Banded Sea Krait Facts (Laticauda colubrina)

The banded sea krait is a type of venomous sea snake found in the tropical water of the Indo-Pacific Ocean. Although this snakes venom is ten times more potent than that of a rattlesnake, the animal is nonaggressive and only known to bite in self defense. The most common name for the species is the banded sea krait, but its also called the yellow-lipped sea krait. The scientific name Laticauda colubrina gives rise to another common name: colubrine sea krait. While the animal may be called the banded sea snake, its better to call it a krait to avoid confusion with true sea snakes. Fast Facts: Banded Sea Krait Scientific Name: Laticauda colubrinaCommon Names: Banded sea krait, yellow-lipped sea krait, colubrine sea kraitBasic Animal Group: ReptileSize: 34 inches (male); 56 inches (female)Weight: 1.3-4.0 poundsLifespan: Unknown. Most snakes can reach 20 years of age under ideal conditions.Diet: CarnivoreHabitat: Indo-Pacific regionPopulation: Stable, probably numbering in the thousandsConservation Status: Least Concern Description A banded sea krait can be distinguished from other krait species by its yellow snout and from true sea snakes by its flattened body and nostril position. Sirachai Arunrugstichai / Getty Images The banded sea snake has a black head and black-striped body. Its upper surface is blue-gray, with a yellow belly. This snake can be distinguished from related kraits by its yellow upper lip and snout. Like other kraits, it has a flattened body, paddle-shaped tail, and nostrils on the sides of its snout. In contrast, an aquatic sea snake has a paddle tail, but a rounded body and nostrils near the top of its head. Banded sea krait females are substantially larger than males. Females average 142 cm (56 in) in length, while males average 87 cm (34 in) in length. On average, an adult male weighs about 1.3 pounds, while a female weighs around 4 pounds. Habitat and Distribution Banded sea krait (Laticauda colubrina) distribution. Sn1per Banded sea kraits are semiaquatic snakes found in shallow coastal waters of the eastern Indian Ocean and western Pacific Ocean. While juvenile snakes spend most of their time in the water, adult kraits spend about half their time on land. The snakes hunt in water, but must return to digest their food, shed their skin, and reproduce. Banded sea kraits exhibit philopatry, which means they always return to their home islands. Diet and Behavior The head and tail of the banded sea krait look similar, which helps deter potential predators. Placebo365 / Getty Images Banded sea kraits are perfectly adapted to hunt eels, supplementing their diet with small fish and crabs. The snake has never been observed feeding on land. The kraits slender body helps it weave through corals. The snakes tail may be exposed, but the threat from predators is reduced because the tail looks much like the head. Banded sea kraits are solitary nocturnal hunters, but they travel with hunting parties of yellow goatfish and bluefin trevally, which capture prey fleeing from the snake. Banded sea kraits display sexual dimorphism in hunting behavior. Males tend to hunt moray eels in shallow water, while females hunt conger eels in deeper water. Males tend to make multiple kills on a hunt, while females typically only take one prey per hunt. Most animals leave sea kraits alone, but they are preyed upon by sharks and other large fish and sea birds when the snakes surface. In some countries, people catch the snakes to eat them. Venomous Bite Because they spend so much time on land and are attracted to lights, encounters between kraits and humans are common but surprisingly uneventful. Banded sea kraits are highly venomous, but only bite in self-defense if grabbed. In New Caledonia, the snakes have the common name  tricot rayà ©Ã‚  (stripey  sweater) and are considered safe enough to play with children. Bites most often occur when fishermen try to untangle the snakes from fishing nets. The venom contains a powerful neurotoxin that can cause hypertension, cyanosis, paralysis, and potentially death if left untreated. Reproduction and Offspring Banded sea kraits are oviparous; they return to land to mate and lay eggs. Mating occurs in September through December. Males chase the larger, slower females and entwine around her. The males rhythmically contract to produce what are called caudocephalic waves. Copulations takes about two hours, but the mass of snakes may remain entwined for several days. Females deposit up to 10 eggs in a crevice on the land. Only two nests have ever been discovered, so little is known about the how the hatchlings find their way to water. The lifespan of the banded sea krait is unknown. Conservation Status The IUCN classifies the banded sea krait as least concern. The species population is stable and the snake is abundant throughout its range. Significant threats to the snake include habitat destruction, coastal development, and light pollution. While the snake is a human food source, the threat from overharvesting is localized. Coral bleaching may impact the banded sea krait, as it may result in diminished prey abundance. Sources Guinea, Michael L.. Sea snakes of Fiji and Niue. In Gopalakrishnakone, Ponnampalam. Sea Snake Toxicology. Singapore Univ. Press. pp. 212–233, 1994. ISBN 9971-69-193-0.Lane, A.; Guinea, M.; Gatus, J.; Lobo, A. Laticauda colubrina. The IUCN Red List of Threatened Species. IUCN. 2010: e.T176750A7296975. doi:10.2305/IUCN.UK.2010-4.RLTS.T176750A7296975.enRasmussen, A.R.;and J. Elmberg. Head for my tail: A new hypothesis to explain how venomous sea snakes avoid becoming prey. Marine Ecology. 30 (4): 385–390, 2009. doi:10.1111/j.1439-0485.2009.00318.xShetty, Sohan and Richard Shine. Philopatry and Homing Behavior of Sea Snakes (Laticauda colubrina) from Two Adjacent Islands in Fiji. Conservation Biology. 16 (5): 1422–1426, 2002. doi:10.1046/j.1523-1739.2002.00515.xShine, R.; Shetty, S. Moving in two worlds: aquatic and terrestrial locomotion in sea snakes (Laticauda colubrina, Laticaudidae). Journal of Evolutionary Biology. 14 (2): 338–346, 2001. doi:10.1046/j.14 20-9101.2001.00265.x

The anecdotes A Good Man is Hard to Find and The Comforts...

The anecdotes A Good Man is Hard to Find and The Comforts of Home will be examined with respect to color Flannery O’Conner – Color Connotations The anecdotes A Good Man is Hard to Find and The Comforts of Home will be examined with respect to color connotation and imagery. This essay will discuss how colors affect the reader’s abstract senses and emotions. Colors are also used to suggest the nature of the piece and characters within. Various cultures perceive colors differently which could change a reader’s perspective. A Good Man is Hard to Find is told from the grandmother’s point of view. The first significant color is describing her son’s wife. â€Å"†¦ a young woman is slacks, whose face was as broad and innocent as a†¦show more content†¦When the Misfit took Bailey and John Wesley into the woods, she continues conversing with the Misfit showing her coldness. Her conservatism is validated by her attitude towards the children, the Negro child and her conviction in the â€Å"good ol’ days†. Color is used not only to portray characters and their perception but is also used to depict scenery which establishes the ambiance. â€Å"They turned onto the dirty road†¦ along in a swirl of pink dust.† This imagery is very mystic and reminiscent of the stars and beyond; the unknown. â€Å"All at once they would be on a hill, looking down over the blue tops of trees for miles around, [and] then the next minute, they would be in a red depression with the dust-coated trees looking down on them.† Throughout this paragraph, the reader is cycling between heaven and hell. While at the top of the hill, blue depicts heaven, tranquility, and calmness. As they descend, the use of red represents depression, fire, hell, and violence. This is the moment when the antagonists are en medias res. The characters are moving from naà ¯vetà © to danger. The Comforts of Home’s protagonist is Thomas who lives with his mother at thirty five. Colors are rarely mentioned until immediately before the murder of Star Drake, formally Sarah Ham. The color pink is mentioned twice. The first reference in on page 384: â€Å"Her face greasyShow MoreRelatedThe Hidden Emotional Story Of The Protagonist Who Is Struggling With A Family Crisis Essay1536 Words   |  7 Pageshold together everything is her sister. But, she is also fighting her own battles with a married man. The guy has become the part of the family but disappears as well, leaving the family with yet another loss of the protagonist and the children. Her parents also cannot provide her with the kind of support which the family needs. Because, they cannot bring back her husband to home for the family comfort. 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Sir William Wallace Essay Example For Students

Sir William Wallace Essay When the king of Scotlanddied without an heir to the throne the nephew of the king also the king ofEngland nicknamed Edward the Longshanks (Edward I) took the throne for himselfand complete control of Scotland. William WallWhen the king of Scotland died without an heir to thethrone the nephew of the king also the king of England nicknamed Edward theLongshanks (Edward I) took the throne for himself and complete control of Scotland. William Wallace was Bornin January of the year 1272. He was the second of three sons. He was born inthe town of Elerslie, which was in Scotland. His Father Sir Malcolm Wallaceheld the title of knight but had little to no political power. Wallaces Fatherwas involved in a revolt called Turnberry Band when William was 14 years oldand was sent to live with his uncle Argile. His Uncle taught William Latinand French and how to be a swordsmen.When Williams father returned from therevolt at Turnberry Band William was 17 years old. Fighting between rivalfamilies and rival towns were heating up. Civil War was about to Break outin Scotland. Brawling and riots inside towns turned into full scale battles,Where in the Battle of Loudoun Hill Williams father was involved and killed. William Stayed with his mother For two years until he met Murron Braidfootand married her in the year 1272. There are many tales on how William Wallacebecame and outlaw after his marrige, one such is that one day William wasfishing at a near by lake when a group of english soilders approached him anddemanded william give them the fish he had caught. William trying to get foodfor himself and his wife said they could only take half. The soilders enragedlunged at William. But William fought off and killed both of the guards, foreverbecoming an outlaw. In The month of may 1272 A group of english soilders underthe command of The English Sheriff of Lanark, William de Hazelrig ordered thedeath of Williams wife. It seems that William had already started his revoltagainst England when his wife was murdered in an attempt to arrest Wallace. Wallaces huge act of rebellion attracted the attention of common folk andScots nobles alike, all of whom were unwilling to bear Edward the Longshankslaws. Rebelion forces under William Wallace were scattered all over scotlandbut they all submerged together and met a larger more equipped english armyat the Battle of Stirling. The Battle of Stirling happened a little differentlythan portrayed in the film Braveheart. On September 11, 1297, The English forceswere arrayed around Stirling Castle, while the Scots were opposite them acrossthe forth, which wound through a valley. All that seperated the two armieswas a bridge across the forth. Because of poor commanding by the English leaders,The english were trapped as they crossed the bridge and were slaughtered bythe Scots. In March of 1298 Wallace was Knighted by the scottish noble manRobert the bruce and was appointed guardian of Scotland. Edward I finallyheaded for Scotland with his army in July of 1298 Sadly the english army wasmuch larger than the Scots and despite Wallaces best efforts the english decimatedthe Scots at the battle of Falkirk. Wallace himself barely escaped and Somehistorians do belive that Robert the bruce helped Wallace escape from englishsoilders. After Scotlands loss at Falkirk Wallace resignes as guardian ofScotland, no one knows what Wallace did for the next 3 years But some belivehe led mild raids into england which only enraged King Edward I more. Manybelive that someone betrayed Wallace at his capture near Glasgow by englishforces where he was immiediatly sent to london to be executed for treason. .u90cdde687878fcde2698fd169e8108ed , .u90cdde687878fcde2698fd169e8108ed .postImageUrl , .u90cdde687878fcde2698fd169e8108ed .centered-text-area { min-height: 80px; position: relative; } .u90cdde687878fcde2698fd169e8108ed , .u90cdde687878fcde2698fd169e8108ed:hover , .u90cdde687878fcde2698fd169e8108ed:visited , .u90cdde687878fcde2698fd169e8108ed:active { border:0!important; } .u90cdde687878fcde2698fd169e8108ed .clearfix:after { content: ""; display: table; clear: both; } .u90cdde687878fcde2698fd169e8108ed { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u90cdde687878fcde2698fd169e8108ed:active , .u90cdde687878fcde2698fd169e8108ed:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u90cdde687878fcde2698fd169e8108ed .centered-text-area { width: 100%; position: relative ; } .u90cdde687878fcde2698fd169e8108ed .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u90cdde687878fcde2698fd169e8108ed .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u90cdde687878fcde2698fd169e8108ed .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u90cdde687878fcde2698fd169e8108ed:hover .ctaButton { background-color: #34495E!important; } .u90cdde687878fcde2698fd169e8108ed .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u90cdde687878fcde2698fd169e8108ed .u90cdde687878fcde2698fd169e8108ed-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u90cdde687878fcde2698fd169e8108ed:after { content: ""; display: block; clear: both; } READ: Sociology2 EssayThe Sentance was immiediatly carried out Wallace was wrapped in oxhide anddragged several miles to Smithfield. Where he was hanged until almost unconsciousand then tied two a table and disemboweled where the english set his entrailson fire while still attached to his body, he was possibly castrated as welland then beheaded. Category: History

Mentoring Analysis of the Articles

Strengths and weaknesses of the articles Mentoring teachers seems to be one of the most important concepts in education. It is not always possible for tutors to choose an appropriate approach and teach students in a good way.Advertising We will write a custom essay sample on Mentoring: Analysis of the Articles specifically for you for only $16.05 $11/page Learn More This is why it seems to be helpful and rather effective to promote the development of special mentoring programs during which teachers will be able to improve their skills and learn how to develop their activities. In this paper, five different articles about mentoring teachers will be discussed. Each project is a unique approach to understand the essence of the mentoring process and the urgency of activities offered to tutors. It is never too late to think about self-improvement, and mentoring teachers programs are good options to rely on. Mary Oliver and her team create a captivating articl e about the mentoring program for teachers and the impact of the offered activities on the educational process. The peculiar feature of this article is that the authors focus on early career of a teacher and the necessity to mentor new teachers to cope with the duties set. It is not that easy to start being a good teacher: many emotions may prevent achieving good results, some psychological aspects are touched upon, and inability to plan time properly. 38 mentee teachers have been questioned as a result of which they share the following information: â€Å"where they taught, work experience at school, why they wanted to join the mentoring program, what they enjoyed about teaching and what they need in the way of professional support† (Oliver et al., 2009, 7). The strong point of this article is all about personal attitude and attention to human emotions. The authors make a successful attempt to investigate what the participants think about the mentoring program and whether the y find it beneficial.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Still, the absence of solid theoretical background weakens the article a bit. Additional information about the importance of the program and a variety of programs’ forms could make the paper a more powerful source of information. The article of Carter and Francis discloses the peculiarities of mentoring programs in a very good way. The authors make a decision to create an article in the form of a literature review by means of which mentoring and professional learning of a teacher-beginner are evaluated. Qualitative and quantitative information is offered in the article. There are many reliable sources of information and researches which help to understand the worth of mentoring. In spite of the fact that the authors prove that â€Å"mentoring relations make very important contributions to the induction experience of beginni ng teachers† (Carter Francis, 2001, p. 259), some weakness are still observed in the article. One of the most evident shortages of the article is generalization of the facts. Carter and Francis present interesting facts about mentoring, still, they mention that some writers or researchers offer the chosen idea too often. The decision to investigate the activities taken by the New South Wales government schools and use such analysis like MANOVA or ANOVA makes the paper stronger and rather helpful to the reader because not all writers are ready to measure their works by several analyses only. In comparison to previous articles, the authors of the article â€Å"Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings† chose one particular research project for the analysis.Advertising We will write a custom essay sample on Mentoring: Analysis of the Articles specifically for you for only $16.05 $11/page Learn More The measurements chosen for this article have reasonable backgrounds: it becomes an interesting idea to focus on a particular situation with particular participants and the changes which take place around. Mentoring practice has to be critically reflective, this is certain attention is paid to dialogues between a mentor and a mentee during which reflections may be developed. Even if the decision to limit the investigations and focus on a particular case study may be regarded as the main weakness of the article, careful attitude to the details and use of theoretical and practical knowledge make this article stronger in comparison to other sources evaluated. In addition to clear descriptions of some activities of the program, several personal opinions are taken into consideration. With the help of such article, the reader is able to understand how the program has to be implemented and what outcomes may be expected. There are many factors which may in fluence the development of a new mentoring program, and Flynn and Nolan in the article â€Å"Mentor Program: What Lessons Can Be Learned?† introduce the one connected to state regulations. The strong point of this article is that the authors research the field of state regulations in order to identify the justifications with the help of which it is possible to â€Å"cut funding and incrementally dismantle a model program† (Flynn Nolan, 2004, p. 173). Several programs are taken into consideration to study the reasons of their rise and fall. Though it was proved that the protection of such programs have to be organized by the state and give several credible reasons, the main weakness of this article is that the authors do not find it necessary to consider public opinion and the emotions of ordinary teachers caused by mentoring programs. Attention to the state’s role in the program is not always enough for a successful idea. Finally, the peculiar feature of the ar ticle by Donald Norman and Tom Ganser is all about the humanistic concepts which are used to define the relations between mentor and mentee.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In comparison to other articles described in this paper, this work seems to be a successful example of a descriptive project with the help of which the reader is able to analyze the peculiarities of mentoring programs. The authors state that it is very important to focus on teaching skills and the ways of how these skills are delivered to beginning teachers. â€Å"Passion and emotion involved in good teaching apply to good mentoring as well and that the counseling dimensions of mentoring are the heart of the power of mentoring for mentor and mentee alike† (Norman Ganser, 2004, p. 138). Comparison of the articles The findings of all five articles under consideration have a number of similarities and differences at the same time. On the one hand, all articles prove that mentoring of teachers plays an important role in the educational process. Tutors should have an access to the activities with the help of which they understand how to improve their job, develop proper communica tion with students, and organize their working hours. Of course, the main duty of any teacher is to educate students. However, sometimes, teachers are also in need of some education. This is why mentoring programs are in demand and have to be improved in a variety of ways. The findings prove that it is possible to take some steps and improve the existing mentoring programs, still, the methods of how information has to be analyzed may vary. For example, Carter and Francis rely on MANOVA and ANOVA approaches with the help of which review of recent literature is possible. Any other authors do not want to measure their investigations this way. The success of the method chosen by Oliver is also evident: in comparison to other researches, this research is primary and describes the opinions of the participants as soon as the program was offered to them. Though all researches are qualitative as they aim at understanding teachers’ behavior and problems they face being the beginners in their profession, research methods have different goals and forms. Flynn and Nolan offer constructive research with the help of which they develop the solutions to the existing problems of mentoring programs by means of evaluating careful observations of several examples. Empirical research of Harrison, Lawson, and Wortley helps to identify the new ways of how teachers may increase professional autonomy and succeed in the chosen field. And Norman and Ganser, in their turn, introduce exploratory research in the process of which they ask questions identify new problems of mentoring programs. Their methodology is one of the most powerful examples of how the chosen concept may be evaluated. Certain attention should be paid to the credibility of the information offered in the articles. The first reason of why the chosen articles are credible is the use of the sources which have already been implemented into practice. To prove the correctness of the chosen ideas, the authors use their in dependent investigations and share the opinions of people who were involved into mentoring programs. The second reason of why the chosen articles are worth reader’s attention is that the majority of authors make a decision to combine practical and theoretical approaches. These approaches are used in order to explain that some problems may be still observed in mentoring programs and have to be solved by means of special funding and social innovations. Synthesis of the comparison With the help of the comparison conducted and the description of the articles, their weak and strong points, and their impact on the field of education, a considerable contribution has been made. The analysis of the ideas offered helps to clear up the challenges which are dangerous for beginning teachers and the solutions which can be made accordingly. Five articles are written by different articles in order to prove that mentoring teachers is an important part of the educational process. As a result o f the comparison, it becomes clear that Oliver’s article is one of the most emotionally-colored as the opinions of the participants of the program are considered; Norman and Ganser’s work aims at describing the relations between mentors and mentees; Flynn and Nolan pay special attention to the conditions under which future teachers have to live and work, and the ideas of Carter, Francis, Harrison, Lawson, and Wortley are similar as they find it obligatory to use real cases and use particular methods for their analysis. In general, it is possible to say that in spite of the nature of the method chosen or the case discussed, the truth remains the same: mentoring teaching has to be supported and improved as new conditions requires new improvements to achieve the desirable purpose and succeed in educating. Reference List Carter, M., Francis, R. (2001). Mentoring and Beginning Teachers’ Workplace Learning. Asia-Pacific Journal of Teacher Education, 29(3), 249-262. d oi:10.1080/13598660120091856. Flynn, G. V., Nolan, B. (2008). The Rise and Fall of a Successful Mentor Program: What Lessons Can Be Learned?. Clearing House, 81(4), 173-179. Retrieved from EBSCOhost. Harrison, J., Lawson, T., Wortley, A. (2005). Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings. European Journal of Teacher Education, 28(3), 267-292. doi:10.1080/02619760500269392. Norman, D. M., Ganser, T. (2004). A Humanistic Approach to New Teacher Mentoring: A Counseling Perspective. Journal of Humanistic Counseling, Education Development, 43(2), 129-140. Retrieved from EBSCOhost. Oliver, M. (2009). Listening to the learners: Mentee’s perspectives of a mentoring program for first-year science teachers. Teaching Science – the Journal of the Australian Science Teachers Association, 55(4), 6-11. Retrieved from EBSCOhost. This essay on Mentoring: Analysis of the Articles was written and submitted by user Bobby B. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Lost Minds A Study Of Alzheimers Disease Essays -

Lost Minds: A Study Of Alzheimer's Disease Lost Minds: A Study of Alzheimer's Disease Alzheimer's Disease is one of the most common diseases among elderly people today. Alzheimer's creates emotional and financial catastrophe for many American families every year. It affects nearly 4 million people in the United States. Alzheimer's Disease is the fourth leading cause of adult death in the United States, and nearly 90 billion dollars go towards Alzheimer's research each year, most of this money is funded largely by Medicare and Medicaid, but the government funds some (Medical?). Many elderly people are thought to be crazy, people think the strain of their lives has been too much for their minds, when in fact the real problem may be a serious condition called Alzheimer's. Alzheimer's Disease is a degenerative brain disease. It is caused by a slow break down of the brain cells. Alois Alzheimer, a German physician, first discovered Alzheimer's Disease in 1906. The first recorded case of Alzheimer's Disease was a 55-year-old woman. She was admitted to the mental asylum where Alzheimer worked when she was 51 and slowly deteriorated over her 4 years there. After her death, Alzheimer performed an autopsy in which he found a small, shrunken brain. This was the start of Alzheimer's research. Since it's discovery, Alzheimer's Disease hasn't evolved much. It's much more common now and the symptoms are slightly enhanced, but the disease is relatively the same. The number of people with Alzheimer's Disease is expected to increase dramatically as the baby boomers age (Davis). Some scientists believe that Alzheimer's Disease may be caused by a mutation of a gene on chromosome 14, this mutation is related to about 8% of all Alzheimer's cases (Alzheimer's). Alzheimer's patients also have an excess of aluminum in their brain tissues, which is linked to the disease and they lack hootropic agents, the chemicals that protect the brain cells. The early stages of the disease are often viewed as the consequences of aging, so Alzheimer's often goes unrecognized. There are several stages to Alzheimer's Disease. In the early stages people forget recent events, but they clearly remember things that happened many years ago. In the later stages of the disease, people can no longer remember past events and often do not recognize their family members. Some victims do not even recognize themselves. Alzheimer's victims often suffer from impaired judgement. They may touch a hot stove burner not remembering that it can burn them. There have been cases where people with Alzheimer's Disease nearly starve because they forget to eat for days. When my Great Grandma, who had Alzheimer's, was left alone, she would drive from her home in Meade to Hugoton or Satanta trying to find Liberal. The disease can also cause people to be very tired. Patients may also have trouble with place and time. They may not recognize their own home of many years, and they may confuse morning with afternoon. Some patients with Alzheimer's Disease will revert back to an almost child-like state. Some of the victims are very angry and aggressive while others are very calm and quiet. How fast the disease advances varies from person to person. Eventually, most people with Alzheimer's disease become unable to care for themselves. Alzheimer's Disease is not the direct cause of the victim's deaths. The disease renders the patients bedridden and in their weakened condition they catch viruses such as pneumonia. Alzheimer's attacks few people after age 60, but occurs in 20% of people who live to age 85 (Gillick). Alzheimer's does not occur more in men or woman, but the disease is more prone to Caucasian people. Out of all the cases of Alzheimer's in the United States, about three-fourths or three million of them are white people. Scientists do not know why this is, because black people's brain cells are the same as those of white people (Gillick). Some scientists say that Alzheimer's Disease is genetic, and it may be. Scientists say that if the disease is genetic, then it only occurs in every 4th or 5th generation, but that the disease must be ?turned on? by some outside factor. Doctors can't seem to figure out what the outside factor is. Some scientists even believe that

drugs and alcohol in college essays

drugs and alcohol in college essays Drugs and Alcohol are a major problem on college campuses all over the world. Many college students participate in drugs and alcohol on a weekly basis and even daily basis. What goes through their heads when they participate in these substances? Why do they choose to take part in substance abuse? Is it because they want to get away from reality or is it just because it is the thing to do? Could it have to do with the way a person is brought up? Students have high levels of stress and anxiety dealing with class work, daily struggles, and social stress. It maybe that a major cause in the consumption of alcohol and drugs is because of the major stress factors. But on the other hand it could be a result of psychological problems. In my personal opinion, there are a lot of different reasons for drug and alcohol use and it depends on the individuals situation. Alcohol and drug use is increasing among young adults in the US. With this more and more university students engage in drugs and alcohol. A survey was taken from random students from ten universities. The survey method was used. The questionnaire was based on alcohol, marijuana, and other drug consumption. They included questions on smoking, drinking alcohol, and use of other drugs. The hospital anxiety depression (had) scale was used to measure anxiety and depression. Its main finding was that many university students are drinking above sensible limits and taking marijuana and experimenting with other illegal drugs. The same trend has been observed among young people in the United States. The survey also found that their sample of university students also had high levels of anxiety, which did not relate to drinking or drug taking. When asked why they drank alcohol, the commonly reported reasons were pleasure, habit, to increase confidence, anxiety/stress, and social pleasu re. It shows that it really depends on the person for which the reason to drink was. Whe...

Organizational Srtucture Shapes Corporate Culture and Influences Essay

Organizational Srtucture Shapes Corporate Culture and Influences Organizational Change - Essay Example For example, formal, even bureaucratic as opposed to liberal or lenient relations. Structure also includes the allocation of power in an organisation, whether concentrated in the hands of a few people or there is sharing of power and decision making at all levels. Organisational culture can be understood as a â€Å"the shared set of assumptions, beliefs, values and behavioural patterns of a group, that guide that group’s perceptions, judgments, and actions† (Levin 2000, p.83). Its significance is related to its ability to influence the activities of members and the functioning of the organization without particular control measures (Awal, Rongione, Klinger et al 2006). Poole and Van de Ven (2004, p.xi) define organizational change as a â€Å"difference in form, quality, or state over time in an organizational entity† which may differ from an individual’s job, a work group, an organisational subunit, or the overall organisation. Change may be planned, unpla nned, incremental, radical, recurrent, or unprecedented. Thesis Statement: The purpose of this paper is to critically discuss the extent to which an organisation’s structure shapes its culture, and impacts its ability to transform itself. Different Management Styles: Effects on Organisational Performance Over recent years, the role of present-day managers has become increasingly empowered, with a more networking, consensus-seeking approach (Reigle 2001). Different management styles have their distinctive effects on organisational performance, and the effectiveness of organisations. Management style pertains to â€Å"how the leader approaches opportunities, what he or she chooses to emphasize, to defer and to delegate to others† (Krause 2007, p.19), based on managers’ traits. Research evidence indicates transformational style as the most beneficial for driving safety and for creating a high performance culture. According to Early and Davenport (2010, p.59), †Å"transformational leadership and transactional leadership are very different styles of leadership, but they are not mutually exclusive and can be complementary if employed correctly†. Additionally, an individual can have and develop skills required to be both a transactional and transformational leader. Transformational managers invoke colleagues and followers to view their work from new perspectives; they generate awareness of the mission or vision of the team and organization; managers guide employees to achieve their highest levels of potential; motivate colleagues to work for the larger interest of the group and the organization. This leadership style attempts to engage the employees’ creativity and loyalty, thus achieving a higher level of commitment and effort from employees. Tranformational behaviors include idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation. Idealized influence is the leaders’ sharin g of vision and sense of mission with employees, and the proposal of radical, innovative solutions to critical problems (Early & Davenport 2010). Transactional leadership occurs when a leader â€Å"rewards or disciplines a follower depending on the adequacy of the follower’s performance† (Early & Davenport 2010, p.59). Transactional leadership is closely associated with traditional models and strategies employed in leadership theory. In

Financial Report Analysis of Goodrington Plc Essay

Financial Report Analysis of Goodrington Plc - Essay Example INTRODUCTION Company Background Goodrington group plc belong to fashion retailing industry in the United Kingdom. It comprises three popular brands of retailing in the country that are Goodrington, Newton, and Churston. These three bands provide several retail products to different target groups of the consumers in United Kingdom. Activities Goodrington caters to customers ranging from the young-to-middle aged consumers by providing different items such fashion clothing, footwear and home ware. Newton has its own target market catering to the female consumers aged 45 and over by selling clothing items to them. Churston caters to the consumers with an instinct for fine fragrances and perfumes. It attracts its target consumers with the help of brightly lit and decorated store interior that is highly appealing to the people with artistic sense. Significant Changes The most significant change concerning the company's operations as reflected in the company's annual report is the acquisition of subsidiary costing the company 4,350,000 in the year 2005. ANALYSIS Profitability 2005 2004 Gross Profit Ratio 20.25% 20.56% Net Profit Ratio 5.99% 6.61% Gross Profit Ratio The Gross Profit ratio analyses the company's profit margin before accounting for various operating costs (Mcmenamin Jim, 1999). The gross profit ratio for Goodrington plc shows that the company is earning about 20% out of the total sales revenue after having accounted for the cost of sales. This also shows that the company loses almost 80% of the total sales revenue on production and distribution expenses. The company's gross profit ratio has been stable over the last two years. Net Profit Ratio The net profit ratio analyses a...This paper utilises only books for the purpose of formulas and interpretation of the given ratios. Goodrington group plc belong to fashion retailing industry in the United Kingdom. It comprises three popular brands of retailing in the country that are Goodrington, Newton, and Churston. These three bands provide several retail products to different target groups of the consumers in United Kingdom. Churston caters to the consumers with an instinct for fine fragrances and perfumes. It attracts its target consumers with the help of brightly lit and decorated store interior that is highly appealing to the people with artistic sense. The Gross Profit ratio analyses the company's profit margin before accounting for various operating costs (Mcmenamin Jim, 1999). The gross profit ratio for Goodrington plc shows that the company is earning about 20% out of the total sales revenue after having accounted for the cost of sales. This also shows that the company loses almost 80% of the total sales revenue on production and distribution expenses. The company's gross profit ratio has been stable over the last two years. The net profit ratio analyses a company's profitability after taking into account all the operating costs and interest expense etc (Mcmenamin Jim, 1999)

U.S. history between the end of the World War II (1945) and the Assignment

U.S. history between the end of the World War II (1945) and the present - Assignment Example McCann contends that the terrorist attack of September 11, 2001 showed that American citizens were no longer secure and safe1. According to McCann, assaults on the US amounted to thirty-seven between the end of the Cold War and 2006. Critics have argued that Clinton and Bush’s administrations failed blatantly to confront the attacks from terrorists2. It has been perceived that the intelligence agents in the United States expressed a lot of laxity in preventing US from terrorism since 19453. Nations have an international obligation to prevent terrorism within and outside their boundaries4. The international community has established crime law to endeavor to deal with the conduct of the non-state terrorist actors5. In this respect, states should not breach their primary obligation to punish, as well as, prevent acts of terrorism. Evidently, the video shows that the impact of the terrorist attacks was tremendous and resulted in death of many people. In essence, terrorism is an issue that has tormented the United States since 1945 to the

Effect of Motivation on Employee Training Effectiveness

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