on adolescents.In praise of the stud y, the researchers have made a novel contribution to psychology through the use of a wide scope and delimitation of the subject matter. Article Review: Being Admired or Being Liked Adolescence has been widely known as one of the most complicated as well the most interesting stage in the development of an individual. It is at this stage that one’s unique identity is discovered and developed. Thus, adolescents experience a variety of challenges usually related to their psychological and emotional health.In the research study made by Oldehinkel and associates entitled â€Å"Being Admired or Being Liked: Classroom Social Status and Depressive Problems in Early Adolescent Girls and Boys†, the relationships and connections of different aspects of social status of adolescents with that of depressive problems in the classroom environment were analyzed and discussed. Hypothesis and Purpose of the Study Oldehinkel and comrades cited many studies not only on animals but on humans as well concerning the long-known association of low social status with depressive problems (2007).Social status has been defined in two ways, that is, through achievements and affections. In terms of achievements, the element of competition is present whereas in terms of affection, acceptance into a social group is crucial (Oldehinkel, 2007). Although both are considered measurements of social status, they are completely different from each other. In the study by Oldehinkel, the importance of these two definitions of social status was studied in line with depressive problems of adolescent boys and girls (2007).The study primarily focused on the adolescence stage since this period is interestingly considered as a crucial point where depressive problems are frequently encountered. Achievement-related and affection-related social statuses were primarily analyzed in the study. These two views of social status are usually factors that affect the arousal of depressive problems in indivi duals. In previous studies, the relationships of gender difference to the two definitions of social status have been greatly examined.Such studies show that males tend to be affected more by achievement-related social status while females tend to be affected more of affection-related status (Oldehinkel, 2007). In connection to recent and previous studies, the study constructed by Oldehinkel and associates was a concoction of all the studies. Its very purpose is to examine the relationship between early adolescent’s depressive problems and social status in the classroom environment (Oldehinkel, 2007).The major hypothesis tested by the researchers is that low peer status in the achievement-related domain is most significant for depressive problems in boys, while in girls, depressive problems are more strongly associated with low peer status in the affection-related domain (Oldehinkel, 2007). A secondary hypothesis is also formulated where researchers infer that high social stat us in a particular area will compensate for the individual’s depression problems and low status in another particular area (Oldehinkel, 2007).Methodology of the Study Sample Participants Participants were recruited initially by employing the Tracking Adolescents’ Individual Lives Survey or TRAILS, which is a study on preadolescents whose aim is to track and explain the development of the participants (Oldehinkel, 2007, p. 419). The participants were selected in two stages. A request to give names and addresses of all inhabitants born in a particular year range is made to five municipalities, urban and rural alike, in the North of the Netherlands (Oldehinkel, 2007).In this step, 3483 names were listed (Oldehinkel, 2007). In addition, the researchers also approached primary schools of the same municipalities this time, to request participation in TRAILS. In order for children to be eligible, their schools should approve participation requests. A second wave of the TRAILS became the sample population of the study. All in all, the total number of the participants who were eligible and accepted to be part of the study, excluding the parents and the schools, is 1046 (Oldehinkel, 2007).In addition to these participants, schools having the TRAILS participants were requested to partake in peer information and nominations to determine the social status of the participating adolescents. Furthermore, the parents of the participating adolescents also became part of the information gathering. Measure Employed for Data Collection For the affection-related and achievement-related status, the information was obtained from the peer nominations from the participating schools. Questionnaires were formulated; six of which are affection-related such as â€Å"Which classmates do you like?†, whereas, achievement-related questions such as â€Å"Who are good at sports? † numbered three (Oldehinkel, 2007, p. 420). Proportion of nominations was used to determi ne the degree of peer status. Information for the participants’ depressive problems was obtained through the help of the adolescents’ parents. Questionnaires were again employed for this type of data gathering. The particular questionnaire used is the Child Behavior Checklist (CBCL) which is a commonly utilized questionnaire for child and adolescent psychiatric research (Oldehinkel, 2007, p.420). In addition to the data collected from the parents, self-reports from participating adolescents were also gathered through the use of the questionnaire Youth Self-Report, the counterpart of CBCL (Oldehinkel, 2007, p. 420). Statistical Analysis Statistical methods to test the hypothesis and the relationships between the different groups of information were employed. These include means of and correlations of the different variables, means of t-tests and z-tests (Oldehinkel, 2007, p. 421). Furthermore, linear regression analyses were also done.To better compare the different var iables to social status, the researchers constructed a system of four combined status groups. In this system, low and high (1) refers to adolescents with a low status in an area and a high status on another area, only low (2) refers to adolescents having a low status in one area and no high status, only high (3) refers to adolescents having only high status and no low status and lastly, intermediate (4) refers to adolescents who are neither low nor high in status in all areas (Oldehinkel, 2007, p. 421). Results and DiscussionResults show that females have more nominations of being good learners as well as good-looking, whereas boys were nominated predominantly as good in sports. No significant gender differences were observed for affection-related status although results point out that girls are more veered to depressive problems while boys to disruptive behavior problems (Oldehinkel, 2007, p. 422). In girls, depressive problems were usually due to association to being disliked whil e boys’ depressive problems are correlated with being good at sports (Oldehinkel, 2007, p.422). An interesting result obtained is that much like girls, boys’ depressive problems are highly related to the affection-related social status (Oldehinkel, 2007, p. 422). This is contrary to the previous studies that have shown that boys tend to have depressive problems caused primarily by achievement-related low social status. Interestingly, the results of the study also show that through the distribution of the participants into the four status groups systems, males and females are actually equally distributed (Oldehinkel, 2007, p. 423).This is significant since it exhibits that there are no substantial gender differences when it comes to social or peer status. Going back to the hypotheses formulated by Oldehinkel and associates, both hypotheses are supported by the results in the general scope although in the individual status groups, some trends vary. Nevertheless, the resu lts show that girls’ depressive problems tend to be affected by affection-related low social status while boys’ depressive problems are more likely to be caused by achievement-related low social status.Furthermore, data shows that the adolescents’ high social status in one domain tends to counteract the effect of a low social status in another domain, thus, lessening the instances of depressive problems. Generally, there is gender difference between achievement and affection-related social status. However, no significant gender difference is evident on the sports-related domain. This illustrates that girls are also excelling in sports which is contrary to traditional belief that sports is particularly related to males (Oldehinkel, 2007, p. 425).This may be explained by the growing trend in society regarding gender equality. Comments and Recommendations What the researchers have discovered is novel. Although there have been many previous studies that tackle the t opic of their study, the scope and delimitation of the research study conducted by Oldehinkel and associates has a far wider domain. With its multiple variables and various measures of data analysis, the researchers obtained a great deal of information. Thus, such study is a great contribution to adolescent psychology. The sample size and the duration of the study are also remarkable.Its relatively large sample size is a guarantee that the sample population is appropriately represented. The three years duration of the study also adds to the assurance that the data obtained from the study is reliable. The data collection was also appropriate. However, it is recommended that researchers should have cited the participating municipalities along with other communal information of the respondents. Furthermore, the methodology and statistical analysis of the study is commendable. Although some of the described procedures are complicated, the results have been presented clearly.Lastly, and the most interesting of the research study is its open-ended conclusion wherein the researchers themselves urge the creation of future studies to further make use of the results and conclusions obtained in the study. It is quite proper that further studies be done to obtain solutions to the social status problems and depressive as well as disruptive behavior problems of adolescents. Reference Oldehinkel, J. A. , Rosmalen, J. G. M. , Veenstra, R. , Dijkstra, J. K. & Ormel, J. (2007). Being Admired or Being Liked: Classroom Social Status and Depressive Problems in Early Adolescent Girls an

The Cuil Theory

One Cuil = One level of abstraction away from the reality of a situation. Example: You ask me for a Hamburger. 1 Cuil: if you asked me for a hamburger, and I gave you a raccoon. 2 Cuils: If you asked me for a hamburger, but it turns out I don't really exist. Where I was originally standing, a picture of a hamburger rests on the ground. 3 Cuils: You awake as a hamburger. You start screaming only to have special sauce fly from your lips. The world is in sepia. 4 Cuils: Why are we speaking German? A mime cries softly as he cradles a young cow. Your grandfather stares at you as the cow falls apart into patties.You look down only to see me with pickles for eyes, I am singing the song that gives birth to the universe. 5 Cuils: You ask for a hamburger, I give you a hamburger. You raise it to your lips and take a bite. Your eye twitches involuntarily. Across the street a father of three falls down the stairs. You swallow and look down at the hamburger in your hands. I give you a hamburger. Y ou swallow and look down at the hamburger in your hands. You cannot swallow. There are children at the top of the stairs. A pickle shifts uneasily under the bun. I give you a hamburger. You look at my face, and I am pleading with you. The children are crying now.You raise the hamburger to your lips, tears stream down your face as you take a bite. I give you a hamburger. You are on your knees. You plead with me to go across the street. I hear only children's laughter. I give you a hamburger. You are screaming as you fall down the stairs. I am your child. You cannot see anything. You take a bite of the hamburger. The concrete rushes up to meet you. You awake with a start in your own bed. Your eye twitches involuntarily. I give you a hamburger. As you kill me, I do not make a sound. I give you a hamburger. 6 Cuils: You ask me for a hamburger. My attempt to reciprocate is cut rutally short as my body experiences a sudden lack of electrons. Across a variety of hidden dimensions you are d ismayed. John Lennon hands me an apple, but it slips through my fingers. I am reborn as an ocelot. You disapprove. A crack echoes through the universe in defiance of conventional physics as cosmological background noise shifts from randomness to a perfect A Flat. Children everywhere stop what they are doing and hum along in perfect pitch with the background radiation. Birds fall from the sky as the sun engulfs the earth. You hesitate momentarily before allowing yourself to assume the locus of all knowledge.Entropy crumbles as you peruse the information contained within the universe. A small library in Phoenix ceases to exist. You stumble under the weight of everythingness; your mouth opens up to cry out, and collapses around your body before blinking you out of the spatial plane. You exist only within the fourth dimension. The fountainhead of all knowledge rolls along the ground and collides with a small dog. My head tastes sideways as space-time is reestablished, you blink back int o the corporeal world disoriented, only for me to hand you a hamburger as my body collapses under the strain of reconstitution.The universe has reasserted itself. A particular small dog is fed steak for the rest of its natural life. You die in freak accident moments later, and you soul works at the returns desk for the Phoenix library. You disapprove. Your disapproval sends ripples through the inter-dimensional void between life and death. A small child begins to cry as he walks toward the stairway where his father stands. 7 Cuils: I give you a hamburger. The universe is engulfed within itself. A bus advertising hotdogs drives by a papillon. It disapproves. An unnatural force reverses Earth's gravity. You ask for a hamburger.I reciprocate with a mildly convulsing potato. You disapprove. Your disapproval releases a cosmic shift in the void between birth and life. You ask for a hamburger. A certain small dog feasts on hamburger patties for the rest of its unnatural, eternal endurance. Your constant disapproval sends silence through everything. A contrived beast becomes omnipotent. You ask for a hamburger. I give you a hamburger your body becomes an unsettled blob of nothingness, then divides by three. The papillon barks. The universe realigns itself. You, the papillon, and the hamburger disapprove. This condemnation stops the realignment.Hades freezes over. A pig is launched is launched into the unoccupied existence between space and time with a specific hamburger. You ask for a hamburger. I give you a hamburger. It screams as you lift it to your face. You laugh maniacally as I plead with you. You devour the hamburger as it pleads for mercy. I disapprove and condemn you to an eternity in a certain void where a certain pig and its specific hamburger are located. The Universal Space-time Continuum Committee disapproves of my irrational decision. You are locked away and are fed hamburgers for the rest of your natural existence.A pickle refuses to break down during the process of digestion. You die in a freak accident. A certain pickle lives the rest of its life in a comatose state. Your soul disapproves. Down the street a child cries as a hamburger gets stuck in, and climbs back up, her esophagus. You ask again for a hamburger. I refuse to reciprocate. You demand a lawyer. I remind you harshly that this is the new world order. Lawyers no longer exist. Only papillons. Your name is written on a list of sins. Blasphemy. You ask for a hamburger. The comatose pickle vanquishes your soul from this universe. Realignment occurs. You beg for a hamburger.A certain papillon's name is written on an obelisk in Egypt. Mumble. Peasants worship the obelisk. Your soulless corpse partakes in the festivity. Hamburgers are banned universally. The sun implodes. All planets cease to have ever existed. Mercury. Venus. Earth. Mars. Jupiter. Saturn. Uranus. Neptune. Pluto is the only mass in existence. Conveniently, you are on vacation here. Your need for hamburgers re-establishes space-time. Earth is recreated under your intergalactic rule. Hamburgers are your army. You wake up. Clowns. Clowns everywhere. Your dream rushes to meet you. You are kidnapped. You ask for a hamburger. They hand you a hotdog.

Software Marketing

Software is composed of many programs that all together fulfill a certain task. Programs are strict instructions that tell the computer what to do. A computer is a complex machine that uses directions like programs and software to operate, without it it†s useless. In other words, software brings life to a computer†s hardware. More precisely, it represents what fuel is to a car. There are two categories of software; operating systems and applications. Both of them are a necessity to one†s computer. The first one is the largest program, and the most important one. This software deals with file management, memory management, provides a user interface, and manages I/O devices like printers, and disk drives. Microsoft is well known for their Windows 95, and Windows NT operating systems, two of the most popular operating system on the market because of its user-friendly features. But operating system like Unix, and Linux are more known for their stability, and good performance. On the other hand, applications are smaller programs that fulfill a less important task. To satisfy the user†s demand, programs are written accordingly. For example, a lot of word processor users have the privilege of having programs like Word to help them. Other might like spread sheets, and use programs like Excel, or Lotus1-2-3. There are also database applications like Access, or programming compilers like Borland C++. All those application are very common for personal computers. This is why companies try to sell along with a computer an operating system, and a package of highly demanded applications at the same time. Operating system, like application is expensive. Recently, companies have been offering free version of software on the Internet for competition, or economic purposes. Therefore two new categories of software emerged; shareware (freeware), and proprietary software. First, shareware are software programs that are available to anyone who wishes to use it. Winzip for example can be downloaded from the Internet for free. Thanks to Microsoft, a multitude of useful software are available the same way, the most popular one is probably Internet explorer. An important notice about shareware is that they†re not complete programs, in other words the version downloaded is not as complete as the original one, but it still fits some user†s demands. That†s what counts. On the other hand, proprietary programs are exactly what a freeware program is not. In other words, it†s complete, expensive, and protected. Whit it comes a license that unauthorizes anyone to duplicate, copy, or install the purchased software. Any violation of this right may lead to further implications. The purchase only allows the buyer to use the software, not to copy it. This leads to the complex laws of ownership. To understand the meaning of ownership, it†s important to known what ownership is, and how it†s acquired. First, ownership means to own a property by right, therefore it†s a legal possession that ensure proprietorship. Second ownership can be acquired in more then one way. By purchasing a house you can become a owner, if you create, find, or inherit a thing you therefore logically become the owner as well. For example, if you find a gold mine you become the legal owner. There is different kind of ownership, and the most common one is certainly physical ownership. In this case the recipient is able to do whatever he wishes with his propriety. As an object, owners can use their properties as they want, as long as they†re not violating the law, or anyone†s rights. A house is a great example of physical ownership. The owner is able to do whatever he wants to it, as long as he doesn†t endanger his neighbors. This is where ownership software becomes more delicate. Can software be treated in a similar way? should it be considered as an object? This question is complex, and this is why policies have been created for software copying. For example, if an individual buys a computer program, he buys the right to use that software as much as he wants. On the other hand, strict laws forbid him to duplicate, or copy the actual software. Indeed as for books, videos, and songs there are copyright laws that govern software copying, and the violation of those laws are serious. Computer software are ideas that are translated in coding, therefore making duplicates is like stealing someone else†s idea; it†s plagiarism, that†s a crime. By those laws, computer programmers are protected as well as writers, and signers. Therefore they get the credit for their work. But this particular aspect of software copying is still uncertain, because authorities fail to enforce the law, and this is how computer software, videos, and songs are illegally copied everyday. Programmers do get credit, but they lose an enormous profit. Another important kind of software ownership is called patent. This kind of ownership is a writing in paper securing an invention. Like this, a programmer is given complete rights over his software. He has the power to give, copy, install, uninstall, or simply give to a certain individual a copy of his program. This is how programmers are protected from other programmers that would like to develop a program closely similar to there†s. All this discussion about ownership seems to be so complex, therefore why isn†t software free for all to use? In a capitalist society like ours, the fundamental purpose of creating a product is to make profit out of it. If not, why would you spend ten dollars to print a T-shirt, and sell it for free. This idea seems ridiculous. On the other hand, individual like Richard Stallman claims that software ownership is harmful to society. How is that? Computers engineering like any other businesses as to meet certain economic standars to maintain themselves. The industry of computers is constantly growing, and therefore more demanding in terms of software. Before the Internet, word processors, and spreadsheets were very popular, but now Font page 98, and Internet Explore are one of the upcoming software in the business. Now the question is, why sell them for free when they†re creating huge profits? Richard Stallman argument is that it deprives people from using the software. This is like saying that a BMW should be free, because it deprives the lower class people from driving a luxury car. Now does that make sense? In his article, his analogy to roads is completely false. Why? Simply because roads are not free, tax payers give every year a part of their salary to maintain them, therefore should that mean that we should all pay for free software. Of course not, because the needs of roads, is not comparable to needs computer software. Roads are a necessity, while computers are still optional. Stallman claims also that free software ownership damages social cohesion. Therefore, the fact of not copying software could hurt society. Does it mean that I†m being a bad citizen? Should this example be right for cars, houses, pay checks, etc†¦ If so, it†s not going to happen any time soon. Stallman argument are week, and unrealistic. In other word they don†t make sense. For the simple fact that every example used in his article are easily destroyed. Therefore, his arguments are incomplete. Computer science is constantly expanding, it's therefore providing a great amount of profit to our society. As capitalist, the idea of giving computer software for free should not even be considered, yet ignore, simply because it makes no sense for programmers, as it would for any other profession to give a service for free. This is why copyright laws have been set in order to regulate those that support Stallman†s theory. But still, the authorities fail to enforce those laws, therefore this problem is far from being over. It†s very easy to get free software, especially with the arrival of CD writers.

The Management of Small and Medium Enterprises - Literature Review

The Management of Small and Medium Enterprises - - Literature review Example Currently, SMEs in china are responsible for more than 75% of employment opportunities in urban centers and nearly 60% of the GDP (Zhao, 2007). For a period, majority of scholars have agued that organizational theories and models designed for large organizations could be directly applied to SMEs (Boyd & Nicolo, 2005). But in recent times, industry players have clearly demonstrated that there is a big difference between the SMEs and large organizations as indicated by Paulson (2008). This is because SMEs are confronted with numerous obstacles as opposed to large organizations. These obstacles are listed by Antkiewicz & Whalley (2005) to include lack of funds and socialized services, less access to market and poor management among others. The main purpose of the present paper is to examine trade policies in china and their advantages and disadvantages to small and medium-sized enterprises. With examples, this paper will also explore whether there are foreign small or medium-sized enter prises in china. It will also examine the key issues that china needs to address to enhance the growth of SMEs. Laws and Policies Concerning the Promotion of SMEs SMEs are the backbone of the Chinese economy according to study findings by Antkiewicz & Whalley (2005); Dunaway & Li (2005) and Lardy (2002). In view of this revelation, China has put in place trade polices and regulations that help in promoting their growth and development. These policies are geared toward improving their operational environment and increasing employment in both urban and rural areas as indicated in a World Bank report (2008). They are also aimed at exerting their significant influence on national economic and social development (Wang, 2004). At the present, majority of provinces and regions in China have formulated their administrative rules and regulations for enhancing the development of SMEs as noted by Paulson (2008). Moreover, the corresponding authorities and departments of the national government have issued several documents covering market access, the fiscal financial mix, enhancement of government control and administration, technological innovation, development of global markets and creation of service systems for SMEs (The World Bank, 2008). The government of China has developed legislations, policies and regulations related to the growth of small and medium-sized enterprises. Th

Comparison of Three Sculptures Essay Example | Topics and Well Written Essays - 250 words

Comparison of Three Sculptures - Essay Example Michelangelo’s interpretation however shows David before his battle with Goliath. He carries his slingshot over his shoulder and is almost unnoticed. The expression on his face shows he is ready for battle. On the other hand, Donatello depicts David after his triumphant battle with Goliath. He is shown stepping over the head of Goliath. The masculinity of David is emphasized more in Bernini’s and Michelangelo’s sculpture as opposed to Donatello’s. Bernini’s sculpture clearly shows the force and energy exerted by David as he launches the stone. The muscles in his legs give the impression of how his feet hold tightly on the ground to support the strain in his body’s stance. David’s skillful maneuver of his sling was perfectly interpreted by Bernini. One also observes the anger shown through David’s facial expression. Michelangelo’s sculpture of David shows a more relaxed David in contrast to Bernini’s. The contours of David’s physique seem flawless. Michelangelo sculpted David’s body with preciseness, molding with perfection his bones, muscles and veins. As opposed to Bernini’s and Michelangelo’s interpretation of David, Donatello portrayed David in a very fragile physique, almost like a woman. It lacks masculinity, as if David was only in his teens. It does not seem to be a body of a well-developed man. Even the stance of David which presents him with his left arm on his waist is so unbecoming of a fighter, which is very unlike Bernini’s and Michelangelo’s image of David. The saving grace of the masculinity of Donatello’s David is the lower part of the sculpture which shows David stepping over the head of Goliath. All three sculptures show how the interpretation of a subject can vary depending on the artist. The views, beliefs and backgrounds of the artists have an effect on their masterpieces. A single subject such as David can be interpreted in a number of ways depending on who is creating

How different was Sparta from other Greek States Essay

How different was Sparta from other Greek States - Essay Example Some scholars feel that other states felt that Sparta was too obsessed with war and power and that this is the reason why this stated paid attention to the development of a strong army and their involvement in war. Additionally, this is the city that gave a woman the right to conduct business and train for war. Resultantly, other states felt safe to associate with Sparta especially during periods of war. A deep analysis of the Sparta state will unveil the difference of this state compared with other states. The Sparta social structure comprised of three categories of individuals; the citizens, Periokioi and the Helots. The citizens formed the large group of native citizens who were the original habitants of the land. This group of people formed the loyal part of the society. They formed part of the army and had the absolute right to own any kind of property. In the structure oligarchy that existed, the citizens were the superior people that dominated the society. The Periokioi were a group of people who had migrated to this society. They formed the intermediate group that separated the inhabitants and slave. Since this group was way below the habitants, they were not allowed to partake in military action but could own land and control business. They trusted than the minority group of the Helots in this society. The Helots were those people who had entered the country and did not have the right to own land nor participate in war. The formed the source of labour and worked in the lands a nd business enterprises in the society. As observed, the country applied oligarchy unlike other nations such as Athens that were fully democratic1. On this note, this was a good environment only for the original habitants while the aboriginals were treated as inferior beings. The military system in Sparta was stronger than any other in the whole of Greece. The Original citizens in this state were compulsorily supposed to attend military training at their early age. Unlike in

Software Engineering Exam Essay Example | Topics and Well Written Essays - 750 words

Software Engineering Exam - Essay Example This is because the sub-system found here involves exchanging of data. The data exchange is done where the shared data is stored in a central or repository which can be accessed by every sub-system. Additionally, each and every subsystem tends to maintain the database and passes the data to various sub-systems. a) the best control model for word processing system is repository model this is because the model offers an efficient way of sharing large amount of information and data. Additionally, the sub system need not to be associated with the production of data since there is security and back up. Consequently, the sharing model undergoes publication as a schema for repository. b) the appropriate control model for the real time system that control the safety system in a factory is abstract machine model. This is because the model will organize the system into a collection of layers with each providing a collection of services. It also supports the rising development of the subsystems in various layers. When the layer interfaces change, the adjacent layers will be the one to be affected. 3. Coupling how much a module in terms of package, class, or method relies on the other modules. It is better to reduce coupling or minimize the amount that a specified module will rely on others system modules. Cohesion is how closely the related parameters like the classes, methods, and functionality within the method of the module are to other members within the same module. It is better to raise the cohesion as that shows that the module has specific activity and does only that activity (Dorfman & Thayer, 97). Coupling between the modules arises for various reasons, some of which can be desired and others not. A ranked list comprising of the least to the most desirable include the internal data coupling, global data coupling, parameter coupling, and subclass coupling. Cohesion can also be ranked from those that are least desirable to those that are most desirable

The Impact of the European Union on British Employment Relations Essay

The Impact of the European Union on British Employment Relations - Essay Example The paper tells that the subject of employment relationship has been established with the help of an interdisciplinary method through conceptions and ideas that have been determined from sociology, psychology, and history. Employee relations can be of an individual dimension which is based upon the belief of every employee or can be of the collective dimension that is based upon the relationship between the management of an organization and the trade unions. Employment relationship in Britain has had a significant impact on the European Union. It has been observed that there is a long history regarding Britain’s employment relations that is considerably affected by the European Union (EU). Britain has witnessed a reduction in the trade unions. For instance, in the year 1979, there were 475 trade unions which reduced to 221 in the year 2000 and in the year 2001 the number of trade unions reduced to 206. These figures reveal that there has been a significant reduction of trade u nions in the recent years. The EU has led to an influential change in the labor law of Britain in relation to socio-economic, socio-demographic and managerial changes. Emphasis has been given to the quality of work amid the unions and the employers due to which there has been a decline in the quality of labor. There has been a rise in problems relating to the work-life balance due to which the EU directives have taken the initiative to improve this balance through egalitarianism, physical well-being, security and social dialogue. Employers have revealed that there has been an upsurge in the level of stress for the employees due to the increase in the qualitative requirements of the product and high competition. The EU legislation has not established any specific policy to provide the trade unions a greater power for negotiation.

Introduction to Global Business Assignment Example | Topics and Well Written Essays - 1250 words

Introduction to Global Business - Assignment Example two decades, China has become an attractive option for foreign entrepreneurs to invest because of the low wages on offer and access to cheap materials. However, just because China has a lot of economic potential does not mean that it is easy for foreign investors to succeed there. The number one determining factor of whether a foreign entrepreneur is successful or not largely comes down to culture. Chinese culture has a long history that is steeped in traditional, yet it is becoming more open to the west as Chinese leaders realize that economic growth can benefit the masses. This paper will discuss in detail about what to do when setting up business in China and what should not be done. The stories of three British entrepreneurs (Tony, Peter, and Vance) will provide examples that show the good and the bad of conducting business in China. When doing business in China, it is important to have respect for the local people and cultural customs. It was not until recently that China was opened up to the world, so the country naturally has a very low opinion of foreigners and expects them to make every effort to do business the Chinese way. Because of the obvious cultural differences, such as in language and communication techniques, it is a must to get some inside local knowledge on how to conduct business there. In â€Å"Brits get rich in China,† Tony was the only one to realize this before he opened business there; he managed to find a Chinese business partner, Miss Dy (Akmadakmal 2012). Tony even admitted that if he was going to do well in China, then it is a must to find a local Chinese business partner. Also, Peter eventually chose to work with a Chinese business partner, Cecil P., but only after failing to succeed by himself (Akmadakmal 2012). Unlike the other two entrepreneurs, Peter had never visited China before he decided to make the move there to sell his air conditioning energy saving units; he is also 70 years old, which shows maybe that he was unwilling to

Baroque Opera Development and Cultural Values Essay Example for Free

Baroque Opera Development and Cultural Values Essay â€Å"Derived from the Portuguese barroco, or â€Å"oddly shaped pearl,† the term â€Å"baroque† has been widely used since the nineteenth century to describe the period in Western European art music from about 1600 to 1750† http://www. baroque. org. Following the Renaissance, the baroque period was known for its expressivity of boldness, extravagance, overall balance, and use of heavy use of ornamentation. These features can be seen in everything from the clothing styles, to the architecture, and in particular the arts. The baroque period is generally divided into 2 timeframes, the early baroque period (1600-1680) and the late baroque period (1680-1750). In terms of music, the early baroque period notes a new interest in the use of monody. Monody is the use of one voice or instrument, typically accompanied by basso continuo. The Renaissance period is known for its use of polyphony. In the late baroque period, concerto grosso became the more popular style written. Concerto grosso shows two groups of instruments or voices in contrast to each other singing or playing lines back and forth, thus introducing the first melody and harmony performances. The key instrumental form of the late Baroque period was the concerto grosso, which reflected the contrast between two groups of instruments. The two groups either alternated with one another or play together. A majority of the baroque music composed was for the church, royalty, and the social elite. This may have clouded the composer’s true vision for their music, as their works were dictated by the payer’s taste. â€Å"The greatest legacy by the late Baroque period was the creation of operas and oratorios, considered greatest and most magnificent is Handels Messiah, and J. S. Bachs St Matthew Passion† http://www. usicedmagic. com. An opera is a story that is performed by singing. The plot is expressed by speech-like songs called recitatives and arias which are more indicative of the mood or feeling at that particular moment in the performance. â€Å"The first surviving opera was Jacopo Peri’s Dafne, based on a libretto by Ottavio Rinuccini and performe d in Florence in 1598; the earliest opera still performed today is Claudio Monteverdi’s Orfeo (1607). The subjects of the first operas are all taken from Greek myth, reflecting the genre’s close alliances with attempts to recreate the music and drama of ancient cultures, nd were performed solely in aristocratic circles for invited guests† http://www. baroque. org. In the 1630s the first opera houses were opened in Venice, Italy. The audience dictated what the performers would sing and how it was performed. The crowds typically liked the arias, so that is what was primarily performed during that time. This led to a decline in dances and choruses in Italian opera. By the early 1700s, two styles became prevalent, operas with a serious tone (da capo aria) and operas with a comedic tone (opera buffa). As the baroque period and its operas progressed, the styles became more dramatic. This led to the changes and popularity of the oratorios and the cantatas. Oratorios began as small religious-based operas and ended up being huge productions mixed with non-religious texts. The cantatas began as very small secular operas performed as duets, trios, and quartets. They were performed by amateurs and professionals. As time went on, they became incorporating orchestral accompaniments and primarily performed by professionals. â€Å"Essays in classical oratory by Quintillian and Cicero provided a model for Baroque actors, as did posture and gestures taken from both classical and contemporary paintings and sculpture. Rhetorical gesture was designed to accompany individual words of text, rather than to display the pervading emotions† http://www. operaatelier. com. Baroque operas were difficult to perform due to the density of the text to be performed. To effectively convey the emotion to the audience the performers had to vividly perform to evoke emotion from the audience while maintaining the structure of the baroque style. This proves a challenge even for today’s performers. The singing style was heavily ornamented and exaggerated by the use of vibratos, dynamic changes of volume, and many other techniques. Not only was the introduction of the opera a demarcation of the baroque, but the instrumental solos and orchestral pieces as well. Johann Sebastian Bach and George Frideric Handel were great composers of instrumental masterpieces. Handle’s music for the royal fireworks is a great example of the baroque style orchestra. The instruments are played with staccato (short â€Å"poppy† style with a hint of separation between notes), lots of variation of volume, trills, etc. These all are methods used by the musicians to ornament the song. There were also layers of different instruments at varying times, and a contraposto style expressed between the different sections of the orchestra. It’s almost as the different sections are talking back and forth to one another. Another great example of a baroque masterpiece is Bach’s Toccata Fugue in D minor. This was written for the pipe organ by Bach, but there is no surviving copy in Bach’s own handwriting. Several masters have rewritten the work and that is how it survives today. The piece begins with a few short notes followed by a single long note. The sounds are soon followed by the accompaniment of long deep bass tones. Throughout the song there are arguments and accompaniments between the harmony and melody of the deep rumbling bass and the high shrills produced by the pipe organ. At times the song is soft and beautiful, other times the song is strong and loud, displaying aggressive dissonance. This truly is a magnificent piece displaying all of the classic signs of the late baroque evoking emotion from all listeners. The song is still very popular and used in many ads and movies today. As listeners’ tastes grew and changed, so did the style of music. Audiences began to prefer a new melodic expression of clean musical architecture which is quite different from the heavily ornamented and opulent baroque style. This new preference ushered in the new classical style and the age of Hyden and Mozart. â€Å"Although the baroque period ended over 250 years ago, vestiges of the era can be heard everywhere. Some of the most influential and beloved compositions are regularly performed in concert halls, and a wealth of recordings make the baroque available on demand. Many of the musical genres still in use today, like the oratorio, concerto and opera, originated in the period. Twentieth century composers such as Ralph Vaughn Williams, Igor Stravinsky and Benjamin Britten paid homage to the baroque in their works. Its influence can even be heard outside the realm of art music: the free movement between solo and group in jazz is sometimes compared to baroque music, and snippets of Bach and Vivaldi frequently appear in the solos of heavy metal guitarists. And the spirit of the baroque—an unwavering belief in the power of music to touch people’s lives—changed music history forever† http://www. baroque. org.

Vietnam Human Resource Enterprises and Training

Vietnam Human Resource Enterprises and Training 1.1 The importance of the study 1.2 Aim and objectives of the project 1.4 Dissertation structure Chapter 2 Literature review 2.1 Defining the terms: Human Resource and Human Resource Development, Training, Development 2.1.1 Human resource 2.1.2 Human resource development 2.1.3 Training 2.1.4 Development 2.2 Purpose of training and development 2.3 Training and development progress in an enterprise 2.3.1 Methods of Training and development 2.3.2 Process of training and development 2.4 Factors affect training and development 2.4.1 Internal factors 2.4.2 External factors Chapter 1 Introduction The background of the study Vietnam is one of the countries which have the fastest and the most impressive growing economies in recent years. It is a transitional economy and is developing more and more with an open door government policy. In 1986, Doi Moi economic reform was initiated and made a breakthrough for the economy of Vietnam. It transferred Vietnam from socialist-oriented market economy to the free-market economy. On 11 January 2007, Viet Nam became the official 150th member of World Trade Organisation (WTO). The day was considered as a historic day for the country. Joining the WTO, Vietnam seems to accept increased competition, and competition will make the economy more dynamic. Moreover, it creates a dynamic and challenging environment for local organizations to upgrade their operations both technologically and managerially, in order to unlock the immense potential of the countrys natural and human resources. (Mcneil et al, 1999). However, using the national human resource in effectiveness way seem s to be not simple. It could be a challenge for any countries. In fact, Vietnam has the population which is more than eighty million (Vietnam general statistic office, 2010). It supplies a large labor force which seems to be a competitive advantage for a developing country like Vietnam, especially in attracting FDI (T. Le, 2007). However, this advantage is passing off in current situation. When using and development of technology, machinery in enterprises becomes popular, the competitiveness depends on human resource quality. Sadly, Vietnam is losing its competitive capability. In the Global Competitiveness Report 2009-2010, Vietnam is down five positions from 70th to 75th, in which the quality of education system is one of the worst elements. In reality, the poor quality in education and training prevent the country from developing. Vietnam labor force has weaknesses and limitations. Every year, a high percentage of students graduated from universities have difficulties in finding a job because of lacking knowledge and skills. According to a re port by the HCMC Department of Labor, War Invalids, and Social Affairs, only around one third of the enterprises in the countries are satisfied with the qualifications of their new recruits (Saigon Times Weekly, 2002c). It seems that the higher education in Vietnam which is in old equipment and passive method could not satisfy the real market demand of high quality and skilled human resource in the period of development (Kamoche, 2001). Besides, proportion of employees who are trained in working is just 20% (Vietnam Ministry of Labour, Invalid and Social Affair, 2006). Duc Vuong (2008) argued that the staff training is required more caring in developing countries. As low labor cost is considered as an absolute advantage of labor-intensive economy but not high- tech or capital-intensive ones (Vietnam Ministry of Labour, Invalid and Social Affair, 2006). Hence, economies and business need to improve the training and development of employees. Similar to Malaysia, vision of becoming a developed nation by 2020 put an emphasis on HRD (). The purpose of becoming a developed country in the future absolutely raises the requirement of training and development human resource in Vietnam. In other words, there are more and more concerns about HRD activities in the country. In national level, Vietnam government considers highly qualified human resource as the important forces to encouraging the industrialization process and as the basic ground for the growth of economy (MPI, 2001). Vietnam government applied polices to encourage the HRD in the country especially in education. The government keeps push forward comprehensive reform enhancing the quality of training and education at all levels. Besides, it focuses on developing high quality human resource to meet the economic development demand (Khang, 2010). The government has also supported a program to improve HR skills in organizations through special training courses (from 2004-20 08). It helps companies and individuals in increasing their competitiveness. T. Tran and L. Le (1996) gave several experiences of the differences countries in HRD. They concentrated on the benefits of government policies of these countries in encouraging HRD and the lessons that Vietnam learnt from. However, it takes time to see what the real benefits from policies are and changes in HRD are. Moreover, applying policies depends on many elements which specific in each country. In Annual business report of VCCI (Vietnam Chamber of Commerce and Industry) in 2007 provided an analysis of key developments include human resource development in Vietnam business environment and their impacts on Vietnam enterprises. It had showed the general impacts of human resources and labor supply in some specific sectors such as tourism, banking, construction. Since then, the specific solutions in HRD for each sector could be suggested. There is another aspect in HRD discussed in Vietnam at the moment. H RD should be accompanied with national economic strategies. In fact, in Vietnam, in planning national economic strategies, the experts focus on economic issues without concerning human resource role which is the vital and essential elements to implement these strategies (D. Phung and D. Do, 2009). The problem appeared here is when these strategies are set up and the quality of human resource could not afford for them. In comparison with some neighbor countries in ASEAN, although HRD activities in Vietnam are concerned more, it is still new and weak. For instance, in the last decade, training consultants in Singapore have mushroomed. The emphasis on training is so much so that some companies have even created a standalone department on training along with the HRM department (). Hence, Singapore ranks very high in the world in its emphasis on training and development. Other example is in Malaysia, the HRD Act since 1992 forced the organizations which have more than 50 employees to support 1 percent of their monthly salaries to a fund to promote training (). Importance of the study Training and development human resource is not only the governments responsibility but the organizations responsibility as well. In recent years, the training and development human resource has been paid more attentions in Vietnam organizations (Kamoche, 2001). There is a strong willingness to learn and to be trained in organization. However, the level of attentions and willingness could be decreased by the reluctance of employees to accept the new things and innovation. Also, there is a distinctive point of views in training and developing human resource within organization. While in foreign invested companies tend to considers training as a vital tool (Saigon Times, 2002), the SOEs sees it as an expense and tend to keep budget as small as possible (Quang and Dung, 1998). The training objectives between The importance of the study SMEs in Vietnam are a dynamic force of the Vietnam economy and have been contributing a lot of successes in the development of economy. In the research of Timothy Bartram et al (2009), he argued that Vietnam is currently providing and creating many opportunities for the growth and development of entrepreneurial businesses, which provides significant opportunities as well as challenges for managers of these enterprises. In human resources aspect, SMEs created around 60% of the total job for labor force (Sakai and Takada, 2000) and until now this number has increased significantly. Besides, private sector plays a big role in increasing GDP annual. Understanding the important role of SMEs clearly, Vietnam government has been developing policies and creating conditions generally for the growth of SMEs, and particularly for the human resource development in SMEs. The private sector grows and competes openly for experienced and skilled staff, HR assume new importance. However, SMEs face particular problems in HR. Certainly, small firms do not have the HRM expertise, infrastructure and general resources commanded by larger organisations (Hill and Stewart, 2000). The requirement of development of human resource is truly necessary because the business environment change day by day and employees need improve their skills and knowledge to maintain their productivity. Enterprises which want to maintain their competitiveness and effectiveness need to consider human resource development as one of the most important parts. Following Adeniyi (1995), he observed that staff training and development is a work activity that can make a very important and remarkable contribution to the overall effectiveness and profitability of an organization. Huang (2001) proved that training program has a close relation to the performance in the enterprises and training pr ograms produce real benefits for small and medium-size enterprises (SMEs) In Vietnam, human resource especially human resource development is still a quite new area. At the moment, there are a few researches around Human Resource Development. Most of them show the essential requirement, challenges and opportunities of HRD in current situation of rapid economic development, the HRM of the nation in macro level. Some others illustrate more deeply in the situation of the HR and Human resource management in enterprises. In reality, a big question that what HRD is and how HRD plays its role in the enterprises still has not an answer. So, the research in this paper focuses on one main area of HRD which is training and developing human resource in the context of SMEs in Vietnam. It would give some contributions to the Vietnamese enterprises in referring the basic knowledge in training and developing human resource, analyzing the factors which could affect on their training and developing human resource actions in the context of Vietnam. Furthermore, the examples of experiences in HRD from some others countries and organizations will be shown as the lessons help enterprises in finding solution for their situation. Then, the view of HRD in enterprises would be cared wider and deeper. Aim and objective of the project The project focuses on the analyzing the actions of training and developing human resource in enterprises in Vietnam. The company selected in research is Deloitte Vietnam Company. It is the company of which the HRD activities will be analyzed specifically There are three principal objectives: Generalizing and developing of the principles in literature of human resources development and human resources in enterprises Using this literature to analyze and evaluate the activities in HRD in enterprises according to illustrate the advantage factors and disadvantages factors which affect in HRD in the company Suggesting solution and points of views to improve the HRD in the company selected. Methodology Dissertation structure Chapter 2 Literature review Defining the terms: Human Resource and Human Resource Development, Training, Development Development It is the growth or realization of a persons ability, through conscious or unconscious learning. Development programmes usually include elements of planned study and experience, and are frequently supported by a coaching or counseling facility (MSC, 1981:15) Development occurs when a gain in experience is effective combined with the conceptual understanding that can illuminate it, giving increased confidence both to act and to perceive how such action relates to it context. (Bolton, 1995:15) From these definitions, the development could show the movement to an improved situation that for the individual means advancing towards the physical and mental potential. There is one common theme that Nadler (1990) provided when he gathered the term of training and development is that both of training and development contain the word learning. He stated that training = learning related to present jobs and development = learning for growth of the individual but not related to a specific present or future job Human resource development About Human Resource Development, it refers to career development, training and development, and organizational development programs offered to employees to develop new or replacement knowledge and skills; improve their performances, potentials, and promotability; enhance to their general growth, and improve group and organizational effectiveness (William R. Tracey, ) There are many strands to HRD such as personal development, development for a job, a situation, or for setting a new works. It could be a development leading to a better life for individuals, organizations or even wider communities as well. (J. Matthews et al ). In Coopey et al 1993:24, it is seen as a capacity to incorporate learning into behavour Furthermore, HRD is an extension of Training and Development, with a specific orientation towards organizational learning interventions which are created to improve skills, knowledge and understanding. Follow Leonard Nadler, HRD is defined as a series of organized activities conducted within a specified time and designed to produce behavioral change of individuals in organizations. (Nadler, 1970). It includes 3 types of vocational learning activity which help individuals to be more effective at work: à ¢Ã¢â€š ¬Ã‚ ¢ Training focusing in immediate changes in jobs performance à ¢Ã¢â€š ¬Ã‚ ¢ Education, geared towards intermediate changes in individual capabilities à ¢Ã¢â€š ¬Ã‚ ¢ Development concerned with long-term improvement in the individual workers ( Nadler, 1970) In Principle of HRD, Jerry W. Gilley et al showed three fundamental component areas of human resource development. They are individual development (personal), career development (professional), and organizational development. Each component has their own importance roles which vary from organization to organization accordant with the operation complexity, the criticality of human resources to efficiency in organization, and the organizations commitment to improved human resources. However, all of three component areas have one focus which is individual performance improvement. The individual performance improvement is the heart of an HRD program, and HRD can be described as the area of congruence among the three components (Gilley, and Eggland 14) (see figure 2.1) (Figure 2.1) It is also importance to distinguish the field of human resources in organization which covers a broad spectrum of human activity. In fact, there is still a misunderstanding in HR sectors in enterprises, especially in developing countries such as Vietnam where the HR sector is still new. Based the human resource wheel (McLagan and Suhadonik, 1989) and the wheel of HRM (Harison, 1997), the human resource compass which indicates an overview of the territory and gives direction to to the various elements in the subject and their interrelationship was built. It is divided in 3 main sectors HRD, HRD and HRM, and HRM. (J. Wilson, 2005) (Figure 2.2) Human resource Human resources are described as the individuals who comprise the workforce of an organization. They are the people that staff and operate an organization- the executives, managers, supervisors, scientists and engineers, technicians and marketing and sales personnel, administrative and clerical personnel, and hourly workers- as contrasted with the financial and material resources of an organization (William R. Tracey, ) It is also the name of the function in an organization which has a responsibility for implementing strategies and policies relating to the management of individuals. In other words, it could be understood as the organizational function that deals with the people who manage, produce, market and sell the products and services of an organization (William R. Tracey, ) In a nation, the economic value of human resources resides not in numbers or physical characteristics such as height, but in the skills, knowledge and attitudes that are the result of norms and education provision. Training Training, according to the Manpower Services Commissions Glossary of training terms, is a planned process to modify attitudes, knowledge or skill behavior through learning experiences to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of individual and to satisfy the current and future needs of the organization. (MSC, 1981:62). In CEDEFOP (1996:52), training is defined as activity or program of activities designed to teach the skills and knowledge required for particular kinds of work. Training takes places, whereas education takes place at educational establishment. In reality, both of definitions illustrate about the application of training to the improve skills and competences to meet the requirement of the organization. In training, the limitation is also indicated to the specific skills and operations. In comparison with education, training normally has an immediate application and is completed in a shorter time than education. (Van Wart et al, 1993) Purposes of Training and Development Training and development (TD) was beginning to receive more attention in Vietnamese organizations (Kamoche, 2001). Training and development actually refers to a planned effort which the organization build to facilitate the learning of job-related behavior (such as knowledge and skill acquired by an employee through practice) on the part of its employees. (Wexley et al,1991). The general purpose of traning and developing involves knowledge and skill acquisition. The employee quality and their development through training are consider as the major factor in determining long-term profitability of enterprises. A good investment in the development of skill for employees will help them increase their productivity in working. In fact, there is a view that training often is considered for the new employees. It is totally incorrect because ongoing training for current employees helps them adjust to rapidly changing job requirements. (Small Business Management) Training and development creates a benefit that the communication abilities of employees can improve, which enhances their adaptability. Better-educated workers can give the flexibility needed to switch production and better accommodate innovation, retraining and relocation (Godfrey, 1997). Traning and Development progress in an enterprise Training and Development has traditionally been a functional division of the personnel or human resource department related to carrying out the identification of training and development needs, planning and designing training and evaluating it. (see figure 2.3) (Figure 2.3) the classic training cycle Winter (1995) did not using the term HRD, he talked about a system approach to developing employees with the starting point the business objectives. So the classic training cycle can be seen to be based on organizational strategy within a company. (Figure 2.4) Business objectives within a training cycle Methods of Training and development In training, there are a numerous techniques available for presenting information and transmitting skills. Each of the techniques has their own advantages and disadvantages. The application of training method depends on the specific situation. In general, training has been widely used by companies in Vietnam. But, they differed in the use of training options (Quang, 2006). On-site training methods The main advantages of on-site training are the problems of transfer of learning and training cost are minimized. The reason is the trainees learn the skills and knowledge in the same physical and social environment. Moreover, with certain of these techniques, the trainees are able to contribute their work while they are learning. This things reduce the training cost. (Wexley et al,1991). On the other hands, on-site training has some limitations. Most of the co-workers and supervisors do have motivation to provide the trainees with worthwhile learning experiences. (figure 2.5) on-site methods classified according to goals and strategies The table shows that a training effort can have one or more of the following goals. These goal boards can be achieved by directing training efforts at the trainees cognition, behavior or environment. From the table, on-site methods were classified in categories. Orientation training and the socialization of new employees It is important to help new employees to get in a right way in order to reduce their anxiety and to increase their job satisfaction and commitment. (Louis et al, 1983). The procedure of this method should begin carefully and in detail. The poor orientation programs could make damage to organization because they reduce the effectiveness for the first few time on the job and may lead to dissatisfaction and turnover. (Gomersall et al, 1966) Smith (1984) showed ten tasks accomplished in the program such as introduction the company; review of policy, benefits, services, employer expectations; benefit plan enrolment; completion of employment documents; setting employer expectations; introduction to fellow workers, to the facilities, and the job. On-the-job training In this training method, the trainees are expected to learn the job by observing the experiences employees and by working with the actual materials, personnel and machinery that will comprise the job when the formal training is completed. On the experienced employees aspect, they is expected to provide not only a favorable role model to whom the trainee can identify but the instruction and the guidance from the job duties as well. (Wexley et al,1991). Apprenticeship training Apprenticeship programs are initiated by a committee composed of representatives for management and labor. The joint of committee works together with the department of Labors Bureau of Apprenticeship and Training (BAT) in developing a set of standards that specify the features of particular program such as number of class hours, workshop instruction, curriculumà ¢Ã¢â€š ¬Ã‚ ¦ Job aids A job aid is a repository for information, processes, or perspectives that is external to the individual and that supports work and activity by directing, guiding, and enlightening performance. (Rossett et al, 1991). The goal of Job aids is to teach job skills and to accomplish this by using a behavioral strategy. Coaching/ Mentoring: Mentoring and coaching have been provocative practices in both the practical and academic organizational development and human resource development literature for almost ten years. (Bokeno, 2003) Coaching the employees through the use of periodic reviews of performance is a difference way of on-site training. Coaching serves a several important function in organization. Firstly, it lets subordinates know what their supervisors think about their work. Then, the supervisors and employees work together on the way that helps improve employees performance. Thirdly, it improves the interaction between supervisors and employees. Finally, it provides a framework for setting up short term and long term personal career goals. Related to the teaching of coaching is mentoring. Mentors are the people who have two or three higher level than trainees and they want to help less experience trainees to learn the ropes in a supportive relationship. (Wilson and Danes, 1988) Computer-based training It is a technique can be used in conjunction with coaching and mentoring. Computer-based training (CBT) refers to as interactive videos and videodisc, provides guidance and instruction by using computer terminal on an employees desks. It is now used as an efficient method to many types of job. (Wexley et al,1991). Guy Sweeten of Information Transfer said that The practical benefits of using computers to deliver training and perform assessment training have been proven. Computer-based training is highly flexible and fits with the demands of everyday work you can work on your own, at your own desk and in your own time Job rotation It relates to giving a series of jobs assignments to trainees in various parts in organization for a specific time. The key of this method is to expose individuals to the changes in working environment in other places. In each department, trainees could put on an observational role, and take responsibility for training specified results. Job rotation is considered as a perfect method for preparing high potential and specialist for future general executive responsibilities. (Farnsworth, 1975) Off-site training methods Off-site training methods are often used in organizational settings. An advantages of this method is that it allows the trainees to learn skills and knowledge away from pressures of day-to-day job. The other benefit is the use of competent outside resources people who are trained trainers such as technicians, consultants. The limitation of it is the transfer of learning from classroom to the job. (figure 2.6) off-site methods classified according to goals and strategies Lecture Lecture method has been frequently criticized as a training and development technique. (Korma, 1977). In fact, it does not bring a high benefit. Firstly, its format emphasizes one way flow communication from trainers to trainees, which make the trainees are passive in learning. Secondly, it fails in transfer job-related skills. The lecturers ignore the differences in trainees abilities, backgrounds and interests. In additionally, individualized and reinforcement of trainees are prevented. Audiovisual techniques This method can be used widely in many training and development programs. Teaching and learning with audiovisual technique has several advantages. First, it helps trainees to illustrate and see clearly the overview image of what trainers want to delivery lively. Then, it helps distance learning effectively when the trainers and trainees are in difference places. Teleconferencing It is a method for simultaneously training individuals at the multiple sites. A teleconferencing network consists of a central broadcasting facility, a satellite service whose signals is delivered and transmitted to television projectors in meeting rooms, ballrooms, or corporate headquarter. Corporate classrooms Corporate classroom aims to tech employees skills and to accomplish this by using cognitive strategy. This method is often in big corporations. They intend to build their own universities and colleges to continue the further education for their employees. Equipment simulators It is excellent way to bring realism to off-site training situation. In this method, simulators of the equipment are designed and set up away from the actual work situation. Advantages from the method are the time pressures for productivity are minimized, individualized feedback is increased and opportunities for repeated practice are provided. Computer-assisted instruction In this method, trainees interact directly with the computers. The training is combined with learners exercises manuals, equipment stimulations, job aidsà ¢Ã¢â€š ¬Ã‚ ¦ The role of computer here involves administratering and the training programs to the trainees and testing their performance after learning. (Patrick et al, 1977). It could assess the progress of trainees and provide a method to fit the trainees needs Each enterprise will use the differences training methods which are suitable to their situation within organization. In Vietnam situation, Webster and Tausig (1999) did a survey which showed that 93 percent of the surveyed SMEs provided in-house training for freshmen and off-the-job training. Most SMEs rely only on informal training due to budget constraints (Tran and Le, 1999). However, the process to have a good training and development program is not simple Process of Training and Developing Analyzing the training and development needs It is considered as the first step in the process of training and development. Boydell (1983) showed three levels of training needs within organizations which are organizational level, occupational level, and individual level. Organisation analysis looks at the organization as a whole. This relates to examining organization interface with the external environment, in which it operates, the acquisition of its state objectives, its human resources, and the inner climate. The purpose of organization analysis is to determine where the training activities should be conducted. Occupational analysis includes five steps in conducting task analysis. The five steps are (1) Obtaining a company job description; (2) Identifying the tasks for which the training is designed; (3) Identifying the knowledge (K), skills (S), and abilities (A); (4) develop course objectives; (5) design the training program. In the individual analysis, organization identifies any shortfall in individuals knowledge, skill and attitudes required to perform their jobs. (Figure 2.7) P. Nick Blanchard, James W. Thacker (1999), Effective training: systems, strategies, and practices In fact, when the results of employees performance do not satisfy and meet the requirement of job analyzed in occupational analysis. That means there are problems. In that case, organization needs to find a solution. In table below, it illustrates the way to approach how to examining performance problem of the employees (Figure 2.8) Robyn Peterson (1998), Training Needs Assessment Analyzing the training and development in this way has advantages and disadvantages. It helps the organization have an accurate overview of training and development needs within organization. Beside, it guarantees the links between the training and requirement of trainees. However, it takes time to analyze. During the process of analyzing, the thing could happen is the number of training needs is larger than can be met through current resources. So, it is necessary to prioritize the needs (J. Wilson, 2005) Training and development plan The result from the process of analyzing an organizations training needs is a training plan. This plan is constructed by the training department and is used to strategically plan what kinds of training will be conducted in the near future. (Wexley et al,1991). Moreover, during the process of analyzing, the thing could happen is the number of training needs are larger than can be met through current resources. So, it is necessary to prioritize the needs. The content of a training plan should includes objects and objectives of training, theme of the training courses, the time of training courses, trainers, and training methods, the place of training class, and the cost of trainingà ¢Ã¢â€š ¬Ã‚ ¦ (HRD in SMEs) When planning a training program, it is essential to establish an evaluating system for the result of program. The plan should be clear Vietnam Human Resource Enterprises and Training Vietnam Human Resource Enterprises and Training 1.1 The importance of the study 1.2 Aim and objectives of the project 1.4 Dissertation structure Chapter 2 Literature review 2.1 Defining the terms: Human Resource and Human Resource Development, Training, Development 2.1.1 Human resource 2.1.2 Human resource development 2.1.3 Training 2.1.4 Development 2.2 Purpose of training and development 2.3 Training and development progress in an enterprise 2.3.1 Methods of Training and development 2.3.2 Process of training and development 2.4 Factors affect training and development 2.4.1 Internal factors 2.4.2 External factors Chapter 1 Introduction The background of the study Vietnam is one of the countries which have the fastest and the most impressive growing economies in recent years. It is a transitional economy and is developing more and more with an open door government policy. In 1986, Doi Moi economic reform was initiated and made a breakthrough for the economy of Vietnam. It transferred Vietnam from socialist-oriented market economy to the free-market economy. On 11 January 2007, Viet Nam became the official 150th member of World Trade Organisation (WTO). The day was considered as a historic day for the country. Joining the WTO, Vietnam seems to accept increased competition, and competition will make the economy more dynamic. Moreover, it creates a dynamic and challenging environment for local organizations to upgrade their operations both technologically and managerially, in order to unlock the immense potential of the countrys natural and human resources. (Mcneil et al, 1999). However, using the national human resource in effectiveness way seem s to be not simple. It could be a challenge for any countries. In fact, Vietnam has the population which is more than eighty million (Vietnam general statistic office, 2010). It supplies a large labor force which seems to be a competitive advantage for a developing country like Vietnam, especially in attracting FDI (T. Le, 2007). However, this advantage is passing off in current situation. When using and development of technology, machinery in enterprises becomes popular, the competitiveness depends on human resource quality. Sadly, Vietnam is losing its competitive capability. In the Global Competitiveness Report 2009-2010, Vietnam is down five positions from 70th to 75th, in which the quality of education system is one of the worst elements. In reality, the poor quality in education and training prevent the country from developing. Vietnam labor force has weaknesses and limitations. Every year, a high percentage of students graduated from universities have difficulties in finding a job because of lacking knowledge and skills. According to a re port by the HCMC Department of Labor, War Invalids, and Social Affairs, only around one third of the enterprises in the countries are satisfied with the qualifications of their new recruits (Saigon Times Weekly, 2002c). It seems that the higher education in Vietnam which is in old equipment and passive method could not satisfy the real market demand of high quality and skilled human resource in the period of development (Kamoche, 2001). Besides, proportion of employees who are trained in working is just 20% (Vietnam Ministry of Labour, Invalid and Social Affair, 2006). Duc Vuong (2008) argued that the staff training is required more caring in developing countries. As low labor cost is considered as an absolute advantage of labor-intensive economy but not high- tech or capital-intensive ones (Vietnam Ministry of Labour, Invalid and Social Affair, 2006). Hence, economies and business need to improve the training and development of employees. Similar to Malaysia, vision of becoming a developed nation by 2020 put an emphasis on HRD (). The purpose of becoming a developed country in the future absolutely raises the requirement of training and development human resource in Vietnam. In other words, there are more and more concerns about HRD activities in the country. In national level, Vietnam government considers highly qualified human resource as the important forces to encouraging the industrialization process and as the basic ground for the growth of economy (MPI, 2001). Vietnam government applied polices to encourage the HRD in the country especially in education. The government keeps push forward comprehensive reform enhancing the quality of training and education at all levels. Besides, it focuses on developing high quality human resource to meet the economic development demand (Khang, 2010). The government has also supported a program to improve HR skills in organizations through special training courses (from 2004-20 08). It helps companies and individuals in increasing their competitiveness. T. Tran and L. Le (1996) gave several experiences of the differences countries in HRD. They concentrated on the benefits of government policies of these countries in encouraging HRD and the lessons that Vietnam learnt from. However, it takes time to see what the real benefits from policies are and changes in HRD are. Moreover, applying policies depends on many elements which specific in each country. In Annual business report of VCCI (Vietnam Chamber of Commerce and Industry) in 2007 provided an analysis of key developments include human resource development in Vietnam business environment and their impacts on Vietnam enterprises. It had showed the general impacts of human resources and labor supply in some specific sectors such as tourism, banking, construction. Since then, the specific solutions in HRD for each sector could be suggested. There is another aspect in HRD discussed in Vietnam at the moment. H RD should be accompanied with national economic strategies. In fact, in Vietnam, in planning national economic strategies, the experts focus on economic issues without concerning human resource role which is the vital and essential elements to implement these strategies (D. Phung and D. Do, 2009). The problem appeared here is when these strategies are set up and the quality of human resource could not afford for them. In comparison with some neighbor countries in ASEAN, although HRD activities in Vietnam are concerned more, it is still new and weak. For instance, in the last decade, training consultants in Singapore have mushroomed. The emphasis on training is so much so that some companies have even created a standalone department on training along with the HRM department (). Hence, Singapore ranks very high in the world in its emphasis on training and development. Other example is in Malaysia, the HRD Act since 1992 forced the organizations which have more than 50 employees to support 1 percent of their monthly salaries to a fund to promote training (). Importance of the study Training and development human resource is not only the governments responsibility but the organizations responsibility as well. In recent years, the training and development human resource has been paid more attentions in Vietnam organizations (Kamoche, 2001). There is a strong willingness to learn and to be trained in organization. However, the level of attentions and willingness could be decreased by the reluctance of employees to accept the new things and innovation. Also, there is a distinctive point of views in training and developing human resource within organization. While in foreign invested companies tend to considers training as a vital tool (Saigon Times, 2002), the SOEs sees it as an expense and tend to keep budget as small as possible (Quang and Dung, 1998). The training objectives between The importance of the study SMEs in Vietnam are a dynamic force of the Vietnam economy and have been contributing a lot of successes in the development of economy. In the research of Timothy Bartram et al (2009), he argued that Vietnam is currently providing and creating many opportunities for the growth and development of entrepreneurial businesses, which provides significant opportunities as well as challenges for managers of these enterprises. In human resources aspect, SMEs created around 60% of the total job for labor force (Sakai and Takada, 2000) and until now this number has increased significantly. Besides, private sector plays a big role in increasing GDP annual. Understanding the important role of SMEs clearly, Vietnam government has been developing policies and creating conditions generally for the growth of SMEs, and particularly for the human resource development in SMEs. The private sector grows and competes openly for experienced and skilled staff, HR assume new importance. However, SMEs face particular problems in HR. Certainly, small firms do not have the HRM expertise, infrastructure and general resources commanded by larger organisations (Hill and Stewart, 2000). The requirement of development of human resource is truly necessary because the business environment change day by day and employees need improve their skills and knowledge to maintain their productivity. Enterprises which want to maintain their competitiveness and effectiveness need to consider human resource development as one of the most important parts. Following Adeniyi (1995), he observed that staff training and development is a work activity that can make a very important and remarkable contribution to the overall effectiveness and profitability of an organization. Huang (2001) proved that training program has a close relation to the performance in the enterprises and training pr ograms produce real benefits for small and medium-size enterprises (SMEs) In Vietnam, human resource especially human resource development is still a quite new area. At the moment, there are a few researches around Human Resource Development. Most of them show the essential requirement, challenges and opportunities of HRD in current situation of rapid economic development, the HRM of the nation in macro level. Some others illustrate more deeply in the situation of the HR and Human resource management in enterprises. In reality, a big question that what HRD is and how HRD plays its role in the enterprises still has not an answer. So, the research in this paper focuses on one main area of HRD which is training and developing human resource in the context of SMEs in Vietnam. It would give some contributions to the Vietnamese enterprises in referring the basic knowledge in training and developing human resource, analyzing the factors which could affect on their training and developing human resource actions in the context of Vietnam. Furthermore, the examples of experiences in HRD from some others countries and organizations will be shown as the lessons help enterprises in finding solution for their situation. Then, the view of HRD in enterprises would be cared wider and deeper. Aim and objective of the project The project focuses on the analyzing the actions of training and developing human resource in enterprises in Vietnam. The company selected in research is Deloitte Vietnam Company. It is the company of which the HRD activities will be analyzed specifically There are three principal objectives: Generalizing and developing of the principles in literature of human resources development and human resources in enterprises Using this literature to analyze and evaluate the activities in HRD in enterprises according to illustrate the advantage factors and disadvantages factors which affect in HRD in the company Suggesting solution and points of views to improve the HRD in the company selected. Methodology Dissertation structure Chapter 2 Literature review Defining the terms: Human Resource and Human Resource Development, Training, Development Development It is the growth or realization of a persons ability, through conscious or unconscious learning. Development programmes usually include elements of planned study and experience, and are frequently supported by a coaching or counseling facility (MSC, 1981:15) Development occurs when a gain in experience is effective combined with the conceptual understanding that can illuminate it, giving increased confidence both to act and to perceive how such action relates to it context. (Bolton, 1995:15) From these definitions, the development could show the movement to an improved situation that for the individual means advancing towards the physical and mental potential. There is one common theme that Nadler (1990) provided when he gathered the term of training and development is that both of training and development contain the word learning. He stated that training = learning related to present jobs and development = learning for growth of the individual but not related to a specific present or future job Human resource development About Human Resource Development, it refers to career development, training and development, and organizational development programs offered to employees to develop new or replacement knowledge and skills; improve their performances, potentials, and promotability; enhance to their general growth, and improve group and organizational effectiveness (William R. Tracey, ) There are many strands to HRD such as personal development, development for a job, a situation, or for setting a new works. It could be a development leading to a better life for individuals, organizations or even wider communities as well. (J. Matthews et al ). In Coopey et al 1993:24, it is seen as a capacity to incorporate learning into behavour Furthermore, HRD is an extension of Training and Development, with a specific orientation towards organizational learning interventions which are created to improve skills, knowledge and understanding. Follow Leonard Nadler, HRD is defined as a series of organized activities conducted within a specified time and designed to produce behavioral change of individuals in organizations. (Nadler, 1970). It includes 3 types of vocational learning activity which help individuals to be more effective at work: à ¢Ã¢â€š ¬Ã‚ ¢ Training focusing in immediate changes in jobs performance à ¢Ã¢â€š ¬Ã‚ ¢ Education, geared towards intermediate changes in individual capabilities à ¢Ã¢â€š ¬Ã‚ ¢ Development concerned with long-term improvement in the individual workers ( Nadler, 1970) In Principle of HRD, Jerry W. Gilley et al showed three fundamental component areas of human resource development. They are individual development (personal), career development (professional), and organizational development. Each component has their own importance roles which vary from organization to organization accordant with the operation complexity, the criticality of human resources to efficiency in organization, and the organizations commitment to improved human resources. However, all of three component areas have one focus which is individual performance improvement. The individual performance improvement is the heart of an HRD program, and HRD can be described as the area of congruence among the three components (Gilley, and Eggland 14) (see figure 2.1) (Figure 2.1) It is also importance to distinguish the field of human resources in organization which covers a broad spectrum of human activity. In fact, there is still a misunderstanding in HR sectors in enterprises, especially in developing countries such as Vietnam where the HR sector is still new. Based the human resource wheel (McLagan and Suhadonik, 1989) and the wheel of HRM (Harison, 1997), the human resource compass which indicates an overview of the territory and gives direction to to the various elements in the subject and their interrelationship was built. It is divided in 3 main sectors HRD, HRD and HRM, and HRM. (J. Wilson, 2005) (Figure 2.2) Human resource Human resources are described as the individuals who comprise the workforce of an organization. They are the people that staff and operate an organization- the executives, managers, supervisors, scientists and engineers, technicians and marketing and sales personnel, administrative and clerical personnel, and hourly workers- as contrasted with the financial and material resources of an organization (William R. Tracey, ) It is also the name of the function in an organization which has a responsibility for implementing strategies and policies relating to the management of individuals. In other words, it could be understood as the organizational function that deals with the people who manage, produce, market and sell the products and services of an organization (William R. Tracey, ) In a nation, the economic value of human resources resides not in numbers or physical characteristics such as height, but in the skills, knowledge and attitudes that are the result of norms and education provision. Training Training, according to the Manpower Services Commissions Glossary of training terms, is a planned process to modify attitudes, knowledge or skill behavior through learning experiences to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of individual and to satisfy the current and future needs of the organization. (MSC, 1981:62). In CEDEFOP (1996:52), training is defined as activity or program of activities designed to teach the skills and knowledge required for particular kinds of work. Training takes places, whereas education takes place at educational establishment. In reality, both of definitions illustrate about the application of training to the improve skills and competences to meet the requirement of the organization. In training, the limitation is also indicated to the specific skills and operations. In comparison with education, training normally has an immediate application and is completed in a shorter time than education. (Van Wart et al, 1993) Purposes of Training and Development Training and development (TD) was beginning to receive more attention in Vietnamese organizations (Kamoche, 2001). Training and development actually refers to a planned effort which the organization build to facilitate the learning of job-related behavior (such as knowledge and skill acquired by an employee through practice) on the part of its employees. (Wexley et al,1991). The general purpose of traning and developing involves knowledge and skill acquisition. The employee quality and their development through training are consider as the major factor in determining long-term profitability of enterprises. A good investment in the development of skill for employees will help them increase their productivity in working. In fact, there is a view that training often is considered for the new employees. It is totally incorrect because ongoing training for current employees helps them adjust to rapidly changing job requirements. (Small Business Management) Training and development creates a benefit that the communication abilities of employees can improve, which enhances their adaptability. Better-educated workers can give the flexibility needed to switch production and better accommodate innovation, retraining and relocation (Godfrey, 1997). Traning and Development progress in an enterprise Training and Development has traditionally been a functional division of the personnel or human resource department related to carrying out the identification of training and development needs, planning and designing training and evaluating it. (see figure 2.3) (Figure 2.3) the classic training cycle Winter (1995) did not using the term HRD, he talked about a system approach to developing employees with the starting point the business objectives. So the classic training cycle can be seen to be based on organizational strategy within a company. (Figure 2.4) Business objectives within a training cycle Methods of Training and development In training, there are a numerous techniques available for presenting information and transmitting skills. Each of the techniques has their own advantages and disadvantages. The application of training method depends on the specific situation. In general, training has been widely used by companies in Vietnam. But, they differed in the use of training options (Quang, 2006). On-site training methods The main advantages of on-site training are the problems of transfer of learning and training cost are minimized. The reason is the trainees learn the skills and knowledge in the same physical and social environment. Moreover, with certain of these techniques, the trainees are able to contribute their work while they are learning. This things reduce the training cost. (Wexley et al,1991). On the other hands, on-site training has some limitations. Most of the co-workers and supervisors do have motivation to provide the trainees with worthwhile learning experiences. (figure 2.5) on-site methods classified according to goals and strategies The table shows that a training effort can have one or more of the following goals. These goal boards can be achieved by directing training efforts at the trainees cognition, behavior or environment. From the table, on-site methods were classified in categories. Orientation training and the socialization of new employees It is important to help new employees to get in a right way in order to reduce their anxiety and to increase their job satisfaction and commitment. (Louis et al, 1983). The procedure of this method should begin carefully and in detail. The poor orientation programs could make damage to organization because they reduce the effectiveness for the first few time on the job and may lead to dissatisfaction and turnover. (Gomersall et al, 1966) Smith (1984) showed ten tasks accomplished in the program such as introduction the company; review of policy, benefits, services, employer expectations; benefit plan enrolment; completion of employment documents; setting employer expectations; introduction to fellow workers, to the facilities, and the job. On-the-job training In this training method, the trainees are expected to learn the job by observing the experiences employees and by working with the actual materials, personnel and machinery that will comprise the job when the formal training is completed. On the experienced employees aspect, they is expected to provide not only a favorable role model to whom the trainee can identify but the instruction and the guidance from the job duties as well. (Wexley et al,1991). Apprenticeship training Apprenticeship programs are initiated by a committee composed of representatives for management and labor. The joint of committee works together with the department of Labors Bureau of Apprenticeship and Training (BAT) in developing a set of standards that specify the features of particular program such as number of class hours, workshop instruction, curriculumà ¢Ã¢â€š ¬Ã‚ ¦ Job aids A job aid is a repository for information, processes, or perspectives that is external to the individual and that supports work and activity by directing, guiding, and enlightening performance. (Rossett et al, 1991). The goal of Job aids is to teach job skills and to accomplish this by using a behavioral strategy. Coaching/ Mentoring: Mentoring and coaching have been provocative practices in both the practical and academic organizational development and human resource development literature for almost ten years. (Bokeno, 2003) Coaching the employees through the use of periodic reviews of performance is a difference way of on-site training. Coaching serves a several important function in organization. Firstly, it lets subordinates know what their supervisors think about their work. Then, the supervisors and employees work together on the way that helps improve employees performance. Thirdly, it improves the interaction between supervisors and employees. Finally, it provides a framework for setting up short term and long term personal career goals. Related to the teaching of coaching is mentoring. Mentors are the people who have two or three higher level than trainees and they want to help less experience trainees to learn the ropes in a supportive relationship. (Wilson and Danes, 1988) Computer-based training It is a technique can be used in conjunction with coaching and mentoring. Computer-based training (CBT) refers to as interactive videos and videodisc, provides guidance and instruction by using computer terminal on an employees desks. It is now used as an efficient method to many types of job. (Wexley et al,1991). Guy Sweeten of Information Transfer said that The practical benefits of using computers to deliver training and perform assessment training have been proven. Computer-based training is highly flexible and fits with the demands of everyday work you can work on your own, at your own desk and in your own time Job rotation It relates to giving a series of jobs assignments to trainees in various parts in organization for a specific time. The key of this method is to expose individuals to the changes in working environment in other places. In each department, trainees could put on an observational role, and take responsibility for training specified results. Job rotation is considered as a perfect method for preparing high potential and specialist for future general executive responsibilities. (Farnsworth, 1975) Off-site training methods Off-site training methods are often used in organizational settings. An advantages of this method is that it allows the trainees to learn skills and knowledge away from pressures of day-to-day job. The other benefit is the use of competent outside resources people who are trained trainers such as technicians, consultants. The limitation of it is the transfer of learning from classroom to the job. (figure 2.6) off-site methods classified according to goals and strategies Lecture Lecture method has been frequently criticized as a training and development technique. (Korma, 1977). In fact, it does not bring a high benefit. Firstly, its format emphasizes one way flow communication from trainers to trainees, which make the trainees are passive in learning. Secondly, it fails in transfer job-related skills. The lecturers ignore the differences in trainees abilities, backgrounds and interests. In additionally, individualized and reinforcement of trainees are prevented. Audiovisual techniques This method can be used widely in many training and development programs. Teaching and learning with audiovisual technique has several advantages. First, it helps trainees to illustrate and see clearly the overview image of what trainers want to delivery lively. Then, it helps distance learning effectively when the trainers and trainees are in difference places. Teleconferencing It is a method for simultaneously training individuals at the multiple sites. A teleconferencing network consists of a central broadcasting facility, a satellite service whose signals is delivered and transmitted to television projectors in meeting rooms, ballrooms, or corporate headquarter. Corporate classrooms Corporate classroom aims to tech employees skills and to accomplish this by using cognitive strategy. This method is often in big corporations. They intend to build their own universities and colleges to continue the further education for their employees. Equipment simulators It is excellent way to bring realism to off-site training situation. In this method, simulators of the equipment are designed and set up away from the actual work situation. Advantages from the method are the time pressures for productivity are minimized, individualized feedback is increased and opportunities for repeated practice are provided. Computer-assisted instruction In this method, trainees interact directly with the computers. The training is combined with learners exercises manuals, equipment stimulations, job aidsà ¢Ã¢â€š ¬Ã‚ ¦ The role of computer here involves administratering and the training programs to the trainees and testing their performance after learning. (Patrick et al, 1977). It could assess the progress of trainees and provide a method to fit the trainees needs Each enterprise will use the differences training methods which are suitable to their situation within organization. In Vietnam situation, Webster and Tausig (1999) did a survey which showed that 93 percent of the surveyed SMEs provided in-house training for freshmen and off-the-job training. Most SMEs rely only on informal training due to budget constraints (Tran and Le, 1999). However, the process to have a good training and development program is not simple Process of Training and Developing Analyzing the training and development needs It is considered as the first step in the process of training and development. Boydell (1983) showed three levels of training needs within organizations which are organizational level, occupational level, and individual level. Organisation analysis looks at the organization as a whole. This relates to examining organization interface with the external environment, in which it operates, the acquisition of its state objectives, its human resources, and the inner climate. The purpose of organization analysis is to determine where the training activities should be conducted. Occupational analysis includes five steps in conducting task analysis. The five steps are (1) Obtaining a company job description; (2) Identifying the tasks for which the training is designed; (3) Identifying the knowledge (K), skills (S), and abilities (A); (4) develop course objectives; (5) design the training program. In the individual analysis, organization identifies any shortfall in individuals knowledge, skill and attitudes required to perform their jobs. (Figure 2.7) P. Nick Blanchard, James W. Thacker (1999), Effective training: systems, strategies, and practices In fact, when the results of employees performance do not satisfy and meet the requirement of job analyzed in occupational analysis. That means there are problems. In that case, organization needs to find a solution. In table below, it illustrates the way to approach how to examining performance problem of the employees (Figure 2.8) Robyn Peterson (1998), Training Needs Assessment Analyzing the training and development in this way has advantages and disadvantages. It helps the organization have an accurate overview of training and development needs within organization. Beside, it guarantees the links between the training and requirement of trainees. However, it takes time to analyze. During the process of analyzing, the thing could happen is the number of training needs is larger than can be met through current resources. So, it is necessary to prioritize the needs (J. Wilson, 2005) Training and development plan The result from the process of analyzing an organizations training needs is a training plan. This plan is constructed by the training department and is used to strategically plan what kinds of training will be conducted in the near future. (Wexley et al,1991). Moreover, during the process of analyzing, the thing could happen is the number of training needs are larger than can be met through current resources. So, it is necessary to prioritize the needs. The content of a training plan should includes objects and objectives of training, theme of the training courses, the time of training courses, trainers, and training methods, the place of training class, and the cost of trainingà ¢Ã¢â€š ¬Ã‚ ¦ (HRD in SMEs) When planning a training program, it is essential to establish an evaluating system for the result of program. The plan should be clear