The Reductive Carbonylation of Organic Nitro Compounds

The Reductive Carbonylation of Organic Nitro Compounds Introduction: The development of environmentally more benign and efficient synthetic methods has stimulated the evolution of new strategies and technologies for the synthesis of useful products in a safe, compact, and energy efficient manner. In this respect our preliminary focus to investigate typically efficient and complementary methodology with palladium-catalyzed reductive carbonylation of nitro arenes employing CO gas. CO represents the most important C1 building block molecule to introduce a carbonyl group into parent molecules. In the last fifty years, the reductive carbonylation of organic nitro compounds has been the subject of intense research due to the fact that industrially important chemicals can be obtained in a single step. Among these, the most relevant are isocyanates, ureas and carbamates but also a number of heterocycles and other non-cyclic compounds. Isocyanates are commodity chemicals mostly employed in polyurethane synthesis but also intermediates in the production of carbamates and ureas. Polyurethanes are widely applied in almost every part of modern life in the form of plastic foams, coatings, adhesives, sealants and elastomers and binders. The most widely employed aromatic isocyanates are especially toluenediisocyanate (TDI) and 4,4-methylene diphenyl diisocyanate (MDI) that account for more than seven million metric tons per year. Synthesis of Isocyanetes: Currently, industrial synthesis of isocyanates is carried out with two step reaction process using nitroarenes with very high yield and selectivity. Nitroarenes is usually reduced to corresponding aniline using heterogeneous transition metal catalyst, and subsequently the amine is reacted with phosgene to give corresponding isocyanate along with hydrochloric acid. Phosgene based synthetic route seemed to be effective and well established technology employed. Major drawbacks of the phosgene based synthesis: There are essentially four major drawbacks with the synthesis of MDI and TDI via phosgene route. The first and most prominent observation are its extreme toxicity and flammability of phosgene and isocyanates, which make these chemicals extremely difficult to handle in bulk synthesis. Phosgene was used as a chemical weapon during the World War I, and around million people were injured and got killed by the use of poisonous gases. The second major drawback is the production of corrosive hydrochloric acid, rendering the medium very aggressive with time, thus allowing other side reaction to occur and to result in reactor degradation. The third limiting factor is the dilution of reaction medium as the high dilution is required to avoid recycling and concentration costs. The final drawback is the isolation of pure isocyanate from reaction mixture. The chloride containing side products are difficult-to-remove from the final product leading to detrimental to the further processing of the isocyanate. Considering above drawbacks, any process design incorporating phosgene will get extra costs to ensure a safe environment. Industrial requirements for an alternative isocyanate synthesis: In order to replace the phosgene route, a number of requirements can be made in the ideal scenario. First of all, readily accessible chemicals should be used and second, they should be as harmless as possible. Finally, a one-step synthetic procedure will be the route par excellence. A high overall yield, purity and selectivity, a temperature close to about 25 oC and the absence of over and/or under pressures in the plant should be preserved ideally. In principle, most of the requirements could be met by an efficient catalytic system.The additional requirements such as Turn Over Frequency (TOF) in the order of 104 h-1 or higher, Turn Over Number (TON) in the order of 106 or above and easy recycling of catalyst would be maintained. On this account, the necessity of environmentally acceptable but still economically competitive phosgene-free route to isocyanates synthesis is most demanding in near future. Alternative routes to TDI and MDI: Various synthetic pathways to isocyanates: Reductive carbonylation with Palladium metal catalyzed system has proved to be an effective transition metal catalytic system due to its ability to be oxidized or reduced easily during the reaction and high tendency to form complexes with carbamoyl groups.A palladium strongly prefers the oxidation states 0 and +2, which are separated by a relatively narrow energy gap, making palladium an excellent catalyst for both oxidation and reduction reactions. Secondly, the moderately large van der Waals radius of palladium together with the high number of delectrons (favorable d10 and d8 complexes) means that the organometal is classified as rather â€Å"soft†, with a high tendency for concerted reaction as well as a high affinity to â€Å"soft† and -donors, leading to useful chemoselectivity. Finally, Pd is relatively electronegative, resulting in a rather nonpolar Pd-C bond, suppressing the reactivity towards polar functional groups. In our previous report, nitrobenzene was typically used as a model substrate, and the use of palladium proved to result in the most effective catalytic systems. The carbonylation of nitrobenzene is generally performed in methanol using homogeneous palladium complexes supported by variable bidentate N- or P- donor ligands. Methyl phenyl carbamate (MPC) was synthesized including other side products. Isocyanates and catalysis: Within the vast variety of synthetic strategy for isocyanates, one of the approaches is to catalytically convert a nitro or amine compound to the corresponding isocyanate (see Figure 4). One of the approach using oxidative carbonylation and carboalkoxylation of aniline has been studied with various catalytic systems. However, aniline have to be synthesized by hydrogenation of nitrobenzene, thus considering industrial application, the most attractive strategy would be direct synthesis of isocyanates from nitro compounds which is also thermodynamically favorable. Reactivity of isocyanates and carbamates: Phosphorus and Nitrogen as donor atoms: Both phosphorus and nitrogen ligands of the YR3 (Y = P, N) type (called phosphines and amines respectively) can be described as sp3 hybrids in a (close to) tetrahedral geometry, having a lone pair on the central atom, capable of donating its electron density to an empty (transition) metal d-orbital. Amines are more electronegative than their phosphine analogues, so it could bind strongly with metal centre. However, unlike amines, phosphines can act as a Ï€ acid with their ÏÆ'* orbitals, so they can be involved in Ï€ backbonding (providing the metal has available d-electrons), rendering the overall bond strength larger than would be expected intuitively (see Figure 6). So, the overall bond strength is determined by an interplay of ÏÆ' donation and Ï€ backbonding, the first having an increasing contribution when electropositive/donating substituents are employed, the latter when electronegative/withdrawing substituents are used. In 1990, E. Drent et. al. reported the palladium catalyze reductive carbonylation of nitroarene introducing â€Å"soft-base† ligands like diphosphines in combination with strongly coordinating anions, or â€Å"hard-base† electron-donating ligands such as phenanthroline, combined with non- or weakly-coordinating anions, resulted in relatively active and selective catalytic systems (maximal TOF’s (h-1)/ carbamate selectivities (%) = 150/80 and 1600/98 for diphosphines and phenanthroline respectively). General remarks on P and N based systems: In general, the statement made by Drent already in 1990 that: ‘Pd with chelating â€Å"hard base† electron donating ligands such as phenanthroline, combined with   non or weakly coordinating anions, can result in relatively active and selective catalytic systems.’ Has been generally accepted and indeed thoroughly studied in the past decades by several people. On the other hand, the statement that: ‘Pd with chelating â€Å"soft-base†Ã¢â‚¬â„¢ ligands like diphosphines in combination with strongly   coordinating anions , can result in respectively active and selective catalytic systems.’ Has not yet been the subject of intense academic studies, most likely due to the poor results that were obtained initially, when compared to the N-donor systems. However, in principle, there is no reason why N-donor systems should be superior to P-donor systems, except that phosphine ligands are known to be easily oxidized, thus troubling both the preparation and use of such systems. On the basis of recent observations on chelating N-donor systems like 1,10-phenanthroline with electron donating substituents (R) in combination with Pd(II) and a weakly or non-coordinating anions (Y), comprises the most active systems to date (i.e. [Pd(Rxphen)2][Y]2). Since, 1, 10- phenanthroline (unfettered of substituents ) is relatively cheap and readily available, this ligand ligand is most frequently used. Furthermore, the performed catalyst is more active and selective than its in situ formed analogues and in almost all cases a slight excess of free ligand is added. The addition of a BrOnsted acid (with bulky, non-coordinating anion) as a co catalyst , as well as the addition of a substrate related aniline is known to improve both reactivity and selectivity. The experiment is carried out in inert atmosphere and addition of reactive drying agent is also known to be beneficial. The temperatures are mostly around 120 – 170 oC, and both the concentration of all components a nd the reaction times are differed considerably. Methanol is used as a typical solvent , which is partially consumed to yield the carbamate, but occasionally toluene/methanol or other alcohols are used. Finally, the influence of varying CO pressure results in different reactivity. Most reactions were performed at pCO = 40 – 80 bar, the best results were obtained at pCO = 100 bar, and the elevated pressures are believed to enhance the reactivity even further. The Mechanism The palladium catalyzed reductive carbonylation of nitrobenzene in methanol has been investigated in great extent. All catalytic reactions were performed using both catalyst precursor and pre-formed complex resulted carbamate as well as side products. There are frequently reported (side-) products of this reaction are shown in Figure. : azobenzene(Azo), azoxybenzene (Azoxy), aniline and N.N’-diphenylurea (DPU). Azo and Azoxy are resulted as coupling product of nitrobenzene. Aniline and DPU are hydrogenation products which are indicating the presence of moisture in the reaction mixture as well as methanol could be source of H-atom for hydrogenation reaction. DPU is the carbamate analogue of isocyanate reacting with aniline which is the better nucleophile than methanol. The mechanism of reductive carbonylation of nitro compounds into carbamates has been extensively studied with palladium, (substituted) phenanthroline ligands, MeOH as solvent and an acid cocatalyst. The mechanism proposed by Mooibroek et al. seems to be the most complete as it also explains the formation of all side products Scheme: . The palladium-imido species L2Pd=NPh (C3) and the palladacycle L2PdC(O)N(Ph)OC(O) (C2) were considered as possible carbonylation product-releasing species for both (substituted) phenanthroline and diphosphine ligated catalytic system. The result of catalytic experiments , supported by spectroscopic (ESI-MS and NMR) compound C2 is not the major product- releasing intermediate in reactions performed in the absence of acid. In the absence of acid, Pd-imido complex C3 is the proposed reaction intermediate releasing PhN-containing (Azoxy, MPC, PhNH2) products. On the other hand, in the presence of acid the palladacycle complex C2 becomes the major product-releasing intermediate, resulting the nitrobenzene carbonylation product MPC with high selectivity. Different side products: In all catalytic reactions performed using both catalyst precursor and pre-formed complex resulted carbamate as well as side products. The side product are Conclusion and future prospects: In conclusion, the incentive research output from the last decade facilitated us to understand the catalytic reductive carbonylation reaction of nitroarenes to produce relevant carbamates. The reactivity of PdII compounds supported by 1, 10-phenanthroline (phen) or the bidentate diaryl phosphane has been studied in the reaction of nitrobenzene with CO in methanol. The nitrobenzene reduction chemistry in the Pd/phen/CH3OH/H+ system resulted higher in selectivity but lower in activity wherein Pd/diphospane/CH3OH/H+ system shows higher in activity but lower in selectivity. Based on our continuing interest in reductive carbonylations of nitro-aromatic compounds and considering the importance towards sustainable synthesis of isocyanates, herein our further approach to develop a ultimate catalytic composition of reactants which can produce highly selective product with high yield having tiny or no side-products. However, despite rationalized molecular mechanism developed by Tiddo et. al. f or above catalytic system is still not efficient enough, nor is it exactly clear how the catalyst works. In recent years, Great progress has been made in extending the scope of palladium-catalyzed synthetic organic reactions introducing in-situ reductive carbonylation reaction with CO generated from the solvent molecules. Manirul et. al. have reported polymer anchored ruthenium based catalyst for reductive carbonylation. Raquel et. al. have investigated that gold nanoparticles are efficient in N-carbamoylation of aromatic amines. In this respect, further elucidation of the overall mechanism and research in new directions is urgent requirement to produce effective palladium based reductive carbonylation of nitro-aromatic compounds considering industrial background. Thus, the current research project will address several issues which are envisaged to be worthwhile to explore. Firstly, the modification of ligand system, secondly the designing of catalyst system, thirdly the mechanism, and finally the use of other additives in the catalyst system to be fine-tuned. Modification of ligand system: The active species in the catalytic cycle as Pd(0) are seem to be as stable as possible to prevent inactive metallic Pd(black) formation. Our previous research work were illustrated the sharp observation of the bidentate P or N ligand based Pd-catalyzed system to achieve maximum activity and selectivity. Our further observations are envisaged based on tripodal P and N system to stabilize Pd(0) species as well as Pd(II) species during catalytic transformations. The concept of monolegated active species stabilizing Pd(0) by steric bulk ligand is rationalized to enhance the reactivity. On the basis of the palladium catalyzed coupling reaction of aryl halides system employed with electron rich N-heterocycle carbene ligand which exhibits flexible steric bulk environment, Several factors will be assumed to be execute in these system: 1) electron-rich nature enhances the rate of oxidative addition, 2) the ligands coordinate tightly to the Pd to prevent the formation of Pd black, and 3) thei r steric bulk favors a 12 electron, monocarbene–Pd [L-Pd] species and increases the rate of reductive elimination. Variation in carbamate synthesis: The formation of carbamates in the catalytic system utilizing PdII, phenantroline, acid and various nucleophile has been studied extensively to find an alternative for MeOH as nucleophile. The objective is to yield a carbamate or urea which can be pyrolised at lower temperatures to save energy and prevent degradation of the formed isocyanate. The changing the nucleophile is not straightforward, as the use of another nucleophile as a solvent may be too expensive or not possible (if the nucleophile is a solid), hence use of a solvent may be necessary. Therefore, non –nucleophilic solvents have to be tested in combination with potential nucleophiles in the catalytic synthesis of carbamates and ureas. Despite the use of common known compound used as a nucleophile, still there are broad spectrum of nucleophiles to be tested with various combinations. Isolation of Palladium-imido complex:

Impact Of Inhouse Training And Their Percieved Effectiveness Management Essay

Impact Of Inhouse Training And Their Percieved Effectiveness Management Essay chapter 1: Introduction Training is widely understood as communication directed at a defined population for the purpose of developing skills, modifying behavior, and increasing competence. Generally, training focuses exclusively on what needs to be known. Education is a longer-term process that incorporates the goals of training and explains why certain information must be known. Education emphasizes the scientific foundation of the material presented. Both training and education induce learning, a process that modifies knowledge and behavior through teaching and experience. The research model described here pertains to both training and education. Therefore, in this document, training refers to both processes. In contrast to informal In-house training (which is embedded in most instances of human exchange), formal In-house training interventions have stated goals, content, and strategies for instruction. Our intent is to offer a general approach to intervention effectiveness research that addresses formal training across settings and topics. Training intervention effectiveness research is needed to (1) identify major variables that influence the learning process and (2) optimize resources available for training interventions. Logical and progressive study models are best suited to identify the critical elements and causal relationships that affect training effectiveness and efficiency. In training research, it is often difficult to arrive at definitive answers. Typically, many variables minimize effects and make results difficult to interpret. Furthermore, the amount of variance attributed to any one variable is usually small.  [1]   Problem Statement To analyze the Impact of In-house Training Programs and assess their Perceived and Actual Effectiveness as Experienced by Trainees. Research Objectives Following are the research objectives: To assess the effect of environmental variables (e.g. culture, learning environment, venue and management support) on training impact To review how training impact and effectiveness can be enhanced To highlight the relationship between employee ability and In-house training effectiveness To explore how employee motivation affects In-house training effectiveness To analyze the impact of effective trainer-trainee interaction on In-house effectiveness To explore techniques to evaluate In-house training effectiveness chapter 2: Litrature Review The competitiveness of any business often rests on the quality and skills of its employees. Training can improve the performance and productivity of staff and ensure they have the skills that the business needs. Effective training may be crucial when we hire new recruits or when we change business practices or add new products. As the business grows, the skills needed for it to remain successful may change.  [2]   Training and management development activities are currently receiving increased attention in the industrial and academic communities. This emphasis is illustrated by recent figures which report that organizations spend upwards of $30 billion dollars annually for training programs involving 15 billion work hours (Huber, 1985).  [3]   The purpose of training and development can be said to be that of acquiring, developing and retaining the stock of human capital needed for an organization to conduct its operations. In the most general sense, it is carried out purposively in order to improve work performance. Training, therefore, refers to the companys planned and systematic efforts to modify or develop the knowledge, skills and attitudes of their employees through learning experiences. As an activity, it spans many boundaries, including the distinction between education and training, on-the-job and off-the-job training, as well as formal and informal training through work experience. Training invariably represents investment by a company in its employees. At the very minimum, the orientation of new employees to the specifics of the company requires time and close supervision. Most likely, the company will continue to sponsor the further development of employee competencies and expertise. General training improves both the employees internal and external position in the labour market, and is thus generally perceived by employees as a supportive act on the part of the company an act that is reciprocated through increased commitment, independent of the particulars of the employment relationship (Gaertner and Nollen 1989; Meyer and Allen 1997). Given the value of training to employees, sponsoring training can be seen as an act of gift giving on the part of the company. Even training in company-specific skills contributes to the employees attachment to the company (Levine and Tyson1990). Returns on any training investment depend greatly on employee retention. While specific training is often considered to be unique to a firm and therefore of little use to competitors, the enhanced productivity of general training is of great value to other firms. Generally trained employees are likely to be poached by competitors who are able to offer higher wages. Another problem with training arises should employees not be willing or motivated either to acquire new skills or to apply their newly learned skills at the workplace. When In-house trainings are effectively conducted, the management of a companys human resources entails a comprehensive assessment and matching of the skills attainment of the labour force and the skills requirement of the economy. By providing people with the necessary skills and training they need to do their job, effective human resource management, among others, can promote employment growth, address skills shortages and improve flexibility, all contributing to both employee and company needs.  [4]   Businesses often decide that in-house training is the most cost-effective way to improve the skills of their employees. This is because: (1) training can be scheduled at their convenience, (2) training is more focused, consistent and relevant to their needs, (3) travelling and accommodation costs are reduced or even eliminated.  [5]   In-house training can take several forms, for example: (1) a training programme designed and carried out by a company, (2) an off-the-shelf training programme bought from and run by a training specialist, (3) a training programme tailored to a companys needs and managed by a training specialist, (4) an Internet-based training course or (5) an informal, on-the-job training. Formal in-house training, if properly planned and executed, can be highly flexible and cost effective. Positive reactions of trainees, learning, and behaviour change, and improvements in job-related outcomes are expected from well-designed and administered In-house training programs. However, the attitudes, interests, values, and expectations of trainees may attenuate or enhance the effectiveness of training.  [6]   Ensuring that the company has the human capital it requires implies that it needs to invest heavily in the skill and training of its workforce, particularly company specific training. In doing so, companies incur considerable risk. The efficiency of the training investment will depend on the cognitive skills and the motivation of the employees to acquire new capabilities. Flanking training with selectivity practices ensures that trainable employees are hired (i.e. the person-organisation fit is maximised). Through the use of stringent selection procedures the company can take steps to ensure that the profile of employees is such that they are willing to share with the firm the costs and benefits of training as well as being likely to respond well to and learn quickly from training opportunities provided. To this end, the selection of employees that are favourably evaluated for training potential helps to ensure that the companys return on training investment is maximised. Training incentives flanked by performance incentives reward the acquisition and the application of skills. Once recruited, it is imperative that the employee becomes well attuned to the companys expectations for developing skills and experience. To this end, flanking training with guidance practices contributes greatly to the fulfilment of this vital function by providing the employee with a training perspective. Training that is specific to the employer may be of little value outside the particular company, but general expertise and experience will undoubtedly improve the labour market position of workers. Consequently, the sponsoring of training involves a considerable loss, should the employee decide not to stay with the company. From the perspective of the firm, the provision of training has the negative effect that the employee is rendered more valuable to other firms and thus increases the risk of undesired turnover of highly skilled employees. Relational signals increase the attachment of employees and thereby compensate the negative side effect of training. Finally, by applying guidance practices employee attachment can be strengthened through the potential of these practices to integrate employees within the social milieu of the company. A frequent criticism of research on In-house training is its susceptibility to fads and its generally a theoretical approach (Goldstein, 1980; Hinrichs, 1976; Wexley, 1984). Researchers have frequently attempted to increase the effectiveness of training through a focus on techniques. Special attention has also been paid to the arrangement of training environments (Wexley, 1984). But without a theoretical basis for studying the techniques and the training environments, researchers are often at a loss either to explain why they are effective or to predict their effectiveness in other settings or for other trainees (Noe, 1986).  [7]   Professional development literature has consistently stressed the continuing part of continuing education. Since the 1980s, staff training researchers and practitioners have talked about ongoing training. They have urged follow-up sessions in the weeks and months after workshops to sustain new practices. They have preached the importance of encouraging and supporting trainers (through in classroom coaching by trainers and peer leaders) to continue learning and implementing new knowledge and skills, lest the momentum for change be lost (Bents Howey, 1981; Joyce Showers, 1983; Sprinthall Sprinthall, 1980).  [8]   Why is it so difficult for organizations to effectively conduct internal training? There are many reasons why internal workshops or seminars arent productive. Consider the following example. Two managers in a major accounting firm were getting ready to conduct an in-house training session to introduce a new company initiative. The managers worked diligently to gather material and to put together excellent content for the handouts. They were covering a lot of valuable material, but the handouts were getting voluminous. When asked by an outside consultant why they had so much material, the team leader responded, We have so much material to cover in the seminar there is so much the participants have to understand. Then the question was asked, How are you going to engage or involve the participants in the seminar? A blank stare followed, then finally, We havent really thought much about that. We were too busy getting the materials together. How would we get them involved anyway?  [9]à ‚   It cannot be expected from trainers to teach what they do not know, nor is to use yesterday training to prepare todays employees for tomorrows future. We certainly cannot expect trainers to share and learn from each others knowledge and skill unless they r provided with the research, structures, time, and money with which to do it. Ultimately, quality staff development benefits employees by channeling the talents and expertise of all the companys employees in all the companys department. By improving staff development trainers help all employees to reach the high levels of achievement they need to succeed. As a lead-trainer one must acknowledge the importance of engaging people. People learn more when they are engaged. They are more connected and enthused when they are participating. Imagine thinking you could learn how to play golf simply by watching a golf video or reading a book on the perfect swing. The trainer has to DO IT and get feedback and then try it again. He has to participate.  [10]   An In-house trainer however may need training in: (1) presentation/speaking skills, (2) generating rapport/interest, (3) dealing with difficult trainees, (4) types of learning, (5) course and session design/planning skills, (6) evaluation, monitoring and feedback skills, (7) measuring the effectiveness of training, (7) setting up support for employees after training and conducting training needs analyses.  [11]   Evidence exists that the preference for outsider training is the result of managerial responses to (1) the contrasting status implications of learning from internal versus external competitors, and (2) the availability or scarcity of training in-house training is more readily available and hence subject to greater scrutiny, while external training is scarcer, which makes it appear more special and unique. It can be concluded by considering some consequences of the external training preference for organizational functioning.  [12]   The two dilemmas on the employee and organizational levels are closely interrelated. On one side, the benefits of training accrue only to the extent that employees contribute to the organization. Thus, a firm should take into account how it expects a training program to affect employee effort as well as employee turnover. On the other side, trained workers produce at higher rates, which in turn may affect how much they contribute and how often they migrate to other firms in comparison with untrained workers.  [13]   Individual differences can potentially influence the type of training conducted as some individual attributes may engender greater trainability in general or for specific types of training. Intelligence and other abilities have been found to relate to trainability in some instances (Bale, Rickus and Ambler, 1973; Gill, 1982; Williams, Sauser and Kemery, 1982). Further, initial training has been used to predict later training performance (Gordon and Cohen, 1973). More recently, researchers have begun to examine motivational and personality factors that potentially influence trainability (Tubiana and Ben-Shakhar, 1982). Noe (1986) presented a model of the potential influences of such individual difference factors as locus of control, expectancies, and career and job attitudes on training effectiveness.  [14]   Qualitative improvements may be just as important. This could include higher quality goods and services, better teamwork, fewer customer complaints and greater innovation within your business. Employee feedback is a critical component of assessing In-house training effectiveness, Employees need to be asked: (1) if the training was relevant to their job and their level of expertise, (2) how they will put their learning into action for feedback on the training method, (3) what worked and what didnt, (4) what could be improved. We need to remember that the business expectations may not be the same as employees expectations. Training assessment or evaluation forms may also prove to be useful here.   One way organizations gain tacit knowledge is through social ties to other organizations, that is, through networks. Networked organizations are those that are cosmopolitan, externally oriented, and characterized by multiplex, non-redundant affiliations. With respect to the workplace, the information that flows through networks can include knowledge about the performance effects of work reform, the benefits of bundling, and tactics to persuade managers and employees that innovation is beneficial. Recently there has been a proliferation of studies emphasizing the role of networks in In-house trainings (for example, Nohria and Gulati 1994; Strang and Soule 1998). By enhancing access to knowledge, networks promote awareness and early adoption of an innovation. By promoting social interaction, they generate trust and norms of reciprocity-social capital-that are conducive to knowledge transfer.  [15]   When it comes to in-house trainings one variable, of course, is organizational size. Explanations for why large organizations provide more training are: Large organizations have formalized job structures, have internal labour markets, are more unionized, and operate in environments that encourage investment in training. Available evidence indicates a positive relation between organizational size and job training at both the establishment and firm levels (Cohen and Pfeffer 1986:14; Barron, Black, and Lowenstein 1987). Some research suggests a curvilinear relation, with the smallest and largest employers providing the most training (Brown, Hamilton, and Medoff 1990:54-55). Barron et al. (1987, 1989) found that five training activities (e.g., hours of instruction given to new employees by managers, supervisors, and co- workers) increased nonlinearly with the number of employees (logged) and the existence of subsidiaries outside the local area.  [16]   Although little theory or research exists on environmental influences on In-house training, it is likely that companies would provide more employee training when skilled workers are harder to hire and where resource dependencies permit the diversion of resources from production. Thus, resource-rich organizations confronting rapid technological advances, intense domestic and international competition, and high demands for skilled labour may invest in improving their current employees skills (as well as in pirating from other organizations trained workers holding comparable positions).  [17]   The best seminars allot blocks of time where participants are working in smaller groups on specific tasks. They are given a set of open-ended questions to consider. For example; What are the greatest strengths, opportunities and challenges we face over the next six months? Each mini-team can think about and discuss these important questions and then report back to the larger group. In turn, the trainer facilitates and assimilates this information and displays it for all to see.  [18]   Between the components of initial instruction and trainee behaviour, some degree of learning has taken place. The learning is exhibited by trainees in some initial behaviour or response which the trainer can observe. Trainee behaviours at this point might be the first trials of the new behaviour, understanding of the information presented, or other response to exhibit learning of training material. The behaviour depends on trainee attributes and motivation, as described by Noe (1986) and tested by Noe and Schmitt (1986), and on learning principles incorporated into the training program, such as are described in texts on training (e.g. Goldstein, 1986; Wexley and Latham, 1981). CHAPTER 3: METHODOLOGY Primary Data: Sample Respondents were drawn from banks in both private and public sector. In order to study the existence of In-house Trainings and their effectiveness it was important to cover banks from both the sectors. Study of banks from just one sector wouldnt have provided the complete picture. The attitudes and work ethics also vary among private and public sector banks. Private sector in Pakistan employs some of the best talent available in the country thus they are more aware of latest concepts and are willing to implement changes however, the public sector is more about stability and sticking to the rule book and change is only considered necessary when there is no choice left. Since the primary aim of the study was to study the Impact of In-house Training and their perceived effectiveness, banks with varied work ethic and objectives were selected. As much as it is a matter of which industry the banks belong to it is also about the systems they have developed overtime to perform in the modern business world and how they are planning to go forward as they grow. Questionnaires were distributed to all officer level employees during the research. A total of 50 valid responses from 2 banks were used in this study. The actual population is Lahore and the working population is the employees of two banks i.e. Bank of Punjab and Faysal bank. The response rate was high because the participants willingness and interest in the survey. The respondents were mostly well qualified with at least a Masters Degree in their relevant field. Measures Preference scales were setup for questions using a five point Likert rating scale (1 = Very Dissatisfied, 5 = Very Satisfied). The questions were created primarily keeping the literature review as a reference and were validated by the interviews from senior managers along with the perception of employees and regarding the subject of In-house trainings. Data Treatment The Likert scale based questions were analyzed using statgarphics plus 5.1 where multiple regressions were run of the independent variables with one dependent variable. Text from extensive interviews was utilized to justify variable intensity selection and also to know their views on issues related to Training and Development initiatives and their effectiveness. Secondary Data: Internet Internet was mainly used for material pertaining to the literature review and findings of this research project. This included information about motivation, training and development previous research conducted by famous researchers, definitions and theories used as reference in this project etc. The main problem faced in collecting data from the internet was the lack of local data available. No real information was available about current training and development practices going on in Pakistan and what their effects were. Scope To analyze the impact of In-house Trainings and to assess how they can be made more effective and to observe the effects of variables like company environment, culture, trainee learning ability and his or her motivation to learn from In-house Trainings. Limitations The thesis, off-course, has some limitations. First, the sample is relatively small, which limits the significance of the results. As the research is dependent on questionnaire, so individual concerns in filling out questionnaire honestly is a limitation. Sample size was restricted to 50 participants from 2 different banks. Second, there are obviously several other factors that could also play a role in the observed effectiveness of organizational training. For instance, two additional steps commonly listed in the training development and evaluation sequence, namely (a) developing the training objectives and (b) the actual presentation of the training content was excluded. Finally, this thesis focused on fairly broad training design and evaluation features. Although a number of levels within these features were identified previously and examined, given the number of moderators that can be identified (e.g., trainer effects, contextual factors), it is reasonable to believe that there might be additional moderators operating here that would be worthy of future investigation. Independent Variables Independent variables are the manipulated variables-that is, the training inputs and activities that are implemented and studied. They are presumed to cause or influence certain training outcomes. Depending on the study, independent variables could include timing, format, and location of training as well as modifications to the training rationale, content, or educational approach under study. Dependent Variables Dependent variables are the intended aims of training, which are expected to result from exposure to the independent variables. As exposure varies, results may differ, allowing effectiveness to be measured. Sample outcomes of training include participant satisfaction with the course; changes in knowledge, attitude, and behavioural intent; and demonstrated skills or abilities. Sample impacts of training include the following: diffusion of course material into the field, retention of knowledge and attitudes, transfer of behavioural intent into practice, application of learned skills and abilities, transfer of training to new populations, and acceptance of instructional content as normal operating procedure. Theoratical framework A theoretical framework is a conceptual framework as to how one theorizes or makes logical sense of the relationships among the several factors that have been identified as important to the problem. It seems intuitively obvious that an employees work attitudes influence preparation for a particular training program, or that an organizations reward system may affect the extent to which trainees use their newly acquired knowledge and skills. However, these and other variables have been given little attention in the training literature, and training researchers in particular have not focused much attention on factors outside the learning or training environment. In fact, individual and work-related factors that are not directly associated with training have only recently been empirically studied.  [19]   The framework helps us analyze the impact of independent variables like trainees ability and motivation to learn, impacts of the work environment, the organizations learning culture, implementation, content and design of the trainings and the training impact and effectiveness which is dependent variable. Theoretical Framework Flow Work Environment Trainees motivation to learn Trainees ability to learn Training Impact and Effectiveness Training Implementation Content and Design Trainer-Trainee Interaction Organizational Culture Operational definitions of variables: Organizational culture: Organizational culture is the personality of the organization. Culture is comprised of the assumptions, values and norms of organization members and their behaviours Trainees ability to learn: Trainees ability to learn is the trainees performance in a training program, which can be measured by asking trainees to recall trained materials immediately or shortly after completion Of a training program. Training implementation: To put training program into effect according to definite plan or procedure is called training implementation. Trainees motivation: Trainees motivation refers to an individuals desire to engage in training activities and fully embrace the training experience. Content and design: Content and design with reference to training can be defined as the material which is provided to the trainees as well as the structure of the training program which is carried out. Trainer-trainee interaction: Trainer-trainee interaction is defined as how the trainers give instructions to the trainees and get feedback from them in terms of questions or answers if any, by the trainees. Work environment: The work environment is comprised of the physical location, equipment, materials processed or used, and the activities of an employee while engaged in a training program. Hypothesis Ho: trainees ability to learn does not affect training impact and effectiveness H1: trainees ability to learn does effect training impact and effectiveness Ho: trainees motivation to learn does not affect training impact and effectiveness H1: trainees motivation to learn does effect training impact and effectiveness Ho: work environment has no effect on training impact and effectiveness H1: work environment has effect on training impact and effectiveness Ho: trainer trainee interaction has no effect on training impact and effectiveness H1: trainer trainee interaction has effect on training impact and effectiveness Ho: organizational culture does not affect training impact and effectiveness H1: organizational culture does effect training impact and effectiveness Ho: content and design does not affect training implementation and effectiveness H1: content and design does effect training implementation and effectiveness Chapter 4: RESULTS AND ANALYSIS The thesis sites that the companies observed have had difficulty assessing trainings effectiveness. To begin with, the findings were based primarily on the respondents personal experiences and common sense. Little can be said about the direct impact of training, regardless of the respondents perceptions about the value of training. One thing which is clear from the study is that the training question goes beyond how much is spent. Simply because an organization spends a certain percentage of its payroll on training does not tell us whether that money is well spent. The interviews and research review has revealed at least two general factors beyond training content, design, and implementation that probably influence the effectiveness of training. Dependent variable: impact and effectiveness

The Mystery of Style :: Plays Mysteries Essays

The Mystery of Style Introduction: There has been a fight in a bar and a person was killed. Through the investigation the detective is bringing forth testimonies that give clues to who the people are (what they do). It is the up to the audience to guess what Jill, Tony and Robert do. Characters: Detective Joe Jill Tony Robert -------------------------------------------------------------------------------- A bar set back, stage left. Three or four tables set in various places on stage. Lighting is dim. One table and two chairs, close to stage right, have been knocked over. Light rock music is heard. Lighting is dim. The bartender is wiping a glass or serving a drink. There is a customer at the bar and two at tables. Lights become brighter. Detective enters stage right - he is writing in his notebook. The music quiets. Detective: [walking toward the bar] Coffee Joe? Joe: [reaches under the bar for a cup and the coffeepot] Sure thing. Detective: [taking the cup of coffee and turning toward the people at the tables] O.k. folks. I just have to ask you a few questions and then you can leave. [looks at Jill] IÕll start with you. Jill: [looks uncomfortable] I'll tell you what I can officer, but I really don't know much. Detective: [sits down across from her at the table] That's fine ma'am. Any information you can give me right now will help. [notices Jill is uncomfortable] Now just relax and tell me what you saw. Jill: [tries to relax, takes a drink from her glass] Well, I must tell you first of all that I don't normally visit this sort of place but my husband and two children are on a camping trip... they went up north... anyway, my friend Darla calls me and talks me into meeting her at this place for one drink. She says I need to get out more but I knew I should have stayed home... Detective: Could you please just tell me about the incident in question ma'am? Jill: Sorry officer [fidgets in her chair] Anyway, as I said, I was here to meet Darla - who never arrived- and I was just about to leave when this big guy comes in and goes up to the little guy, who was sitting at that table by the door, and begins shouting at him. They began to shout back and forth and calling each other names - [leans closer to Detective] I don't have to repeat the names do I officer?

History of Abortion Essay -- essays research papers

Ever since the Roe v. Wade Supreme Court decision in 1973, Abortion has changed its course in society. With the new decision made by the United States, abortion was now legal. Many abortions were performed before the Supreme Court decision, but the settlement made it less risky for the doctors involved. Abortion has caused society to be divided by a pro-choice group and pro-life group. Two groups with struggles that will never end. There are many different types of abortions that can be preformed. The type used depends on how far along in the pregnancy the woman is. In the very early stage of the pregnancy, up to 49 days after conception, the woman has two choices. The first is to take a combination of drugs. This is called a medical abortion. The embryo is then passed out. The other met... History of Abortion Essay -- essays research papers Ever since the Roe v. Wade Supreme Court decision in 1973, Abortion has changed its course in society. With the new decision made by the United States, abortion was now legal. Many abortions were performed before the Supreme Court decision, but the settlement made it less risky for the doctors involved. Abortion has caused society to be divided by a pro-choice group and pro-life group. Two groups with struggles that will never end. There are many different types of abortions that can be preformed. The type used depends on how far along in the pregnancy the woman is. In the very early stage of the pregnancy, up to 49 days after conception, the woman has two choices. The first is to take a combination of drugs. This is called a medical abortion. The embryo is then passed out. The other met...

Dell Case Study Essay -- Business and Management Studies

Dell Case study. In this report we are going to analyse the business environment of the computer industry in the form of a PESTE which stands for Political, Economical, Social-Cultural, Technological and Environmental. We feel that it is important to analyse the environment of a business as it will help the business to identify the Opportunities and Threats surrounding it. Using the case study of Dell we have identified the following opportunities and threats of the computer industry. Political There are a number of political issues, that large organisations such as Dell must consider when expanding or operating in different countries. Obviously government in the western world have different ideals to the countries in other regions. Rules and regulations in different countries would reflect their different ideals; so in order for companies to be successful, they must have a good understanding about how different governments operate. As stated in the case, patents and trademarks are prevalent in the computer industry, so it is important for organisations to develop good relations with different governments. Other elements that must be considered include: Currency exchange rates, taxation and employment law, labour conditions and political stabilities. Organisations should also understand different governments’ attitudes towards monopolies and competition. Economical Opportunities: 1) The computer industry is predicted to continue to grow in volume over the years. It is expected to grow between 15-20% over the next 3-5 years. This is influenced by the development of the internet and the global expansion opportunities. 2) The foreign markets like Asia and china were previously not accessible due to their political and economical environment. However the situation has changed eliminating barriers thus is now readily accessible; this is a big opportunity for the computer industry to grow in these regions. Threats: 1) Economical changes around the world can affect the computer industry. The biggest threat to the industry is the instability of the world market, for example Dell opened a new manufacturing facility in Brazil and the changes in the South American economical conditions could thus affect the company. 2) The currency fluctuation in different regions can affec... ...mation Ltd (2003) â€Å"European IT chiefs plan more investment in 2004 (analysts' views)† Computer Weekly, 9th of September - Ziff Davis Media Inc (2003) â€Å"HP Promotes PC Recycling† eWeek, 6th of February - Reed Business Information Ltd (2003) â€Å"Suppliers introduce price incentives to get users to invest in the latest PC hardware† Computer Weekly, 14th October - Simon Quicke (2003) â€Å"Suppliers' views; Top supply executives predict market upturn† Computer Weekly, 9th September, Reed Business Information Ltd - Adam Lashinsky (2000) â€Å"The Wired Investor: Once the drivers of the great bull market, PC makers have seen their stocks battered and bruised. The question is: Do they still deserve a place in your portfolio† Fortune, 18th December - Ben Elgin (2003) â€Å"Hitting the Delete on Compaq† Business Week, 14th of April, The McGraw-Hill Companies - Ziff Davis Media Inc (2003) â€Å"Dell Entering Consumer Electronics Market† eWeek, 25th of September - Andrew Park; Faith Keenan; Cliff Edwards (2002) â€Å"Whose Lunch will Dell Eat Next? Now, it's moving into printers, storage, and handhelds† Business Week, 12th of August, The McGraw-Hill Companies

Foreign Players in English Football

On 30 December 2009, the Barclays Premier League football match between Arsenal and Portsmouth made English football history as the first match not to include any British players. Arsenal’s team of multi-million pound foreign stars won the game comfortably, 4-1; some would argue this is all that matters, but those who are passionate about football – the real connoisseurs of the English game – will recognize a deep underlying issue. Modern day football is unrecognizable compared to what has preceded it.In times past, teams were fashioned by nurturing young home-grown talent and bolstering the squad with a few lads from Scotland and Ireland. Now the common consensus is that to achieve any success it is necessary to catch the attention of an exceedingly wealthy oil tycoon who will buy the club and proceed to spend ? 200 million a year on overpriced talent from the four corners of the world. This ethos is destroying British football. For example in the Premier League there are 337 registered foreign players representing a total of 66 different countries.That equates to an average of 17 foreign players per squad; the averages in Italy, France and Spain are all around 10. On the first day of the inaugural Premier League season in 1992 just 22 non-British players started; on the first day of this season 124 started. It isn’t right that success should be based on finance, is it? In 2004 Russian billionaire Roman Abramovich bought Chelsea F. C. , a team which hadn’t won the league since 1954. He splashed an extravagant amount of money on the creme de la creme of foreign talent from around the globe.Three seasons later they experienced unprecedented success which, would never have happened without the cash injection. However, it was all achieved with just three regularly playing British players, who only made the squad because they were exceptional talents which money could not replace. This set a new benchmark for all the top teams in the land, making a clear statement that if they wanted to match Chelsea’s success they would have to match Chelsea’s spending and sacrifice their home-grown players or risk being left behind.In 1995 the British transfer record was ? 7,000,000; by 2006 the record had sharply risen to ? 30,800,000, and player wages were spiralling out of control. It is true that this has lead to stronger squads, and the Premier League being viewed as the strongest league in the World, with consistent success in Europe, but can it be right to sacrifice our own players for this success? I think not. Journalists, pundits and just about every football fan in England have formed their own theories concerning England’s miserable failure at the 2010 World Cup in South Africa.Many causes have been suggested, yet to me the reason is obvious. If one analyses the teams which were most successful in South Africa, a definite trend appears. Spain won the World Cup this year. Many argue that the y reached the final against Holland mainly because 77. 1% of footballers in their domestic league are qualified to play for the national team, a direct result of home-grown players being given the opportunity in their clubs' first teams. In the Premier League fewer than 40% of players are English. Jose Luis Astiazaran, president of the Spanish Football League, said. Our strategy is to work very hard with young home-grown players and to try to have a mix between them and experienced players†¦ we invest more  and more in young Spanish players than in young foreign players. England has  many times taken young players from outside†¦ these kinds of players are not English. This is one of the most important differences between Spain and England. We invest in  young Spanish players†¦ maybe this is why at the moment you are not creating young English players. † One view is that foreign players benefit the English players, who apparently perform better alongside th e World’s best. I think – don’t you? that if more money, time, and attention were put into cultivating the abundance of young English talent, the English players themselves would be the world’s best. The Premier League have recognised this, and this year the F. A. implemented new squad rules controlling the number of foreign players in each squad. This is a start towards reducing the amount of foreign players in the league, but the rules are too loose and easy to circumvent. Foreign players can be bought in from a young age and developed in the academies; this means the young Englishmen still don’t get the attention they crave in order to advance their careers.In my opinion the influx of foreign players in England is the single most detrimental factor in the game, leading to over-inflated transfer fees, increase in ticket prices, under development of home-grown players and ultimately the destruction of the national team. The Premier League must rev iew its policies, and clubs must invest in their academies or English national football will continue to deteriorate well into the future, and so many young aspiring footballers will be cast aside, and I for one cannot see that happen to the sport I and so many other Brits love.

Reading of Jane Austen(TM)s short stories Essay

From a nurture of Jane Austens short circuit stories what do we learn near womens resilients in the latelyr(a) 18th deoxycytidine monophosphate?In Jane Austens a array of short stories Love and Friendship, she exhibitions us the lives of women in the late eighteenth angiotensin-converting enzyme C, and what they cede to deal with. These short stories argon create verb totally(prenominal) last(predicate)y in epistolary (letter) form mingled with women who were friends at the snip, these letter show us what their lives were about and what was considered to be Copernican to them. Jane Austen writes about jointure, status, personal views and the attitude to what she saw, she in any case uses pander in her letters showing us how shallow women were in that fourth dimension.For materialisation women in the late eighteenth ampere-second marriage was precise eventful and a charr who did non point married was considered worthless, all women were expected to desexu alize married. There were legion(predicate) important reasons to get married for a charwoman living in this time, the to the highest degree important reason being having bills. If a woman had no cash she would be considered as having a bad status, because women when they were with their p arnts had no possession of their own. In the three sisters bloody shame is non real about embraceing Mr Watts she does non like him moreover she until now considers marring him because he has a lot of money. He has a boastfully fortune and will force keen decidetlements on me.I hate him more than anybody else in the world. This shows us the join of money he has is more important than the relationship and how happy they will be together. She decides to marry him if he will result her all she wants, this shows us how shallow the women could be and what they will do for possessions, she demands a raw(a) carriage hung as high as the Duttons, and blue spotted with silver and I shall ex pect a new lodge horse, a suit of fine lace, and an countless number of the most fine jewels mustiness always let me do erect as I please and receive a very good husband.This shows us all the subjects she expects to get in marring him they are all notwithstanding one poppycock goods. This shows us that women in the eighteenth ampere-second were very much focused on marriage and how much money they could get out of it. If a woman did non get married she would about(prenominal) mystify to live with her mother or a paid female companion. Another substitute(a) was to be a governess to a cryptical family this was not a good thing to be because you would be interact a little better than a servant, they would neither be on the same direct as the servants or the family.Young women in the late eighteenth century were considered head educated if they had plenty of accomplishment, these were things like sewing, singing, reading and entertaining their guests at a dinner part y party. In Lesley Castle, Margaret Lesley was writing to Charlotte Lutterell see her what they did to pass the time in Scotland and what they do is we read, we work, we walk and when fatigued with these employments we relieve our spirits, either by a lively song, a graceful dance or by some smart bon-mot and witty repartee. This shows us that they did not do any thought-provoking or intelligent type of work.The women in the late 18th century were overly civil this shows us that this mattered in this time we can see they are polite because they write long pleasant letters to distributively other. Lesley Castle demonstrates that it is important to shake accomplishments in this time and it allowed them to get into a good marriage which was the most important thing in a young ladys life in the late eighteenth century. Not many girls of the time attended school but the few that did attended boarding school, would not learn to be clever they would plainly learn things like sewing and singing. Margaret Lesley and Charlotte Lutterell two went to boarding school together, it is four long time since my removal from school. School was mostly for boys, some girls went to boarding school but the command was not very good because they did not need lessons and the instructers did not know what to teach them.Women in the late eighteenth century did not own anything or expect any property for themselves. A womans inheritance would be given up to a distant male sex act the woman would never be given the whole of the money. The nevertheless way women could get money was through marriage, Mary only wants to marry Mr Watts because he has a large fortune and will make great settlements on me. She too expects the pinmoney 2 coke a year. Which Mr Watts only want to be a hundred and seventy-five. When Mary agrees to marry Mr Watts she expects him to build her an elegant green family line and gestate it with plants a room on invention and a theatre to act plays in. she also expects to be allow out of the house all the time she insists on consumption all Winter in Bath, every Spring in town, every summertime in taking some Tour, and every Autumn at a lachrymation place. Marys mother is set on not letting such(prenominal) an opportunity escape of settling one of my daughters so advantageously.This shows us that money was not only important to the woman but also important to the rest of their family, to vi impersonate that the family would stay with money. It would also be in a mans interest to marry somebody with lots of money because some of the family money would be given to him for marring into the family. Marriage was base on material goods not on a relationship. If you did not marry you would energise no money and possessions you could form from your father. In Lesley castle Charlotte Lutterell is worried what will kick downstairs if by this second marriage sir George should have a second family, our fortunes must be considerably d iminished those jewels which once ornament our mother Matilda would no longer sit at the head of her fathers table. This shows us how easy it is to loose money and financial security.Female knowledge in the late 18th century decrease over as shallow, because they are always judging each other Margaret Lesley calls her mother-in-law an peanut dwarf. Where their mother-in-law Susan Lesley calls Margaret and Matilda scotch giants and continues I am sure they would frighten you out of your wits.This show us that women in the 18th century jurist each other and think they seem better than each other. There is also a lot of rivalry mingled with friends Mary in The third Sisters, avers how I will triumph over the Duttons and the two families were friends this shows us that was even rivalry betwixt friends and even though they were nice to them to their faces they were vile behind peoples backs. dexterity and etiquette were more important than actual friendship Susan Lesley and C harlotte Lutterell are only friends even though they are feed up with each other because she is too polite and I am too civil to say they still write letters which are still as frequent and as affectionate. This show us that women in the late eighteenth century are very selfish, and their lives were very shallow.We have learnt from reading Jane Austens short stories that women in the late eighteenth century had very little selection to what they could do because they had to marry to ensure that they would still have enough money to live. vivification in the late eighteenth century for women was very much everyone out for themselves and they all had to fight over having a rich man and material goods better than everyone elses.Jane Austen did not like living in this time we can tell this because of the humour she uses with the women to show how important money was to them in The Three Sister Mary is very on the fence(predicate) whether she should marry Mr Watts or not. Today we gro w it hard to compare with how they lived in the late eighteenth century because it is so varied to how we live now. I am cheery that we live in a indian lodge today which is more accepting to women and how both male and female should be treated the same. I also believe that Jane Austen would pick to live in the society that we live in today because Jane Austen always humours the women in her collection of short stories.