My favourites

Well when I go off to wonder I always Like to think about my favorite things. For Instance my favorite color Is green. I think what It would be like to have everything that color must get boring to after a while of always seeing that color right well my sister's room Is all pink and she still buys a lot of other oink stuff. My favorite kind of shoe is the high heel. I know what you might think at seeing me I am socio tall I should not want to be taller but I like how it makes me look. Long legs, great calves and awesome posture. My favorite animal is a frog.I love frogs I wish my mom would let me have a frog, but she says that they are gross. I don't really think that they are gross they are living creatures. I have a bunch of stuffed animals of them and they are also green. My favorite Disney princess is Princess Aurora. Most people think her name is Rose or know her better by Sleeping Beauty. I love her movie I practically know It by memory. They have made so many other versions o f that movie and they Just practically ruin It. I Like her because my mom says that my older sister Is Belle, I'm Aurora and my little sister Is Cinderella.My favorite place to be Is a little town In Mexico named Callow. It In the state of Causalities. I have spent most of my life there so I take that place to heart. I also spent all my teenage life there so I feel I grew up with the mentality of over there. My favorite body part it is my hair. Its curly a beautiful color and shiny. And I feel unique with it, since I am the only one in my house with curly hair. Daniel Rodriguez Princess Aurora she is my favorite Disney princess. My mom likes to say that my sisters look like the three mayor princesses (Sleeping Beauty, Cinderella and Belle).She says since I am not that blonde or that dark. That leaves me as Sleeping Beauty. Another reason that I am Like her is that I sleep a lot. When I think about sleeping beauty, I think that It Is about the love of parents. That no matter how much you try to protect your children anything can happen and will happen. I also feel that it means that life can get better when you find the perfect one, your prince Philip. Another interpretation is that when he wakes you up to what life is really about. Even though everything happened to Aurora when she was 16 and know I am 19 1 still feel that one day something like that might happen to me.Puff I wish Just something similar. I mean I am still single. Whenever I feel bad about my love life I see that movie and feel better it is like my safe little place. I'll admit that I have the stuffed dolls of all the Sleeping Beauty characters. And I sometimes think about my wedding, yes I think about my wedding, I hope my wedding dress Is Like hers In some ways of course. I don't know I Just really Like everything about her. The weird thing Is that my best friends are usually In the number three, Like the fairy god mothers. In conclusion I love that movie and princess.

Modified Fingernails †Symbols of Social Essay

Western society has not been traditionally attuned to see body adornment as a form of social status. Thus over the years people in the West attribute it to less developed societies which lay emphasis on rituals. Thus body modification was seen as an articulation of values which were essentially non western. (Krakow, 1994). However this does not seem to be the case any more as a greater number of people are willing to modify their bodies thus making body beautification acceptable thereby giving a person social as well as individual identity in a society. Body modification is thus seen as enabling a person to exemplify and attenuate him or her personality through alteration of natural color, shape, tone and tenor. By decoration such as nail painting, gloss and enhancement, a person can project himself in the manner he wants others to perceive. Thus a girl with long nails, fully adorned with polish is seen as one who is in tune with the social image of somebody who has arrived in society. As greater numbers of people are adopting this mode, nail or other forms of body adornment is becoming an expression of actual position held by a person in society. Thus through external embellishments a person is able to define herself to others. Increased acceptance of this practice is indicated by forms adopted in nail adornment such as gluing of plastic to increase the length of the nails so that bright colors, paints and sparklers can be applied to these. (Andersen. Taylor. 2005) The reason for extension of nails is quite obvious, this is to enhance visibility through added length of the body object which is otherwise quite innocuous. By making it longer, the same can be decorated and made more noticeable. But the process also needs specialized treatment, which can come about at a certain level of monetary standing indicating the link between wealth and length or adornment of nails. As societies become more complex, they tend to provide opportunities to people to define their status through adornment of the body. Nails are perfect symbols of such social embellishment. The first requirement of a well kept hand is absence of manual labor. Thus there is obvious connection between a person of high society and well kept hands which indicates social as well as wealth status of a person. This has been ancient tradition and has been carried forth in the modern World. (Peters. Lock, Eds, 1999) Since a large degree of artistry of the body is now made by instruments as lasers, surgical and other tools by experts this has become expensive. Thus body art studios and fingernail manicure specialists have established high end shops, where they are able to manipulate your nails to the desired shape, size and color. By being exclusive in nature, they establish a distinction of economic status. As society has evolved thus body art has assumed proportions of social as well as wealth standing. (Jeffreys, 2000). Over a period this distinction is also translated from overall to individual social status. Thus a person who has manicured, well kept finger nails is associated with wealth as well as standing through a process of exclusion. This exclusion works first monetarily in that as it is expensive those who cannot afford it are denied an opportunity of being in the same class. In the second stage it is seen to work socially as shapes, colors and contours are so distinctive that a person wearing a superior shade of nail polish is easily identified as one who can afford it and hence ipso facto assumes higher standing. Thus from abhorrence as practices which were aboriginal to adoption of body adornment as a form of celebration of ones arrival in high society, fingernail manipulation has assumed a social symbol even in Western society today. Vantoch (1999) explored this evolution of the new American female by denoting the large number of nail adornments of different colors and shapes present in a pre teen’s room. The girl was sporting what can be described as talons, two inches long finger nails. (Vantoch, 1999). The fingernail was converted into a symbol of expression of the persona just like any other accoutrement at a very early age in life. The refined development of the art of the make up in modern times is also responsible for such an evolution. Thus nails have been converted into objects of art and ornamentation by using these for nail jewelry, nail art, air brush design, sculpturing of nails as well as providing green glitter. This has also provided a common touch thereby enhancing a wider number of females in society to higher standing. (Vantoch, 1999). Most interestingly it denotes how society has evolved, from considering these as a possible aboriginal practice to be abhorred by the West, more and more people are using it to express their state of social as well as economic evolution. The utilitarian view of nails as symbol of health has been known over the ages and is seen to continue even to this day. Thus fingernails are many times the first to be seen by a doctor. (Anatomy, 2005). Yellow or green fingernails invariably indicate ill health, a bronchial disease or other conditions which are diagnosed by the family physician. When nail problems persisted, these also indicated that the person required sustained treatment. The ultimate in nail care which has emerged is a combination of health, fashion and social status. Manicure and the higher forms of nail care and manipulation seen in advanced societies today is seen as a symbol of the rich, as one who has arrived in society and also some body who maintains good health. How long will this trend persist remains to be seen, for there are many periods in human evolution wherein short nails were as popular as long. Reference: 1. Anatomy. (2005) Anatomy of a healthy fingernail. Accessed at http://www. cnn. com/HEALTH/library/WO/00020. htmlon 23 March 2007 2. Andersen, Margaret L. Taylor, Howard F. (2005). Sociology: The Essentials. Belmont : Thomson. 3. Jeffreys, Sheila. ‘Body Art’ and Social Status: Cutting, Tattooing and Piercing from a Feminist Perspective. Feminism & Psychology, Vol. 10, No. 4, 409-429 (2000) 4. Krakow, A. (1994) The Total Tattoo Book , New York : Warner Books. 5. Peters, Charles, R. Lock, Andrew. (1999). Handbook of Human Symbolic Evolution. Oxford : Blackwell. 6. Vantoch, Vicki. (1999). Fingernail Fashion Choices. The Washington Post. December 28, 1999. Accessed at http://www. washingtonpost. com/wp-srv/style/feed/a41653-1999dec28. htm on 23 March 2007.

Education ethics Essay

Formulating my Philosophy of education seems difficult, but has taught me what we as educators have to focus on, we have to concentrate on what unites us in our career choice, we have to always remember that we are providing a service, and the customer is our number 1 priority. Education is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. Philosophy is a human being’s attempt to think speculatively, reflectively, and systematically about the universe and the human relationship to that universe. To educate a child, a lot of things have to be considered, we have to know why we teach, what to teach and how to teach. Knowledge of the students is very vital. I believe that every learner†¦.. * Is unique, for he is fearfully & wonderfully created by God, & so comparing a child to other children has no basis. * Has a natural interest in learning & is capable of learning * Has different learning styles & aptitudes * Has a delicate mind * Has worth and can learn I believe that there are unchanging values in changing times & these must be passed on to every child by my modeling. I believe being given the opportunity to instruct the youth of today and the leaders of tomorrow requires high moral and ethical standards to be met. Teachers, although they are still human, need to be held to a higher level of accountability than most other professions. We are not only being expected to instruct subject matter, but to set standards for the social ability of our students. This list of ethics would not only strengthen the profession, but society as a whole. I know it is difficult to enforce codes of ethics and morality, but as does a physician swear to hold up ethical standards, so should our teachers. Being entrusted with such a remarkable opportunity to mold our society requires an unwavering commitment. I believe that education should be a process of ongoing growth, not just preparation for becoming an adult. I believe that my task as a teacher is to facilitate the development of every child to the optimum & to maximum by: * Reaching out to all children without bias & prejudice towards the least of the children. * Touching the lives of thousands of youth, promote their wellness, and educate their minds. * Providing a quality education to each individual in ones classroom * Equipping children with tools necessary for success in life. We get into teaching because we believe we can make a difference even if only in the life of one child, and it makes it all worth it. And we come across the students whose lives we have impacted and we know that what we do does make a difference. † I feel that to educate the entire child more than one personal education philosophy is needed. A teacher needs to discover what philosophy or philosophies work in today’s classroom dependent upon the teacher and on society. It is my goal for my students to have complimenting dimensions, a strong individualistic nature that works and plays well with other members of society.

Amy Kollar Anderson painting Essay Example | Topics and Well Written Essays - 1000 words

Amy Kollar Anderson painting - Essay Example The colors that Amy Kollar Anderson has chosen are interesting because they are mostly red and green. This gives the setting a dark feeling and makes the viewer think that something else is going on in the painting. There seems to be too many leaves on the tree, but perhaps the artists deliberately did this because she wanted to enclose the space above the little girl. The small pieces of the sky that are shown are swirly and made up of colors that do not usually belong with the sky. The designs in the sky appear to be in the form of snakes, and this shape can also be witnessed in the leaves of the tree and also at the base of tree. Maybe the author did not intend to give the viewer a feeling that snakes were hanging from the tree, but that is the first impression that I got from looking at this picture. Moreover, the ground appears to either be made up of rocks or very large snakes. This also spells danger for the girl in the picture, and maybe this is why she has a worried look on her face. I found it interesting that the artist chose not to include any grass in the painting. Grass can be considered as a symbol of peace, and the artist is not trying to convey that message through this painting. I think that the reason why the artist made the little girl’s environment so harsh is so that the viewer would feel sympathy for her. If she had been in a nice pleasant environment, then it would have been hard to understand about her present situation. In fact, the setting of this picture is more important.

The Strengths and Weaknesses of Diversity in Global Teams Research Paper

The Strengths and Weaknesses of Diversity in Global Teams - Research Paper Example According to Magnus (2011), â€Å"Global teams are teams where members are globally dispersed, from different cultures, speak different languages and rarely meet face-to-face† (Magnus, 2011, p.35) Even though global teams bring many opportunities to an organization, it may develop lot of challenges also. Some researchers suggest that global teams increase creativity and innovation whereas many other are of the view that it may bring conflicts and poor performances. Global teams help organizations to utilize diverse skill sets in a fruitful manner; at the same time it can increase the conflicts within the team because of the cultural differences among the team members. Magnus (2011) pointed out that parameters such as â€Å"cultural diversity, geographical dispersion, means of communication (whether communication is face-to-face or virtual) and degree of language familiarity† etc can determine the success or failures of global teams (Magnus, 2011, p.36). This paper analy ses the strengths and weaknesses of global teams in business world. Strengths of global teams â€Å"Sociologists have found in their research and their work with organizations that when global teams are managed effectively, they can take advantage of the diverse perspectives offered by their members to create unique performance advantages for the company† (Maznevski & DiStefano, 2000, p.185). ... Microsoft, Apple, Google etc like many of the American companies are currently working in China. Same way plenty of Chinese companies are also functioning in America now. All these companies have global teams to manage their operations successfully at different parts of the world. Diverse knowledge, skillsets and capabilities will help these companies to adapt with the changing conditions. Badrinarayanan et al. (2011), mentioned that â€Å"sales organizations are increasingly adopting global sales teams to perform distributed work, meet customer needs, and achieve sales objectives† (Badrinarayanan et al., 2011, p.311). Since majority of the prominent organizations are currently operating cross culturally or internationally, their customer bases are extremely different. It is difficult for an American sales person to know the exact needs of an Indian or Chinese customer. On the other hand it is easy for an Indian or Chinese to know the requirements of local customers. Thus, Mic rosoft or Apple like American companies should appoint locals in their sales teams in these countries so that customers in these countries will get everything they expected from these American companies. In short, global sales teams can help an organization to customize their business strategies or sales strategies in overseas countries. For example, it is difficult for Benz or other automobile manufacturers to sell cars priced more than $ 100000 in Indian market. On the other hand, it is easy for them to sell cars priced less than $50000 in Indian market. It is easy for a local sales person to know such details and send such feedbacks to his company management. The management of global new product

What role, if any, do you think that race should play in deciding who Research Paper

What role, if any, do you think that race should play in deciding who should be admitted to colleges and universities and why How important do you think diversity should be on a university campus - Research Paper Example In order for this to occur, factors including experience, income, socioeconomic status, marital status, and sexual orientation should also be considered in equal measure to race in order to effectively ensure a diversity policy and promotion. Organizations such as the NAACP actively promote better opportunities for African-American citizens in areas of politics, public service, education and human rights. This organization was established to ensure fair treatment for black citizens and works to advocate their rights in a variety of business, professional and personal environments where they might be considered at risk populations for discrimination. Why do organizations such as this exist? It is due to pre-existing stereotypes and prejudices against black citizens that still linger today that give them a disadvantage in hiring and sometimes education. The NAACP recently developed a film competition with support of the American Red Cross, Sony Pictures, and Best Buy in order to help students of different races to present their own innovative social solutions using film to exploit their diverse opinions (naacp.org, 1). The NAACP was chosen as an example so as to reinforce that there are already a large volume of advocacy groups that continue to protest to legislators and senior-level decision-makers to ensure they are given equal opportunities as other races in society. Their efforts are ongoing and continue to change the hiring and recruitment policies in business and the college environment. Because they already have such a well-known and influential backing, universities should pay less attention to race when recruiting and focus more on recruiting the most talented and motivated students regardless of their race. It is likely that groups such as the NAACP will continue to motivate legislators to add more diversity policies

Individual Report and Reflection Coursework Example | Topics and Well Written Essays - 1500 words

Individual Report and Reflection - Coursework Example The reflection portion would proffer personal opinion about the experience gained from the small business endeavour and how one would benefit from it in the future. One’s group which is composed of five members decided to choose Salah Adden mosque and sell tradition product from Saudi Arabia which is (subha). The purpose of the small business is to earn moray for donation to a chosen charity and enable making some reforms in the Salah Adden mosque. The report would be structured by initially discussing the planning phase where the profile of the charity event was organized and decided on. Intricate details were eventually noted to incorporate pre-event marketing information like the 4Is applied in the project; operational details; clearly defined objectives and group goals; market research; and the relationship to various stakeholders. The outcome of the event would also be revealed in terms of the financial performance and the lessons learned from the experience. Profile of t he Charity and the Community Involved The chosen charity as beneficiary for the proceeds of the subha sales is the Salah Adden mosque located in central London. ... served by friends included praying five times a day on the mosque and would therefore enable the group to facilitate contact and correspondences with authorized mosque personnel to implement the charity and donation and monitor the changes on the proposed improvements, as indicated. In this regard, the objectives and goals of the group and of the event are as follows: Group Objectives: To organize and implement a fundraising event through buying and selling of Muslim prayer beads (subha) and donate the proceeds from the sales to the Salah Adden mosque. The proceeds are proposed to be spent on carpets and adding more shelves on the mosque’s furniture and fixtures. How the Activity/Event Evolved, Planned and Promoted How the Fundraising Idea Evolved: The group has initially agreed on selling a particular product to raise funds for donation to the Salah Adden mosque. Each member in the group gave an idea about proposed products to sell. One member suggested selling some cake and drink; while another member said it would be better to sell stationary to address the students’ needs. Finally, from the suggested product list, the group decided to sell Subha, prayer beads for Muslim people for the reason that it is unique and the target customers would be interested in it. The proposed target market is the Muslim students of the University. The Planning Phase: The planning phase included the development of the business plan (Annex A) and a market research. The market research required application of the 4Ps theory where details of the product, price, place and promotions would be closely evaluated, strategies designed and explicitly stated for clarity of direction in implementation (Carter and Jones-Evans, 2006; Nwankwo and Gbadamosi, 2011). The brief market research

TMA 04 Essay Example | Topics and Well Written Essays - 2500 words

TMA 04 - Essay Example This provides a visual reinforcement of her miserable plight which in Ovid is done through the account of her tears and words. In Titian’s painting, Andromeda’s royal parents are left out entirely. The dialogue that takes place between Perseus and Andromeda’s parents, wherein he extracts the promise of their daughter’s hand in marriage from them before attempting to save her, is an important point of note; especially in the present literary milieu which encourages such gendered readings of myth. This possible source of feminist contention is done away with entirely in Titian’s work. Ovid’s account of Perseus slaying the monster is an amazingly descriptive, rapid piece of verse. Almost like cinematic action, Ovid’s account unfolds the event in blow-by-blow descriptions. This wonderful tactile and immediate quality of Ovid’s writing is transformed in Titian into the unrealistic, expressive postures of the characters painted. Titia n’s Perseus is depicted almost entirely upside down and his face is enraged, alive. The monster too looks poised, tightly coiled as if in fear and with a similar, intense look on its face. The effect of the colourful textual description is adapted and encapsulated into the painting by way of intense expressions, visual contrasts and exaggerated body postures. Even Andromeda’s physique in the painting looks robust and strong, even though feminine; unlike the more helpless Andromeda in Ovid. Titian’s painting allows a reader of Ovid’s mythical story of Perseus and Andromeda to visualise the most intensely alive moment of the narrative. The action-packed description in verse is aided by the vivid colours and extravagant detail in Titian. The foregrounding of Andromeda, her voluptuous and robust physique, and the absence of the mourning parents serve to create an alternative version of Andromeda. Andromeda is given a more liberated and central position in Tit ian as opposed to the meek Andromeda, helpless and largely without agency that we see in Ovid. To compare it with another famous painting of Perseus and Andromeda, one by Peter Paul Rubens, it is interesting to note the differences. Rubens selects a different moment in the myth to represent. The moment shown here is after Perseus has slain the monster and depicts his victorious conquest of both monster and Andromeda. The picture is busy and crowded with minor characters. There is the head of the monster in Perseus’s hand; there are cherubs and angels and even a flying horse in the picture. Rubens, having studied Titian, must have been aware of his version of the painting and yet chooses a much more tranquil moment to paint. [497 Words] Part II In what ways does Ovid manipulate myth in order to highlight his theme of metamorphosis? Do you consider that this technique can lessen the myth’s impact and coherence at times? Answer with reference to specific mythic narrative in Metamorphoses. Answer: In Metamorphoses, in a bid to highlight his chosen theme of metamorphosis, Ovid uses myth to substantiate his claims. Sometimes this is done at the cost of authenticity of myth; of course, authenticity of myth is in itself a rather problematic issue. Unlike in Amores, where Ovid claims to have been misled by Cupid into writing about love, in Metamorphoses Ovid invokes the gods to make him able to write about the history of transformation in the world: In noua fert animus mutatas dicere formas corpora: di coeptis (nam

Percy bysshe shelley Research Paper Example | Topics and Well Written Essays - 1000 words

Percy bysshe shelley - Research Paper Example The discussion becomes easy if a look at his poetic ideas is done first. Shelley is of the opinion that a poet is a moral teacher. He does not agree that a poet is merely an imitator. At the same time, he asserts that a poet is a creator, who not only creates but also provides ideas to the society, guides the people, and in a way teaches what should be done to improve one’s life. He rejects Thomas Love peacock’s remark that a poet is a â€Å"semi-barbarian†. He not only counters this negative remark about the poet but also declares that â€Å"Poets are the unacknowledged legislators of the world† (Defense). In his essay defending poetry, he explains the true role of a poet in his society and states that†Poetry turns all things to loveliness; it exalts the beauty of that which is most beautiful, and it adds beauty to that which is most deformed; it marries exultation and horror, grief and pleasure, eternity and change; it subdues to union under its li ght yoke all irreconcilable things† (Defense). Unlike Keats for whom poetry means beauty, Shelley finds poetry as a form of intellectual beauty. He treats politics, love, and nature on equal scale. He looks sometime melancholic, but his melancholy is closely related to his ideas. â€Å"Ode to West Wind† can be taken as an ideal poem to study Shelley as a poet and revolutionary. As a poem, it is very remarkable because in it the poet treats everything in nature as an instrument of melody. The poet becomes totally spellbound by the power of the wind, the cloud, the sun, the ocean, and all these in nature for him become the right subject for poetry. He is so much inspired that he prays, â€Å"Be thou, Spirit fierce, / My spirit! Be thou me, impetuous one!† (Ode). The poem deals with the regenerative power of nature. It praises how everything that is old and dead in nature is driven out to leave space for the birth of new and beautiful. In other words, it speaks abou t the likely situation in which the world has to exist with everything unwanted and decayed, if regeneration does not take place. The poet feels that this unfortunate situation is avoided in nature because of the support of the sweeping powers of west wind: â€Å"Thou, from whose unseen presence the leaves dead/ Are driven, like ghosts from an enchanter fleeing† (Ode). It is with similar spirit that the poet wants changes in the political situation in his society. However, he does not possess the sweeping powers seen in the west wind to drive out the old and conventional ideas in his society to pave the way for the new and creative ideas. That is how the poem becomes significant as an example of the poet’s political perspective. As Sydney Waterloo says, â€Å"He was a dreamer, but he never dreamed merely for the sake of dreaming; he always rushed to translate his dreams into acts† (Sydney). â€Å"Ode to the West Wind† shows how Shelley tries to translate his poetical and political dreams into reality. The poem, â€Å"Ode to the West Wind†, is in the form of a prayer. It is addressed to West Wind, and not to any particular God, as Shelley finds in the invisible power in nature what man generally finds in God. The political idea with which he was obsessed is identified with the power of the wind. Though he tried to impress his philosophical ideas upon the people through many pamphlets he found very poor response coming from the people. So he was disappointed.

Rates of Divorce Have Risen Significantly in Western Countries Essay Example for Free

Rates of Divorce Have Risen Significantly in Western Countries Essay In the last 20 years, rates of divorce have risen significantly in Western countries. Critically analyse some of the different explanations given for this phenomenon. In your discussion you should consider what implications these explanations might have for social policy. For this essay I would focus on why rates of divorce have increased in Western countries. To answer this question, I would give my own critical explanation, focusing on what I know from experience are the reasons why couples choose to divorce. I would then interview a number of divorced people I know asking them what the reasons were for the breakdown of their marriage. I would then consider current social policies relating to divorce and find out how well the people I interview have coped since they were divorced. If a couple decides to divorce, a number of major transitions of lifestyle and outlook have to be made. A series of interviews which Robert Weiss carried out with divorced men and women in the US showed a definite trajectory of divorce (Weiss, 1976). Women suffer from a divorce far more than men on an economic level, but the process of psychological and social adjustment seems similar for both sexes. In the majority of instances Weiss studied, the respect and liking a couple may have felt for one another disappears some while before they separate. At the same time, a sense of being bound emotionally to the other person persists. Thus even though a couple may row bitterly just before parting, they tend to experience what Weiss calls separation distress. The sudden absence of the spouse creates feelings of anxiety and panic. A minority of individuals however have an opposite experience a feeling of euphoria in response to being free and able to deal with their lives on their own.

The Development of Soft Skill Training in the Workplace

The Development of Soft Skill Training in the Workplace Introduction Since the beginning of the twentieth century and especially after World War II, training programs have become widespread among organizations in the United States, involving more and more employees and also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General Electric, and International Harvester had factory schools that focused on training technical skills for entry-level workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or learning center. In recent decades, as the U.S. companies are confronted with technological changes, domestic social problems and global economic competition, training programs in organizations have received even more attention, touted as almost a panacea for organizational problem. The enormous expansion in the content of training programs over time has now largely been taken for granted. Now people would rarely question the necessity of training in conversational skills. However, back to the 1920s, the idea that organizations should devote resources to training employees in such skills would have been regarded as absurd. Such skills clearly were not part of the exact knowledge and methods that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years later, eleven percent of U.S. organizations deem communications skills as the most important on their priority lists of training, and many more regard it as highly important. More than three hundred training organizations specialize in communications training (Training and Development Organizations Directory, 1994). Previous studies on training have largely focused on the incidence of formal training and the total amount of training offered. This study, however, draws attention to the enormous expansion in the content of training with an emphasis on the rise of personal development training (or popularly known as the soft skills training, such as leadership, teamwork, creativity, conversational skills and time management training). Personal development training can be defined as training programs that aim at improving ones cognitive and behavioral skills in dealing with one self and others. It is intended to develop ones personal potential and is not immediately related to the technical aspects of ones job tasks. Monahan, Meyer and Scott (1994) describe the spread of personal development training programs based on their survey of and interviews with more than one hundred organizations in Northern California. Training programs became more elaborate; they incorporated, in addition to technical tra ining for workers and human relations training for supervisors and managers, a widening array of developmental, personal growth, and self-management courses. Courses of this nature include office professionalism, time management, individual contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace, career management, and structured problem solving. Courses are also offered on health and personal well-being, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition. Training Excuses Training is one element many corporations consider when looking to advance people and offer promotions. Although many employees recognize the high value those in management place on training and development, some employees are still reluctant to be trained. It is not uncommon to hear excuses regarding why someone has not received training. Some people are just comfortable in what they are doing. Some fail to see the value of training because they really believe that they already know it all. And while that might be true, the knowledge value of training and development is not the only perk. Training and development offers more than just increased knowledge. It offers the added advantage of networking and drawing from others experiences. When you attend a seminar or event with others who have jobs that are much like yours, you have the added benefit of sharing from life experience. The seminar notes or the conference leader might not give you the key nugget you take back and implement in the workplace. Your best piece of advice for the day might come from the peer sitting beside you. Another common excuse is that there is not enough money budgeted to pay for training. Who said that training always carries a heavy enrollment fee? Training can be free. You can set up meetings with peers who are in similar positions and ask how they are doing their jobs. Follow someone for a day to see how he organizes or manages his work and time. The cost to you is a day out of your normal routine, so the only drawback may be working a little harder on an assignment to catch up from a day out of the office. You usually dont think twice about taking a day of vacation, so why should a day of training be any different? Time is another often-heard excuse when training and development is mentioned. Have you considered that training and development might actually give you more time? Often the procedures, ideas, short cuts, and timesaving hints learned in training and development sessions equal more time in the long run. Have you heard the old saying that you have to spend money to make money? Well, in a sense, the same is true for training and development. You have to devote some time to training and development to make you more productive in the long run. What is Training in terms of organization? Transferring information and knowledge to employers and equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of the management of people. It also means that in organizational development, the related field of training and development (T D) deals with the design and delivery of workplace learning to improve performance. Difference between Training and Learning There is a big difference: Training implies putting skills into people, when actually we should be developing people from the inside out, beyond skills, i.e., facilitating learning. So focus on facilitating learning, not imposing training. Emotional maturity, integrity, and compassion are more important than skills and processes. If you are in any doubt, analyze the root causes of your organizations successes and your failures they will never be skills and processes. Enable and encourage the development of the person in any way that you can. Give people choice we all learn in different ways, and we all have our own strengths and potential, waiting to be fulfilled. Talk about learning, not training. Focus on the person, from the inside out, not the outside in; and offer opportunities for people to develop as people in as many ways you can. A Brief Critique of Previous Approaches to Employee Training It is a classic question in the training field, first raised by human capital theorists, that why firms train their employees. Many attempts have been made to address this question, but the question of why firms provide general-skill training has not been fully understood. There have been two main theoretical approaches towards employee training, namely, the human capital approach and the technology-based approach. The human capital approach regards training as investment in human capital. Training is provided only when the benefit from productivity gains is greater than the cost of training. The technology-based approach regards training as a skill formation process. According to this approach, the expanded training in the contemporary period is driven by the rapidly changing technologies and work reorganization. These two approaches are popular in academic and policy discussions. What they have in common is that they assume an instrumental logic and technical rationality behind tra ining decisions. Training is provided because it satisfies the functional needs of an organization. Studies with these approaches have largely overlooked the content of employee training, as if all kinds of training programs equally contribute to human capital accumulation or skill formation. Moreover, personal development training becomes a puzzle if viewed from these approaches, because it does not seem to follow from an instrumental logic or technical rationality. The Puzzle about Personal Development Training The puzzle about personal development training comes in the following four ways. First, it is not innately or immediately related to the technical aspects of specific job tasks. Second, prior need analysis is rarely conducted for such training, despite suggestions to do so in many training handbooks. Third, organizations and trainers seldom conduct evaluations of behavior or outcome changes brought out by such training. Evaluation, when there is one, is often about how one feels about the training or what one has learned. The evaluation questionnaire is often called a smile sheet, as trainees often respond happily to the questions. But the impact of the training remains uncertain. Fourth, the rapid expansion of personal development training has taken place in the absence of scientific evidence of any link between such training and improvement in organizational bottom lines. Core Argument So, why have organizations increasingly engaged in personal development training? It is because that the rise of the participatory citizenship model of organization over time has driven the expansion of personal development training in organizations. This argument is based on an institutional perspective towards organizations. It is distinct from previous approaches to training in two ways. First, it recognizes that training is not only provided to satisfy functional needs of firms, but is also shaped by the shared understanding about individuals and organizations, which is called organizational model in this study and is independent of the functional needs. Second, training decisions are not only affected by the internal conditions of an organization, but are also affected by the dominant ideologies and practices in the organizational field. Importance of Developing a Role in Training Developing a national role in training is important for an employers organization for several reasons. First, it enables the organization to contribute to the development of a countrys human capital, through its influence on education policies and systems and training by public training institutions, to better serve business needs. It also enables it to influence employers in regard to the need for them to invest more in training and employee development which employers should recognize as one key to their competitiveness in the future. Second, it provides an important service to members, especially in industrial relations in respect of which sources of training for employers in developing countries are few. Third, it is an important source of income provided the organization can deliver relevant quality training. Fourth, it compels its own staff to improve their knowledge without which they cannot offer training to enterprises through their own staff. Fifth, the knowledge required for training increases the quality of other services provided by the organization policy lobbying, advisory and representation services. Sixth, it contributes to better human relations at the enterprise level and therefore to better enterprise performance, by matching corporate goals and people management policies. Finally, it improves the overall image of the organization and invests it with a degree of professionalism, which can lead to increased membership and influence. Many entrepreneurs seem to view employee training and developmen t as more optional than essentiala viewpoint that can be costly to both short-term profits and long-term progress. The primary reason training is considered optional by so many business owners is because its viewed more as an expense than an investment. This is completely understandable when you realize that in many companies, training and development arent focused on producing a targeted result for the business. As a result, business owners frequently send their people to training courses that seem right and sound good without knowing what to expect in return. But without measurable results, its almost impossible to view training as anything more than an expense. Now contrast that approach to one where trainings viewed as a capital investment with thoughtful consideration as to how youre going to obtain an acceptable rate of return on your investment. And a good place to start your thoughtful consideration is with a needs analysis. As it relates to training and development, needs analysis is really an outcome analysiswhat do you want out of this training? Ask yourself, Whats going to change in my business or in the behavior or performance of my employees as a result of this training thats going to help my company? Be forewarned: This exercise requires you to take time to think it through and focus more on your processes than your products. As you go through this analysis, consider the strengths and weaknesses in your company and try to identify the deficiencies that, when corrected, represent a potential for upside gain in your business. Common areas for improvement in many companies is helping supervisors better manage for performance. Many people are promoted into managerial positions because theyre technically good at their jobs, but they arent trained as managers to help their subordinates achieve peak performance. Determining your training and development needs based on targeted results is only the beginning. The next step is to establish a learning dynamic for your company. In todays economy, if your business isnt learning, then youre going to fall behind. And a business learns as its people learn. Your employees are the ones that produce, refine, protect, deliver and manage your products or services every day, year in, year out. With the rapid pace and international reach of the 21st century marketplace, continu al learning is critical to your businesss continued success. To create a learning culture in your business, begin by clearly communicating your expectation that employees should take the steps necessary to hone their skills to stay on top of their professions or fields of work. Make sure you support their efforts in this area by supplying the resources they need to accomplish this goal. Second, communicate to your employees the specific training needs and targeted results youve established as a result of your needs analysis. Third, provide a sound introduction and orientation to your companys culture, including your learning culture, to any new employees you hire. This orientation should introduce employees to your company, and provide them with proper training in the successful procedures your companys developed and learned over time. Every successful training and development program also includes a component that addresses your current and future leadership needs. At its core, this component must provide for the systematic identification and development of your managers in terms of the leadership style that drives your business and makes it unique and profitable. Have you spent time thoughtfully examining the style of leadership thats most successful in your environment and that you want to promote? What steps are you taking to develop those important leadership traits in your people? Financial considerations related to training can be perplexing, but in most cases, the true budgetary impact depends on how well you manage the first three components (needs analysis, learning and leadership). If your training is targeted to specific business results, then youre more likely to be happy with what you spend on training. But if the training budget isnt related to specific outcomes, then money is more likely to be spent on courses that have no positive impact on the company. In many organizations, training budgets are solely a function of whether the company is enjoying an economic upswing or enduring a downturn. In good times, companies tend to spend money on training thats not significant to the organization, and in bad times, the pendulum swings to the other extreme and training is eliminated altogether. In any economic environment, the training expense should be determined by the targeted business results you want, not other budget-related factors. To help counter this tendency, sit down and assess your training and development needs once or twice a year to identify your needs and brainstorm how to achieve your desired results effectively and efficiently. Your employees are your principle business asset. Invest in them thoughtfully and strategically, and youll reap rewards that pay off now and for years to come. Beyond Training: Training and Development Training is generally defined as change in behavior yet, how many trainers and managers forget that, using the term training only as applicable to skills training? What about the human element? What about those very same people we want to train? What about their individual beliefs, backgrounds, ideas, needs and aspirations? In order to achieve long-term results through training, we must broaden our vision to include people development as part of our strategic planning. Although training covers a broad range of subjects under the three main categories (skills, attitude, knowledge), using the term training without linking it to development narrows our concept of the training function and leads us to failure. When we limit our thinking, we fall into the trap of: Classifying people into lots and categories Thinking of trainees as robots expected to perform a job function Dismissing the individual characteristics of people and the roles they play Focusing only on what needs to be done without adequately preparing the trainees involved to accept and internalize what is being taught. We are dealing with human thoughts, feelings and reactions which must be given equal attention than to the skill itself. We thus create a double-focus: people development and skills training. These two simultaneous objectives will give us the right balance and guide our actions to reach our goal. To clarify our training and development objectives, and identify our criteria for success, we must ask ourselves a few questions: Do we expect an automatic, faultless job performance? Does attitude count? Does goodwill count? Do loyalty and dedication count? Does goal-sharing count? Does motivation count? Do general knowledge and know-how count? Do people-skills count? Does an inquisitive mind count? Does initiative count? Does a learning attitude count? Does a sense of responsibility count? Do team efforts count? Do good work relations count? Does creative input count? Do we want employees to feel proud of their role and contribution? How can we expect such qualities and behavior if we consider and treat our personnel as skills performers? However, we could achieve the desired results if we address the personal development needs of the employees involved. When we plan for both training and development, we achieve a proper balance between the needs of the company and those of the trainees. The synergy created takes us to new levels, to a continuing trend of company growth. Our consideration of the people involved results in work motivation, goal-sharing, and a sense of partnership. Not only do the employee-trainees perform at the desired levels, but they offer to the company and its customers their hidden individual gifts and talents, and this reflects itself in the quality of service. Customers feel and recognize efficient performance, motivation and team-work. They become loyal customers. We can learn from the case of a small restaurant operator who had become desperate at the negligent attitude of his servers, resulting in customer complaints. He decided to seek professional expertise to help him replace his employees with motivated, trained people fresh out of a waiters training school. Following some probing questions it came to light that, besides hourly pay, he did not offer much to attract and retain loyal and dedicated employees. Through professional consultation, he came to realize that even if he paid higher wages to new trained employees, the problem would persist because employees want more than wages from their work place. They want: Organization and professional management Information regarding the business and its customers Recognition for their role in the companys success Acknowledgement of their individual capacities and contributions Positive discipline / fairness A say in the way the business is run. The restaurant operator realized that until then he had treated his employees as plate carriers and this is exactly how they had behaved and performed. He was ready to change his mode of operation: he diverted his focus to the needs of his employees, re-structured his organisation, planned new operational strategies, a human resources strategy, training and development guidelines, disciplinary rules and regulations. He communicated and shared these in a meeting with his employees and handed out the employee handbook prepared for that purpose. He also reminded them of their responsibilities towards the business, the customers, and themselves (taking charge of their own training, development, and work performance). They were more than pleased when he asked them to express their opinions, make comments and suggestions. He was surprised at the immediate transformation that took place. He began receiving excellent reviews from his customers, the employees worked as a team, their motivation sky-rocketed and he never had to replace them! All this was accomplished by extending the previous concept of training to that of training and people development. Training and Development represents a complete whole that triggers the mind, emotions and employees best work performance. It is not only business managers and owners who must do this shift in thinking, but Human Resources Directors and Training Managers (whose title should be Training and Development Managers). By their actions, they should offer a personal example, coaching and guiding all the people in an organisation to think beyond training and invest efforts in people: Professional development Personal development. Contrary to what some managers think, people do not quit a place of work as soon as they have grown personally and professionally through training and development programs at least they do not do so for a long while. They become loyal to their employer and help him/her grows business-wise, which offers them more opportunities. They chart their own course for career advancement within the broader framework of organizational growth. Do we not call employees our human resources asset? Whatever their positions, each expect to be treated as such; when they are, they give more than their physical presence at work. Training Evaluation Training Improving business performance is a journey, not a destination. Business performance rises and falls with the ebb and flow of human performances. HR professionals lead the search for ways to enhance the effectiveness of employees in their jobs today and prepare them for tomorrow. Over the years, training programmes have grown into corporate with these goals in mind. Training programmes should enhance performance and enrich the contributions of the workforce. The ultimate goal of training is to develop appropriate talent in the workforce internally. In India, training as an activity has been going on as a distinct field with its own roles, structures and budgets, but it is still young. This field is however; expanding fast but controversy seems to envelop any attempts to find benefits commensurate with the escalating costs of training. Training has made significant contributions to development of all kinds. Training is essential; doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness and waste. The training apparatus and costs have multiplied but not its benefits. Dissatisfaction persists and is growing at the working level where the benefits of training should show up most clearly. This disillusionment shows in many ways reluctance to send the most promising people for training, inadequate use of personnel after training etc. With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in its development. Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight into what training can or cannot do and skill in designing and carrying out training effectively and economically. The searchlight of inquiry may make the task and challenges stand out too starkly, too simply. Using experience with training in India and other rapidly developing countries has this advantage at similar risk. The contribution that training can make to development is needed acutely and obviously. At the same time, the limited resources available in these countries make this contribution hard to come by. These lines are sharply drawn; on the one hand, no promise can be ignored; on the other, no waste is permissible. Much of the training provided today proceeds as if knowledge and action were directly related. This assumption is itself a striking illustration of the wide gulf that separates the two. On a continuum with personal maturation and growth at one end and improvement in performance of predetermined tasks at the other, education lies near the former, and training near the later. Focusing training on skill in action makes the task wide and complex. Training embraces an understanding of the complex processes by which various factors that make up a situation interact. For every training strategy, no matter which, the proper focus right from the very outset is on one or more people on-the-job-in-the-organization this whole amalgam. Wherever the focus moves during the training programme, the starting point becomes the focus again at the end. The difference lies in what people have learned that they now apply. That difference, in terms of more effective behavior is the measure of the efficacy of training. The training process is made up of three phases: Phase 1: Pre-training. This may also be called the preparation phase. The process starts with an understanding of the situation requiring more effective behavior. An organizations concerns before training lie mainly in four areas: Clarifying the precise objectives of training and the use the organization expects to make of the participants after training; selection of suitable participants; building favorable expectations and motivation in the participants prior to the training; and planning for any changes that improved task performance will require in addition to training. Phase 2: Training. During the course of the training, participants focus their attention on the new impressions that seem useful, stimulating and engaging. There is no guarantee that the participants will in fact learn what they have chosen. But the main purpose remains: participants explore in a training situation what interests them, and a training institutions basic task is to provide the necessary opportunities. Having explored, participants try out some new behavior. If they find the new behavior useful, they try it again, check it for effectiveness and satisfaction, try it repeatedly and improve it. Finally, they incorporate this new facet into their habitual behavior in the training situation. If they do not find it useful, they discard it, try some variant, or discontinue learning in this direction. The intricate process of selection and testing is continuous and more or less conscious. It is important that work organizations meanwhile prepare the conditions for improved performance by their participants upon their return. Phase 3: Post-training. This may be called the follow up phase. When, training per se concludes, the situation changes. When the participants return back to work from the training, a process of adjustment begins for everyone involved. The newly learned skills undergo modification to fit the work situation. Participants may find their organizations offering encouragement to use the training and also support for continuing contact with the training institution. On the other hand, they may step into a quagmire of negativity. More effective behavior of people on the job in the organization is the primary objective of the training process as a whole. In the simplest training process, improvement is a dependent variable, and participants and organizations independent variables. The training process has the following major objectives: Improvement in Performance Training will be an important aid to managers for developing themselves as well as their subordinates. It is not a substitute for development on the job, which comes from doing, experiencing, observing, giving and receiving feedback and coaching. Research has shown that 80% of a persons development takes place on the job. However, training can contribute the vital 20% that makes the difference. Training can bring about an improvement in a persons: Knowledge Skills Attitude Thereby raising his potential to perform better on the job. Growth Training is also directed towards developing people for higher levels of responsibility thereby reducing the need for recruiting people from outside. This would have the effect of improving the morale of the existing employees. Organizational Effectiveness In company training provides a means for bringing about organizational development. It can be used for strengthening values, building teams, improving inter-group relations and quality of work life. The ultimate objective of training in the long run is to improve the companys performance through people performing better. Benefits of Training Evaluation Evaluation has three main purposes: Feedback to help trainers understand the extent to which objectives are being met and the effectiveness of particular learning activities as an aid to continuous improvement Control to make sure training policy and practice are aligned with organizational goals and delivering cost-effective solutions to organizational issues Intervention to raise awareness of key issues such as pre-course and post-course briefing and the selection of delegates Evaluation is itself a learning process. Training which has been planned and delivered is reflected on. Views on how to do it better are formulated and tested .The outcome may be to: Abandon the training Redesign the training new sequence, new methods, new content, new trainer Redesign the preparation/pre-work new briefing material, new pre-course work Rethink the timing of the training earlier or later in peoples career, earlier or later in the training programme, earlier or later in the company calendar Leave well alone The following are the clear benefits of evaluation: Improved quality of training activities Improved The Development of Soft Skill Training in the Workplace The Development of Soft Skill Training in the Workplace Introduction Since the beginning of the twentieth century and especially after World War II, training programs have become widespread among organizations in the United States, involving more and more employees and also expanding in content. In the 1910s, only a few large companies such as Westinghouse, General Electric, and International Harvester had factory schools that focused on training technical skills for entry-level workers. By the 1990s, forty percent of the Fortune 500 firms have had a corporate university or learning center. In recent decades, as the U.S. companies are confronted with technological changes, domestic social problems and global economic competition, training programs in organizations have received even more attention, touted as almost a panacea for organizational problem. The enormous expansion in the content of training programs over time has now largely been taken for granted. Now people would rarely question the necessity of training in conversational skills. However, back to the 1920s, the idea that organizations should devote resources to training employees in such skills would have been regarded as absurd. Such skills clearly were not part of the exact knowledge and methods that the employee will use on his particular job or the job just ahead of him. Nevertheless, seventy years later, eleven percent of U.S. organizations deem communications skills as the most important on their priority lists of training, and many more regard it as highly important. More than three hundred training organizations specialize in communications training (Training and Development Organizations Directory, 1994). Previous studies on training have largely focused on the incidence of formal training and the total amount of training offered. This study, however, draws attention to the enormous expansion in the content of training with an emphasis on the rise of personal development training (or popularly known as the soft skills training, such as leadership, teamwork, creativity, conversational skills and time management training). Personal development training can be defined as training programs that aim at improving ones cognitive and behavioral skills in dealing with one self and others. It is intended to develop ones personal potential and is not immediately related to the technical aspects of ones job tasks. Monahan, Meyer and Scott (1994) describe the spread of personal development training programs based on their survey of and interviews with more than one hundred organizations in Northern California. Training programs became more elaborate; they incorporated, in addition to technical tra ining for workers and human relations training for supervisors and managers, a widening array of developmental, personal growth, and self-management courses. Courses of this nature include office professionalism, time management, individual contributor programs, entrepreneur, transacting with people, and applying intelligence in the workplace, career management, and structured problem solving. Courses are also offered on health and personal well-being, including safe diets, exercise, mental health, injury prevention, holiday health, stress and nutrition. Training Excuses Training is one element many corporations consider when looking to advance people and offer promotions. Although many employees recognize the high value those in management place on training and development, some employees are still reluctant to be trained. It is not uncommon to hear excuses regarding why someone has not received training. Some people are just comfortable in what they are doing. Some fail to see the value of training because they really believe that they already know it all. And while that might be true, the knowledge value of training and development is not the only perk. Training and development offers more than just increased knowledge. It offers the added advantage of networking and drawing from others experiences. When you attend a seminar or event with others who have jobs that are much like yours, you have the added benefit of sharing from life experience. The seminar notes or the conference leader might not give you the key nugget you take back and implement in the workplace. Your best piece of advice for the day might come from the peer sitting beside you. Another common excuse is that there is not enough money budgeted to pay for training. Who said that training always carries a heavy enrollment fee? Training can be free. You can set up meetings with peers who are in similar positions and ask how they are doing their jobs. Follow someone for a day to see how he organizes or manages his work and time. The cost to you is a day out of your normal routine, so the only drawback may be working a little harder on an assignment to catch up from a day out of the office. You usually dont think twice about taking a day of vacation, so why should a day of training be any different? Time is another often-heard excuse when training and development is mentioned. Have you considered that training and development might actually give you more time? Often the procedures, ideas, short cuts, and timesaving hints learned in training and development sessions equal more time in the long run. Have you heard the old saying that you have to spend money to make money? Well, in a sense, the same is true for training and development. You have to devote some time to training and development to make you more productive in the long run. What is Training in terms of organization? Transferring information and knowledge to employers and equipping employers to translate that information and knowledge into practice with a view to enhancing organization effectiveness and productivity, and the quality of the management of people. It also means that in organizational development, the related field of training and development (T D) deals with the design and delivery of workplace learning to improve performance. Difference between Training and Learning There is a big difference: Training implies putting skills into people, when actually we should be developing people from the inside out, beyond skills, i.e., facilitating learning. So focus on facilitating learning, not imposing training. Emotional maturity, integrity, and compassion are more important than skills and processes. If you are in any doubt, analyze the root causes of your organizations successes and your failures they will never be skills and processes. Enable and encourage the development of the person in any way that you can. Give people choice we all learn in different ways, and we all have our own strengths and potential, waiting to be fulfilled. Talk about learning, not training. Focus on the person, from the inside out, not the outside in; and offer opportunities for people to develop as people in as many ways you can. A Brief Critique of Previous Approaches to Employee Training It is a classic question in the training field, first raised by human capital theorists, that why firms train their employees. Many attempts have been made to address this question, but the question of why firms provide general-skill training has not been fully understood. There have been two main theoretical approaches towards employee training, namely, the human capital approach and the technology-based approach. The human capital approach regards training as investment in human capital. Training is provided only when the benefit from productivity gains is greater than the cost of training. The technology-based approach regards training as a skill formation process. According to this approach, the expanded training in the contemporary period is driven by the rapidly changing technologies and work reorganization. These two approaches are popular in academic and policy discussions. What they have in common is that they assume an instrumental logic and technical rationality behind tra ining decisions. Training is provided because it satisfies the functional needs of an organization. Studies with these approaches have largely overlooked the content of employee training, as if all kinds of training programs equally contribute to human capital accumulation or skill formation. Moreover, personal development training becomes a puzzle if viewed from these approaches, because it does not seem to follow from an instrumental logic or technical rationality. The Puzzle about Personal Development Training The puzzle about personal development training comes in the following four ways. First, it is not innately or immediately related to the technical aspects of specific job tasks. Second, prior need analysis is rarely conducted for such training, despite suggestions to do so in many training handbooks. Third, organizations and trainers seldom conduct evaluations of behavior or outcome changes brought out by such training. Evaluation, when there is one, is often about how one feels about the training or what one has learned. The evaluation questionnaire is often called a smile sheet, as trainees often respond happily to the questions. But the impact of the training remains uncertain. Fourth, the rapid expansion of personal development training has taken place in the absence of scientific evidence of any link between such training and improvement in organizational bottom lines. Core Argument So, why have organizations increasingly engaged in personal development training? It is because that the rise of the participatory citizenship model of organization over time has driven the expansion of personal development training in organizations. This argument is based on an institutional perspective towards organizations. It is distinct from previous approaches to training in two ways. First, it recognizes that training is not only provided to satisfy functional needs of firms, but is also shaped by the shared understanding about individuals and organizations, which is called organizational model in this study and is independent of the functional needs. Second, training decisions are not only affected by the internal conditions of an organization, but are also affected by the dominant ideologies and practices in the organizational field. Importance of Developing a Role in Training Developing a national role in training is important for an employers organization for several reasons. First, it enables the organization to contribute to the development of a countrys human capital, through its influence on education policies and systems and training by public training institutions, to better serve business needs. It also enables it to influence employers in regard to the need for them to invest more in training and employee development which employers should recognize as one key to their competitiveness in the future. Second, it provides an important service to members, especially in industrial relations in respect of which sources of training for employers in developing countries are few. Third, it is an important source of income provided the organization can deliver relevant quality training. Fourth, it compels its own staff to improve their knowledge without which they cannot offer training to enterprises through their own staff. Fifth, the knowledge required for training increases the quality of other services provided by the organization policy lobbying, advisory and representation services. Sixth, it contributes to better human relations at the enterprise level and therefore to better enterprise performance, by matching corporate goals and people management policies. Finally, it improves the overall image of the organization and invests it with a degree of professionalism, which can lead to increased membership and influence. Many entrepreneurs seem to view employee training and developmen t as more optional than essentiala viewpoint that can be costly to both short-term profits and long-term progress. The primary reason training is considered optional by so many business owners is because its viewed more as an expense than an investment. This is completely understandable when you realize that in many companies, training and development arent focused on producing a targeted result for the business. As a result, business owners frequently send their people to training courses that seem right and sound good without knowing what to expect in return. But without measurable results, its almost impossible to view training as anything more than an expense. Now contrast that approach to one where trainings viewed as a capital investment with thoughtful consideration as to how youre going to obtain an acceptable rate of return on your investment. And a good place to start your thoughtful consideration is with a needs analysis. As it relates to training and development, needs analysis is really an outcome analysiswhat do you want out of this training? Ask yourself, Whats going to change in my business or in the behavior or performance of my employees as a result of this training thats going to help my company? Be forewarned: This exercise requires you to take time to think it through and focus more on your processes than your products. As you go through this analysis, consider the strengths and weaknesses in your company and try to identify the deficiencies that, when corrected, represent a potential for upside gain in your business. Common areas for improvement in many companies is helping supervisors better manage for performance. Many people are promoted into managerial positions because theyre technically good at their jobs, but they arent trained as managers to help their subordinates achieve peak performance. Determining your training and development needs based on targeted results is only the beginning. The next step is to establish a learning dynamic for your company. In todays economy, if your business isnt learning, then youre going to fall behind. And a business learns as its people learn. Your employees are the ones that produce, refine, protect, deliver and manage your products or services every day, year in, year out. With the rapid pace and international reach of the 21st century marketplace, continu al learning is critical to your businesss continued success. To create a learning culture in your business, begin by clearly communicating your expectation that employees should take the steps necessary to hone their skills to stay on top of their professions or fields of work. Make sure you support their efforts in this area by supplying the resources they need to accomplish this goal. Second, communicate to your employees the specific training needs and targeted results youve established as a result of your needs analysis. Third, provide a sound introduction and orientation to your companys culture, including your learning culture, to any new employees you hire. This orientation should introduce employees to your company, and provide them with proper training in the successful procedures your companys developed and learned over time. Every successful training and development program also includes a component that addresses your current and future leadership needs. At its core, this component must provide for the systematic identification and development of your managers in terms of the leadership style that drives your business and makes it unique and profitable. Have you spent time thoughtfully examining the style of leadership thats most successful in your environment and that you want to promote? What steps are you taking to develop those important leadership traits in your people? Financial considerations related to training can be perplexing, but in most cases, the true budgetary impact depends on how well you manage the first three components (needs analysis, learning and leadership). If your training is targeted to specific business results, then youre more likely to be happy with what you spend on training. But if the training budget isnt related to specific outcomes, then money is more likely to be spent on courses that have no positive impact on the company. In many organizations, training budgets are solely a function of whether the company is enjoying an economic upswing or enduring a downturn. In good times, companies tend to spend money on training thats not significant to the organization, and in bad times, the pendulum swings to the other extreme and training is eliminated altogether. In any economic environment, the training expense should be determined by the targeted business results you want, not other budget-related factors. To help counter this tendency, sit down and assess your training and development needs once or twice a year to identify your needs and brainstorm how to achieve your desired results effectively and efficiently. Your employees are your principle business asset. Invest in them thoughtfully and strategically, and youll reap rewards that pay off now and for years to come. Beyond Training: Training and Development Training is generally defined as change in behavior yet, how many trainers and managers forget that, using the term training only as applicable to skills training? What about the human element? What about those very same people we want to train? What about their individual beliefs, backgrounds, ideas, needs and aspirations? In order to achieve long-term results through training, we must broaden our vision to include people development as part of our strategic planning. Although training covers a broad range of subjects under the three main categories (skills, attitude, knowledge), using the term training without linking it to development narrows our concept of the training function and leads us to failure. When we limit our thinking, we fall into the trap of: Classifying people into lots and categories Thinking of trainees as robots expected to perform a job function Dismissing the individual characteristics of people and the roles they play Focusing only on what needs to be done without adequately preparing the trainees involved to accept and internalize what is being taught. We are dealing with human thoughts, feelings and reactions which must be given equal attention than to the skill itself. We thus create a double-focus: people development and skills training. These two simultaneous objectives will give us the right balance and guide our actions to reach our goal. To clarify our training and development objectives, and identify our criteria for success, we must ask ourselves a few questions: Do we expect an automatic, faultless job performance? Does attitude count? Does goodwill count? Do loyalty and dedication count? Does goal-sharing count? Does motivation count? Do general knowledge and know-how count? Do people-skills count? Does an inquisitive mind count? Does initiative count? Does a learning attitude count? Does a sense of responsibility count? Do team efforts count? Do good work relations count? Does creative input count? Do we want employees to feel proud of their role and contribution? How can we expect such qualities and behavior if we consider and treat our personnel as skills performers? However, we could achieve the desired results if we address the personal development needs of the employees involved. When we plan for both training and development, we achieve a proper balance between the needs of the company and those of the trainees. The synergy created takes us to new levels, to a continuing trend of company growth. Our consideration of the people involved results in work motivation, goal-sharing, and a sense of partnership. Not only do the employee-trainees perform at the desired levels, but they offer to the company and its customers their hidden individual gifts and talents, and this reflects itself in the quality of service. Customers feel and recognize efficient performance, motivation and team-work. They become loyal customers. We can learn from the case of a small restaurant operator who had become desperate at the negligent attitude of his servers, resulting in customer complaints. He decided to seek professional expertise to help him replace his employees with motivated, trained people fresh out of a waiters training school. Following some probing questions it came to light that, besides hourly pay, he did not offer much to attract and retain loyal and dedicated employees. Through professional consultation, he came to realize that even if he paid higher wages to new trained employees, the problem would persist because employees want more than wages from their work place. They want: Organization and professional management Information regarding the business and its customers Recognition for their role in the companys success Acknowledgement of their individual capacities and contributions Positive discipline / fairness A say in the way the business is run. The restaurant operator realized that until then he had treated his employees as plate carriers and this is exactly how they had behaved and performed. He was ready to change his mode of operation: he diverted his focus to the needs of his employees, re-structured his organisation, planned new operational strategies, a human resources strategy, training and development guidelines, disciplinary rules and regulations. He communicated and shared these in a meeting with his employees and handed out the employee handbook prepared for that purpose. He also reminded them of their responsibilities towards the business, the customers, and themselves (taking charge of their own training, development, and work performance). They were more than pleased when he asked them to express their opinions, make comments and suggestions. He was surprised at the immediate transformation that took place. He began receiving excellent reviews from his customers, the employees worked as a team, their motivation sky-rocketed and he never had to replace them! All this was accomplished by extending the previous concept of training to that of training and people development. Training and Development represents a complete whole that triggers the mind, emotions and employees best work performance. It is not only business managers and owners who must do this shift in thinking, but Human Resources Directors and Training Managers (whose title should be Training and Development Managers). By their actions, they should offer a personal example, coaching and guiding all the people in an organisation to think beyond training and invest efforts in people: Professional development Personal development. Contrary to what some managers think, people do not quit a place of work as soon as they have grown personally and professionally through training and development programs at least they do not do so for a long while. They become loyal to their employer and help him/her grows business-wise, which offers them more opportunities. They chart their own course for career advancement within the broader framework of organizational growth. Do we not call employees our human resources asset? Whatever their positions, each expect to be treated as such; when they are, they give more than their physical presence at work. Training Evaluation Training Improving business performance is a journey, not a destination. Business performance rises and falls with the ebb and flow of human performances. HR professionals lead the search for ways to enhance the effectiveness of employees in their jobs today and prepare them for tomorrow. Over the years, training programmes have grown into corporate with these goals in mind. Training programmes should enhance performance and enrich the contributions of the workforce. The ultimate goal of training is to develop appropriate talent in the workforce internally. In India, training as an activity has been going on as a distinct field with its own roles, structures and budgets, but it is still young. This field is however; expanding fast but controversy seems to envelop any attempts to find benefits commensurate with the escalating costs of training. Training has made significant contributions to development of all kinds. Training is essential; doubts arise over its contribution in practice. Complaints are growing over its ineffectiveness and waste. The training apparatus and costs have multiplied but not its benefits. Dissatisfaction persists and is growing at the working level where the benefits of training should show up most clearly. This disillusionment shows in many ways reluctance to send the most promising people for training, inadequate use of personnel after training etc. With disillusionment mounting in the midst of expansion, training has entered a dangerous phase in its development. Training is neither a panacea for all ills nor is it a waste of time. What is required is an insight into what training can or cannot do and skill in designing and carrying out training effectively and economically. The searchlight of inquiry may make the task and challenges stand out too starkly, too simply. Using experience with training in India and other rapidly developing countries has this advantage at similar risk. The contribution that training can make to development is needed acutely and obviously. At the same time, the limited resources available in these countries make this contribution hard to come by. These lines are sharply drawn; on the one hand, no promise can be ignored; on the other, no waste is permissible. Much of the training provided today proceeds as if knowledge and action were directly related. This assumption is itself a striking illustration of the wide gulf that separates the two. On a continuum with personal maturation and growth at one end and improvement in performance of predetermined tasks at the other, education lies near the former, and training near the later. Focusing training on skill in action makes the task wide and complex. Training embraces an understanding of the complex processes by which various factors that make up a situation interact. For every training strategy, no matter which, the proper focus right from the very outset is on one or more people on-the-job-in-the-organization this whole amalgam. Wherever the focus moves during the training programme, the starting point becomes the focus again at the end. The difference lies in what people have learned that they now apply. That difference, in terms of more effective behavior is the measure of the efficacy of training. The training process is made up of three phases: Phase 1: Pre-training. This may also be called the preparation phase. The process starts with an understanding of the situation requiring more effective behavior. An organizations concerns before training lie mainly in four areas: Clarifying the precise objectives of training and the use the organization expects to make of the participants after training; selection of suitable participants; building favorable expectations and motivation in the participants prior to the training; and planning for any changes that improved task performance will require in addition to training. Phase 2: Training. During the course of the training, participants focus their attention on the new impressions that seem useful, stimulating and engaging. There is no guarantee that the participants will in fact learn what they have chosen. But the main purpose remains: participants explore in a training situation what interests them, and a training institutions basic task is to provide the necessary opportunities. Having explored, participants try out some new behavior. If they find the new behavior useful, they try it again, check it for effectiveness and satisfaction, try it repeatedly and improve it. Finally, they incorporate this new facet into their habitual behavior in the training situation. If they do not find it useful, they discard it, try some variant, or discontinue learning in this direction. The intricate process of selection and testing is continuous and more or less conscious. It is important that work organizations meanwhile prepare the conditions for improved performance by their participants upon their return. Phase 3: Post-training. This may be called the follow up phase. When, training per se concludes, the situation changes. When the participants return back to work from the training, a process of adjustment begins for everyone involved. The newly learned skills undergo modification to fit the work situation. Participants may find their organizations offering encouragement to use the training and also support for continuing contact with the training institution. On the other hand, they may step into a quagmire of negativity. More effective behavior of people on the job in the organization is the primary objective of the training process as a whole. In the simplest training process, improvement is a dependent variable, and participants and organizations independent variables. The training process has the following major objectives: Improvement in Performance Training will be an important aid to managers for developing themselves as well as their subordinates. It is not a substitute for development on the job, which comes from doing, experiencing, observing, giving and receiving feedback and coaching. Research has shown that 80% of a persons development takes place on the job. However, training can contribute the vital 20% that makes the difference. Training can bring about an improvement in a persons: Knowledge Skills Attitude Thereby raising his potential to perform better on the job. Growth Training is also directed towards developing people for higher levels of responsibility thereby reducing the need for recruiting people from outside. This would have the effect of improving the morale of the existing employees. Organizational Effectiveness In company training provides a means for bringing about organizational development. It can be used for strengthening values, building teams, improving inter-group relations and quality of work life. The ultimate objective of training in the long run is to improve the companys performance through people performing better. Benefits of Training Evaluation Evaluation has three main purposes: Feedback to help trainers understand the extent to which objectives are being met and the effectiveness of particular learning activities as an aid to continuous improvement Control to make sure training policy and practice are aligned with organizational goals and delivering cost-effective solutions to organizational issues Intervention to raise awareness of key issues such as pre-course and post-course briefing and the selection of delegates Evaluation is itself a learning process. Training which has been planned and delivered is reflected on. Views on how to do it better are formulated and tested .The outcome may be to: Abandon the training Redesign the training new sequence, new methods, new content, new trainer Redesign the preparation/pre-work new briefing material, new pre-course work Rethink the timing of the training earlier or later in peoples career, earlier or later in the training programme, earlier or later in the company calendar Leave well alone The following are the clear benefits of evaluation: Improved quality of training activities Improved

Efficiency of Safety Belt Campaigns Analysis

Efficiency of Safety Belt Campaigns Analysis The numbers of deaths have increased immensely in previous years; therefore road safety is a major concern. The RSA constantly try to amplify awareness of road safety as many drivers ignore new rules of the road. Persuasive communication is used throughout for all types of advertising and lately is becoming a main method in highlighting the dangers of the road. Persuasive communication is considered to be a ‘‘communication such as a speech or television advertisement that advocates a particular side of an issue’’ (Aronson, Wilson and Akert, 2014) and persuasive advertisements aspire to persuade individuals to change their outlook on certain issues, such as road safety. Social media websites play a huge role in society today and many of these websites such as Facebook are displaying persuasive advertisements to spread word about issues more rapidly. The focus of this study is about the impact persuasive communication has on road safety and whether putting roa d safety advertisements on social media websites is a worthwhile cause. In this report four experiments on persuasive communication are discussed followed by why the RSA should use social media websites to portray road safety messages. Brijs, Daniels, Brijs and Wets (2011) conducted three sets of studies in order to assess the efficiency of safety belt campaigns by inspecting whether being exposed to the campaign would/would not affect variables identified by the Theory of Planned Behaviour (TPB) as key elements of behaviour, and to find out â€Å"whether the way in which participants would be exposed to the campaign stimulus would affect the campaign stimulus’ effectiveness† (Brijs et al., 2011). It was also done to confirm which of the dissimilar hypothetical concepts on the use of safety belts would receive most support, i.e., automaticity approach (out of habit or as past/repeated behaviour) or planned behaviour approach. Three studies where made up of different groups of students, aged 18-25, whom were recruited at Hasselt University, two being experimental groups and one a control group. The two experimental groups were exposed to the seat belt advertisement in which â€Å"two exposure conditio ns were distinguished from each other, i.e., explicit and subliminal exposure† (Brijs et al., 2011). Explicit exposure signifies that participants are completely aware of being exposed to a campaign stimulus, i.e., information is processed consciously. For this, the group were asked to view the billboard which was projected in the lecture room. Subliminal exposure entails participants being unaware of exposure to the stimulus with information being processed pre-attentively (subconscious mode). This group were exposed to the campaign by billboards in their main hall of university. The control group, however, had no viewing of the campaign. All three groups then asked filled out a two part survey; one part representing respondent-related background information and the other TPB variables. â€Å"The results signified that the campaign stimulus used influenced participants’ evaluation of a series of important determinants of behaviour as well as self-reported behaviour it self† (Brijs, et al., 2011). â€Å"The results also showed the recorded campaign effect was in the expected direction with higher mean values for the different variables questioned for participants being exposed to the campaign verses members of the control group† (Birjs et al., 2011). A similar study in regards to seat belt wearing was conducted by Tay (2011) in which a sample of drivers supplied their views and awareness of two seatbelt wearing advertisements with dissimilar emotional appeals. This study consisted of 212 drivers, recruited from two separate locations: one being a university to represent the younger population and the second a taxi rink as a large percentage of taxi drivers would not wear seatbelts regularly. In the study a questionnaire was first conducted and then two advertisements were shown to the participants and their opinions were recorded and evaluated. â€Å"The two videos were shown in random order to different participants to reduce any potential order effects; one advertisement had a more negative emotional appeal (fear) while the other had more a positive emotional appeal (humour)† (Tay, 2011). The first advertisement showed a young female driving in the evening on a deserted road; the driver sneezed, a ghost in the backseat g ave her a tissue; causing the driver to brake and the ghost go through the front window. This advertisement utilised mostly humour as an emotional appeal although there might be some fear incorporated as well. More importantly, this video was selected as a humour-based advertisement. The second video showed four young adults in a vehicle that was involved in a collision. In this the unbelted passenger hurled around in the vehicle, killing all occupants and seriously injuring themselves. â€Å"This advertisement focused on fear as an appeal and the advertisement continued with an emergency worker saying, ‘the one without the seatbelt did the damage’ and then ended with ‘No Seatbelt, No Excuse’† (Tay, 2011). To confirm the hypothesis on the dissimilar emotional appeals, participants were asked if they agreed/disagreed that the advertisements they seen were frightening and/or humorous with the use of a 5-point Likert scale. A ten part questionnaire was then done by the participants and several t-tests were then conducted to check this hypothesis. â€Å"These measured the perceived severity and likelihood of threat, the perceived message efficacy, self-efficacy, the perceived cost of threat and benefits of adopting the coping strategy, realism and credibility of the message and adaptive intentions† (Tay, 2011). Results exposed that both advertisements were triumphant in increasing participant’s intent to wear a safety belt and comply with the safety belt law. â€Å"In addition results attested to the importance of using established theoretical models when developing a road safety message† (Tay, 2011). Carey and Sarma (2001) conducted a study that â€Å"explored the effects of viewing death-related facts and graphic, static images of road traffic accidents on participants’ self-reported intentions to take driving risks† (Carey and Sarma, 2001). It also observed the degree to which personality variables may additionally clarify variations in intentional risk taking. â€Å"The dependent variable was the self-reported intention to take driving risks† (Carey and Sarma, 2001). Within this study participants were exposed to mortality salient or neutral facts. The aim of this was to examine threat based advertisements or ‘fear appeals’ to stimulate prevention of dangerous driving on young male drivers. This study consisted of eighty males, between 17 and 24 whom all possessed full licences. Forty of whom were randomly allocated to mortality salient condition and the other forty to the control. Participants were asked to complete two self-report scales, an experiment, two word based activities and an IVE questionnaire. After the first self-report scale participants in the experimental condition (mortality salient) were asked to â€Å"read five facts about driving which were accompanied by three images of road traffic accidents supplied by the RSA, relating to mortality-related risks of driving, which were followed by the warning ‘dangerous driving kills’ and participants in the control condition were asked to read five neutral facts about driving unrelated to risks, crashes or deaths† (Carey and Sarma, 2001). Then participants took part in the word-based activities; one of which was a word search which had neutral words unrelated to death and the other consisted of twenty-two words, eight of which could either be related/unrelated to death and was done to assess death-thought accessibility. An IVE questionnaire was then filled out by participants; this was used to measure certain variables. A second self-report sc ale was carried out to measure â€Å"participant’s risky driving interventions; in which they were asked to read ten scenarios, each had a situation where one may take a particular driving risk† (Carey and Sarma, 2001). Participants were asked to give a percentage answer on how likely they would be to take the risk in each scenario. Results of this study publicized that â€Å"participants in the mortality salient condition completed more word fragments to make death-related words than those in the control condition and also revealed that impulsiveness correlated significantly with intention to take driving risks† (Carey and Sarma, 2001). A Sibley and Harrà © (2009) experiment investigated the impact that various road safety adverts had on young drivers’ explicit and implicit self-enhancement biases in driving ability and caution. Self-enhancement is the belief by drivers themselves that they are superior to other drivers in relation to ability and caution. ‘‘Self-enhancement biases in both of these domains predict crash risk optimism’’ (Harrà ©, Foster, O’Neill, 2005; Harrà © Sibley, 2007). This study consisted of three conditions; one with negatively framed advertisements, another with positively framed advertisements and the last being a control, each involving fifty randomly assigned participants (one hundred and fifty in total). These groups â€Å"were unaware there were different conditions and were told they would be participating in two tasks, which were presented to them as unrelated studies† (Sibley Harrà ©, 2009). Firstly the groups were shown a series o f advertisements and were then told to rate them according to certain variables. This was â€Å"primarily to convince participants that viewing the advertisements was unrelated to the self-enhancement task that followed† (Sibley Harrà ©, 2009). Participants viewed three adverts that showed people that were seriously injured/killed during drink driving accidents in the negative framing condition. In the positive framing condition, participants watched three adverts that showed people choosing to take precautions when it came to drink driving, such as assigning a designated drink driver; who wouldn’t drink and drive home or opt to getting a taxi. The controlled group watched advertisements that were entirely unrelated to drink driving; which involved advertisements on mental illnesses. â€Å"All groups then took part in what they believed was an unrelated task, in which they completed a series of computerized reaction-time based tasks known as IATs in order to assess implicit driving self-concept; with each IAT consisted of seven blocks† (Sibley Harrà ©, 2009). Results indicated that those who took part in the positive framed condition displayed a weaker explicit self-enhancement in comparison to those in the negative framed and controlled groups. â€Å"Although exposure to positively framed advertisements significantly reduced self-enhancement biases in driving ability, it is important to note that participants in this condition still considered themselves better-than-average drivers, just notas far aboveaverage as drivers exposed to the control and negative framing condition† (Sibley Harrà ©, 2009). However, this study does not indicate if a change in self-enhancement biases would result in a change in behaviour. In experiments it is vital to recognize strengths, weaknesses or limitations. Having a control, for instance, would be a major strength to have as it keeps balance and gives the experimenter something to compare results against thus leading to a more wide variety of methods. In the experiments above there have also been limitations, such as in the first experiment, in terms of â€Å"effect size, values obtained suggested that differences between exposed and unexposed participants were small and in several cases not even statistically significant† (Brijs et al., 2011). Also in the last experiment by Sibley and Harrà © (2009) it was found that men and women were both equally influenced by exposure to different types of driving advertisement. It is clear from the experiments above that persuasive communication plays a vital role in road safety advertisements and is very effective. However, in order to increase this effectiveness the RSA should consider displaying advertisements on social media sites. â€Å"Social media has emerged from the internet’s development which allows for sharing, linking, collaborating, and inclusion of production and distribution of particular content† (Banks, Tay Mason, 2011). Social media has the possibility to control the power of viral marketing and is also more cost effective than traditional media in attaining audiences. Rajagopalan and Subramani (2003) found that â€Å"viral marketing is a powerful means for both marketers and recipients to benefit from the innate helpfulness of individuals in social networks and such technologies are being harnessed by social marketers using the internet for promotional activities and engaging users in creative processes† (Rajagopala n Subramani, 2003). According to Nielson (2012) â€Å"there is a digital community of 20.4 million users; 93% of them accessing the internet daily† (Nielsen, 2012), â€Å"thus it is no wonder that social marketers have addressed the need for social media in their marketing campaigns† (Banks, Tay and Mason, 2011). Murray and Lewis (2011) showed how social media helped public health and injury prevention increase dramatically due to the use of social media sites and therefore suggest that social media could play an important role in road safety advertising and may be an important mode of delivering road safety communications to high risk road users, especially that of a younger age (Murray Lewis, 2011). Thus the use of social media sites could be an effective tool in the next generation of road safety advertisements campaigns.