Man is a social element, so family and society influence our feelings, emotional arena while we come across any situation and get fail or not reach up to mark; any such adverse situation brings frustration. Trivial routines are capable to built frustration, e.g. inattentiveness of today's busy parents brings their children frustration. Learning disabilities at schools often frustrate students. Friends can cause us frustration too, especially when they betrayed us or a promise is broken. Broken promises are always frustrating and painful. Apart there are lots of situations or surroundings factors that could bring frustration in our life. The intensity of frustration phase may be variable from person to person and it depends upon prevailing circumstances at that time. Frustration is an outcome of many accrued 'negative emotions'. Such negativities in our behavior, as well as our external circumstance give rise to frustration. it is virtually impossible to list down each and every negativity associated with frustration. As stated earlier, many of these factors are relative in nature and obviously they will vary according to individual life experiences and personalities. We can say that frustration is a result or a complement of other behavioral negativities like envy, guilt, fear, phobia, jealousy, distrust, failure, loneliness, betrayal, shame and many more.

Our own emotions can make us frustrated, like misunderstandings, misinterpreting the situation, suspicion, pride, arrogance etc. can unnecessarily bring the frustration. Every work that is done means is a unified combination of task and our performance or efficiency so as to get that work done. To avoid frustrations, we need to accept our factual position instead of putting hopes on vague imagination in which the situation would have been different. We need to co-relate our dreaming behavior to actual situation. When we observe ourselves carefully, we can actually realize our limitations and hence can work towards exploring our available resources unless it would cause even more frustration.

Our surrounding is a factors as well as assisting team play major role on our working ability. If our working ability gets hampered by external factors like non-cooperation of workers, that will bring frustration. We cannot expect any improvement against expressed will of other person if one is unwilling to put in the effort for it. If we waste our energy on such futile team that in fact is not interested in co-operating us, we get frustrated, we waste precious energy and attention and we will find ourselves stuck in a downward spiral of performance.

The IT Professional we interviewed is Mr. Gemrald R. Glibara, the M.I.S Department Head of AMS Group of Companies.His two most frequently experienced causes of frustration of IS professionals and users while working on an IS plans are as follows:

Resistant to Changes

The main reason behind the employee’s resistance is the underlying fear and anxiety caused by uncertainties of change. In most situations resistance arises out of individual problems rather than technical problems. Resistance is often because of attitudinal factors and blind spots, which the functional specialists have as a result of their concern for and preoccupation with technical aspects of new ideas.

One of the common reasons for resisting change is the feeling of discomfort with the nature of change itself, which may violate their moral belief systems. Another reason for resistance may be the method in which change is introduced. This is observed when authoritarian approach is used and people are not informed. Other reasons for resistance may be inequity where the employees feel that someone is likely to get greater benefit than they are likely to get.

SOURCES OF INDIVIDUAL RESISTANCE

1. Lack of knowledge : in situations when people do not have sufficient knowledge about the cause and effects of change they feel anxious and stressed and consequently resist to change. Employees also resists change because it threaten their need for security ,self-esteem, competence, status and social interaction. Irrespective ofthe nature of change it has been found that employees make efforts to protect them from effect of change and the reaction may range from simple complaint and grievances to passive resistance, sabotage, absenteeism an slowing down of work. Resistance to change takes place irrespective of the level of employee in the organization- whether one is white collar or a blue-collar worker.

However, when the change become inevitable, the employees try to offset the facts of change by desire for now learning / experiences and for the rewards that may come with change. In that case changes are requested and sought for by employees. Change reaction effects are seen in feeling of insecurity and the change of working situations or job. Change can have cascading effect when one person receives promotion; it leads to promotion of ten other people’s at lower levels. This is indicative of change reaction effects of a single precipitating event.

2. Selective perception : when changes are introduced employees are more concerned about how it would affect the entire organization. This is often observed when mode of payment is changed or reorganization is done. Also individuals assess the compatibility of the change with their belief and value systems.

3. Fear of Uncertainty : Uncertainty about the effect of change personally and professionally is another reason for individual resistance. The threat perceived by the employee may be imaginary, intended or unintended, big or small, direct or indirect. A number of fears like loss of status, power, income and uncertainty about their ability to cope with work-demand come in the way of accepting the change.

4. Aversion to Risk : change threatens those who like comfort of familiar. Change often requires personal transition where in familiar has to be destabilized. It calls for giving up the status quo, unlearning or unfreezing the person to integrate and absorb new learning. It is interesting that a number of individuals consider change to bring new opportunities. Research findings also support the view that positive approach to change results in opportunities for individuals during the transition period.

SOURCES OF ORGANISATIONAL RESISTANCE :

Factor built in the organizational system also lead to resistance to change. It has been observed that organizations are conservative and are therefore slow to change.

1. Inertia of a structure: A number of built-in mechanisms provide stability to organizations. Every organization has got its own systems, processes, policies, and procedures, which ought to be followed for uniformity and formalization of the process. Consequently any change in the structural aspects has cascading effect on other related systems and processes. This creates a hurdle in introducing organizational change. In organizations where structural changes are introduced, it takes long for people to accept and assimilate the structural change.

2. Threat to power dynamics: Structural change with ensuing changes in decision-making pattern can destabilize power relationships established over a period of time. Change in decision-making process from centralize decision making process to participative or democratic decision-making process form centralized decision-making can threaten managers affected by it.

3. Group pressure : Group norms evolved by an organization over the years become a bottleneck in bringing about change. It is common observation that a single member of a group accepts change suggested by management willingly. However, his group affiliation with a union does not allow him to do so. Therefore, he is likely to resists change.

4. Blinkered view of change : Any organization consists of four elements namely task, structure, technology, and people. Focus on any one of the elements of the organization will bring about corresponding change in other elements as well. Therefore, change can not have lopsided and limited perspective.

MANAGEMENT STRATEGIES TO OVER COME THE REGISTANCE :

1. Counseling: counseling has been found to be very effective in reducing individual resistance. Individual resistance occurs because of anxieties and fears and by letting people talk through their problems and anxieties can help them come to terms with change. This techniques is used on one-to-one and also in formal communication system with the whole team.

2. Force-field analysis : this technique provides an assessment of any change situation and presents a balance between the driving forces and the resisting forces. The participants are advised by the change agent to identify these forces. While identifying the restraining forces the group develops insight about ways of handling them. In a number of organizations this technique is used effectively to create a shared change processes for thinking through specific changes.

3. Commitment Charting : in any change there will be people who gain and others who lose. Therefore, in order to get the commitment of the people who are likely to loose, it is important to handle them with care, as they will be sensitive to any action. For a change to succeed it is important to have a critical mass and also to minimize the pain it causes to the affected. In order to do that a chart is prepared listing the names of key players and their commitment level to the change. The chart indicates the status of the people who have commitment at present and whose commitment needs to be ensured for change to be successful. Also the people who have no commitment need to be focused for gaining commitment.

In this regard our organization follows the ways as suggested by Watson (1969) to reduce the resistance. These relate to ownership of change, nature of change and the process of changing.

Ownership : resistance is likely to be low if the change is perceived as being the need of and suggested (sense of belongingness ) by those affected by it. And when it has the top management support.

Nature of Change : Resistance is reduced by joint and agreed diagnosis of the problems and burdens, conforming to the core values of the group, offering new and interesting experience to the group, and does not threaten autonomy and security.

Change process : Resistance is reduced by joint and agreed diagnosis of the problem, consensus on the board design of change, listening to “objections’(and learning from them), periodical review and feedback, development of high interpersonal trust and cohesive teams and openness to revision.

Communication Gap

Communication is one of the basic functions of management in any organization and its importance can hardly be overemphasized. It is a process of transmitting information, ideas, thoughts, opinions and plans between various parts of an organization.

It is not possible to have human relations without communication. However, good and effective communication is required not only for good human relations but also for good and successful business.

Effective communication is required at various levels and for various aspects in an organization such as -

For manager – employee relations:
Effective communication of information and decision is an essential component for management-employee relations. The manager cannot get the work done from employees unless they are communicated effectively of what he wants to be done? He should also be sure of some basic facts such as how to communicate and what results can be expected from that communication. Most of management problems arise because of lack of effective communication. Chances of misunderstanding and misrepresentation can be minimized with proper communication system

For motivation and employee morale:
Communication is also a basic tool for motivation, which can improve morale of the employees in an organization. Inappropriate or faulty communication among employees or between manager and his subordinates is the major cause of conflict and low morale at work. Manager should clarify to employees about what is to be done, how well are they doing and what can be done for better performance to improve their motivation. He can prepare a written statement, clearly outlining the relationship between company objectives and personal objectives and integrating the interest of the two.

For increase productivity:
With effective communication, you can maintain a good human relation in the organization and by encouraging ideas or suggestions from employees or workers and implementing them whenever possible, you can also increase production at low cost.

For employees:
It is through the communication that employees submit their work reports, comments, grievances and suggestions to their seniors or management. Organization should have effective and speedy communication policy and procedures to avoid delays, misunderstandings, confusion or distortions of facts and to establish harmony among all the concerned people and departments.

Importance of written communication:
Communication may be made through oral or written. In oral communication, listeners can make out what speakers is trying to say, but in written communication, text matter in the message is a reflection of your thinking. So, written communication or message should be clear, purposeful and concise with correct words, to avoid any misinterpretation of your message. Written communications provides a permanent record for future use and it also gives an opportunity to employees to put up their comments or suggestions in writing.

So, effective communication is very important for successful working of an organization. Business writing software with grammar checker and text enrichment tool, which enhances a simple sentence into more professional and sophisticated one, can be used for writing effective business communications. For more information, please visit

A company's business plan is one of its most important documents. It can be used by managers and executives for internal planning. It can be used as the basis for loan applications from banks and other lenders. It can be used to persuade investors that a company is a good investment. For start-up ventures, the process of preparing a business plan serves as a road map to the future by making entrepreneurs and business owners think through their strategies, evaluate their basic business concepts, recognize their business's limitations, and avoid a variety of mistakes.

Business Plan is the primary source of information for potential purchasers of a company or one of its divisions or product lines. As with outside lenders and investors, business plans prepared for potential buyers provide them with verifiable facts and projections about the company's performance. The business plan must communicate the basic business premise or concept of the company, present its strengths as well as weaknesses, and provide indications of the company's long-term viability. When a company is attempting to sell off a division or product line, the business plan defines the new business entity.

Virtually every business needs a business plan. Lack of proper planning is one of the most often cited reasons for business failures. Business plans help companies identify their goals and objectives and provide them with tactics and strategies to reach those goals. They are not historical documents; rather, they embody a set of management decisions about necessary steps for the business to reach its objectives and perform in accordance with its capabilities.

Preparing the Business Plan

The process of preparing and developing a business plan is an interactive one that involves every functional area of a company. Successful business plans are usually the result of team effort, in which all employees provide input based on their special areas of expertise and technical skill. Business owners and managers provide overall support for the planning process as well as general guidelines and feedback on the plan as it is being developed.

Once the planning process has been fully organized, participants can begin the process of assessment. Internal evaluations include identification of strengths and weaknesses of all areas of the business. In addition, it is generally useful to assess and evaluate such external factors as the general economy, competition, relevant technologies, trends, and other circumstances outside the control of the company that can affect its performance or fundamental health.
Setting goals and defining strategies are the next key steps in the planning process. Using the assessment and evaluation of internal and external factors, fundamental goals for the business are developed. Pertinent areas to be studied include the company's competitive philosophy, its market focus, and its customer service philosophy. Specific performance and operational strategies are then established, based on these goals.

After strategies and goals have been defined, they are translated into specific plans and programs. These plans and programs determine how a company's resources will be managed in order to implement its strategies and achieve its goals. Specific areas that require their own plans and programs include the overall organization of the company, sales and marketing, products and production, and finance. Finally, these specific plans are assembled into the completed business plan.

Elements of a Business Plan

Business plans must include authoritative, factual data, usually obtained from a wide range of sources. The plans must be written in a consistent and realistic manner. Contradictions or inconsistencies within a business plan create doubts in the minds of its readers. Problems and risks associated with the business should be described rather than avoided, then used as the basis for presenting thoughtful solutions and contingency plans. Business plans can be tailored to the needs and interests of specific audiences by emphasizing or presenting differently certain categories of information in different versions of the plan.

Business plans contain a number of specific elements as well as certain general characteristics. These include a general description of the company and its products or services, an executive summary, management and organizational charts, sales and marketing plans, financial plans, and production plans. They describe the general direction of a company in terms of its underlying philosophy, goals, and objectives. Business plans explain specific steps and actions that will be taken as well as their rationale. That is, they not only tell how a company will achieve its strategic objectives, they also tell why specific decisions have been made. Anticipated problems and the company's response to them are usually included. In effect, business plans are a set of management decisions about how the company will proceed along a specified course of action, with justifications for those decisions. Listed below are brief descriptions of the major elements found in business plans.

Include the same information on the title page. If you have a logo, you can use it, too. A table of contents follows the executive summary or statement of purpose, so that readers can quickly find the information or financial data they need.

EXECUTIVE SUMMARY. This is usually a two-to five-page summary of the entire business plan. It is an important part of the plan, in that it is designed to capture the reader's attention and create an interest in the company. It usually includes the company's mission statement and summarizes its competitive advantages, sales and profit projections, financial requirements, plans to repay lenders or investors, and the amount of financing requested.

DESCRIPTION OF BUSINESS. The business description includes not only a profile of the company, but also a picture of the industry in which the company operates. Every business operates within a specific context that affects its growth potential. The description of a company's operating environment may cover new products and developments in the industry, trends and outlook for the industry, and overall economic trends.

The intent of the company profile, meanwhile, is to provide readers with a description of unique features that give the company an edge in the environment in which it competes. A brief company history reveals how specific products and services were developed, while descriptions of pertinent contracts and agreements should also be mentioned (information on contracts and legal agreements may also be included in an appendix to the business plan). Other topics covered include operational procedures and research and development.

DESCRIPTION OF PRODUCTS AND/OR SERVICES. The goal of this section is to differentiate a company's products or services from those of the competition. It describes specific customer needs that are uniquely met by the firm's products or services. Product features are translated into customer benefits. Product life cycles and their effects on sales and marketing can be described. The company's plans for a new generation of products or services may also be included in this section.

DESCRIPTION OF MANAGEMENT AND ORGANIZATIONAL STRUCTURE. The quality of a company's management team can be the most important aspect of a business plan. This section presents the strengths of the company's management team by highlighting relevant experience, achievements, and past performance. Key areas include management's ability to provide planning, organizational skills, and leadership. This section also contains information about the company's ownership and work force. It may present an existing or planned organizational structure that will accomplish the goals set forth in the business plan. Specific management and control systems are often described as well.

MARKET ANALYSIS. A thorough market analysis serves as the basis for a company's sales and marketing plans. The analysis generally covers the company's competition, customers, products, and market acceptance. The competitive analysis details the competition's strengths and weaknesses, providing a basis for discovering market opportunities. A customer analysis provides a picture of who buys and uses the company's products or services. This section of the business plan highlights how the company's products or services satisfy previously unfulfilled market needs. It also includes evidence of market acceptance of the company's unique products or services.

SALES AND MARKETING PLAN. The marketing plan delineates the methods and activities that will be employed to reach the company's revenue goals. This section describes the company's customer base, products or services, and marketing and sales programs. The latter is supported by conclusions drawn from the market analysis. Different revenue outcomes may be presented to allow for contingency planning in the areas of finance and production.

PRODUCTION PLAN. A production plan is usually included if the business is involved in manufacturing a product. Based on the sales and marketing plan, the production plan covers production options that are available to produce a desired mix of products. The production plan contains information that allows for budgeting for such costs as labor and materials. In non-manufacturing companies, this section would cover new service development.

FINANCIAL PLAN. This section covers the financing and cash flow requirements implicit in other areas of the business plan. It contains projections of income, expenses, and cash flow, as well as descriptions of budgeting and financial controls. Financial projections must be supported by verifiable facts, such as sales figures or market research. Monthly figures are generally given for the first two years, followed by annual figures for the next three to eight years. If the business plan is written for investors or lenders, the amount of financing required may be included here or in a separate section.

IMPLEMENTATION SCHEDULE. This section provides key dates pertaining to finance, marketing, and production. It indicates when specific financing is needed, when specific aspects of a particular marketing campaign will take place, and delivery dates based on production schedules.

CONTINGENCYPLANS. This section defines problems and challenges that the company may face and outlines contingency plans for overcoming obstacles that might arise. Specific topics that may be explored are competitive responses, areas of weakness or vulnerability, legal constraints, staffing, and continuity of leadership.

OTHER DETAILS. Most business plans include a table of contents and a cover sheet containing basic information about the company. An appendix may include a variety of documentation that supports different sections of the business plan. Among the items that may be found in an appendix are footnotes from the main plan, biographies, graphs and charts, copies of contracts and agreements, and references.

On the other hand, Information Systems Plan described the sequence for implementing specific information systems. The goal of the strategy is to deliver the most valuable business information at the earliest time possible in the most cost-effective manner.

According to Whitemarsh ISP, The end product of the information systems project is an information systems plan (ISP). Once deployed, the information systems department can implement the plan with confidence that they are doing the correct information systems project at the right time and in the right sequence. The focus of the ISP is not one information system but the entire suite of information systems for the enterprise. Once developed, each identified information system is seen in context with all other information systems within the enterprise.

Characteristics of a Quality ISP

A quality ISP must exhibit five distinct characteristics before it is useful. These five are presented in the table that follows.

a.) Timely¬¬- The ISP must be timely. An ISP that is created long after it is needed is useless. In almost all cases, it makes no sense to take longer to plan work than to perform the work planned.

b.) Useable- The ISP must be useable. It must be so for all the projects as well as for each project. The ISP should exist in sections that once adopted can be parceled out to project managers and immediately started.

c.) Maintainable -The ISP should be maintainable. New business opportunities, new computers, business mergers, etc. all affect the ISP. The ISP must support quick changes to the estimates, technologies employed, and possibly even to the fundamental project sequences. Once these changes are accomplished, the new ISP should be just a few computer program executions away.

d.) Quality- While the ISP must be a quality product, no ISP is ever perfect on the first try. As the ISP is executed, the metrics employed to derive the individual project estimates become refined as a consequence of new hardware technologies, code generators, techniques, or faster working staff. As these changes occur, their effects should be installable into the data that supports ISP computation. In short, the ISP is a living document. It should be updated with every technology event, and certainly no less often than quarterly.

e.) Reproducible The ISP must be reproducible. That is, when its development activities are performed by any other staff, the ISP produced should essentially be the same. The ISP should not significantly vary by staff assigned.

Therefore, Business Plans and IS Plan written primarily for use within the company generally stress the benefits that will result from implementation of the plan. These may include improved and more consistent performance, improved coordination and consistency among various segments of the company, greater ability to measure performance, empowerment of the work force, and a better motivated and educated work force. The plan provides a comprehensive framework and direction for ongoing operations.

It is also use to identify the company's strengths and weaknesses, potential problems, and emerging issues. They set forth performance standards on which expectations will be based, and clearly define goals and objectives to allow for coordination and better communication between all company areas.

References:
http://www.business-plan-success.com/Articles/BusinessPlanDefinition/
http://www.answers.com/topic/business-plan
http://www.entrepreneur.com/encyclopedia/term/82322.html

Progress in information technology (IT) has been remarkable, but the best truly is yet to come: the power of IT as a human enabler is just beginning to be realized. Whether the nation builds on this momentum or plateaus prematurely depends on today's decisions about fundamental research in computer science (CS) and the related fields behind IT.

Information Technology is committed to the values of

• Reliability
• Professionalism and integrity
• Efficiency and effectiveness
• Innovation
• Excellence
• Collaboration and teamwork

I see myself as a systems analyst or an IT consultant 10 years from now is an IT consultant.

IT Consultant

It works in partnership with clients, advising them how to use information technology in order to meet their business objectives or overcome problems. Consultants work to improve the structure and efficiency and of an organization’s IT systems.

IT consultants may be involved in a variety of activities, including marketing, project management, client relationship management and systems development.

Strategic Plan

Organizations that want their information technology (IT) Training and Education programs to be successful must carefully distinguish between the two concepts. Training is the process by which people gain tangible skills that they can start applying immediately. Education, on the other hand, is process by which people gain knowledge and understanding. Training and education can occur in class room settings, in mentoring sessions, or through apprenticing. The point is that we need both training and education to help round out the skills. This approach is comprised of six activities:

1. Assess
It is critical that you get IT professionals the right Training and Education at the right time, and the only way that you can do this is through regular assessment of their skills. To do this successfully you must:

a.Directly involve the staff member. Minimally, you need to find out what their goals are and where they think that they need to improve their skills. Better yet, they may have a very good idea as to what training that they need, opinions which they gained through talking with the colleagues and their own research.

b.Assess regularly. Although many organizations will update a person's skills as part of their annual staff review, this often isn't sufficient. It's unlikely that you'll identify the training courses that someone will need on a project starting in August during their annual review in December of the previous year. Good points to assess someone's skills include: during their regular staff review, at the beginning of a project, and when they think that they need an assessment done.

c.Keep the assessment simple. The best way to do a skills assessment is to simply have the staff member sit down and have a discussion with one or more experienced people that understand both the person's current skills as well as what is needed to do their job successfully.

d. Go at it from different angles. An experienced team lead may be able to give someone good advice for what Training and Education then need to become a better Visual Basic programmer, but may not be able to provide good advice when it comes to communication skills. Remember, there are different categories of IT skills.

2. Specific Introductory Training
IT professionals need specific, introductory training, on new subjects. A serious mistake that many organizations make is that they assume that because someone is in a senior position that they don't need introductory training. For example, an experienced Java programmer could very likely benefit from a two-day introductory course in user interface design and a senior executive an introduction to Extreme Programming (XP).

3. Mentoring and Hands-on Experience
Once the initial training is complete, you are ready to begin applying their new skills. It is at this point that many organizations run into trouble because they mistakenly believe that their staff now has the necessary skills to do the job on their own. Often, nothing could be further from the truth.

Mentors should participate as active members of your project team, not just as teachers. For a mentor to be a productive member of the team you will need a ratio of one mentor for every two or three novices, anything more and the mentor will be too busy mentoring to get anything done on your project. There is nothing wrong with this, as long as there are other experienced people available to develop the complex portions of your application. Project teams consisting of one expert and a large number of novices are likely to fail.

Mentoring is in addition to training and education, not a replacement for it. One of the roles of a mentor is to help your project team to see the big picture and will need to refocus the team occasionally by explaining how new methods can be applied to solve development problems. Mentors should be involved throughout the entire project, especially at the early stages of it, so that the learning process gets off on the right track.

4. Advanced Training
After several months of hands-on experience, developers should return to the classroom for advanced training. The experience that developers have gained gives them the knowledge that they need to understand and absorb the material presented in the advanced courses. For example, an advanced modeling course is likely to concentrate on analysis and design patterns and an advanced programming course will convey a series of programming tips and tricks. Advanced training courses often combine both training and education aspects.

5. Support the Learning Experience
There is far more to the Training and Education process than formal classroom training. To support the learning experience you can promote:

a. Learning teams. Learning teams are small, cross-functional groups of people who are given the task of working together to learn a particular new technology or technique. Learning teams are often asked to produce a small application for the company, perhaps something for the human resources or marketing departments. They are usually asked to spend between 20 and 50% of their working hours on the mini-project, devoting the rest of their time to their current responsibilities. Members of the learning team will still need initial training and mentoring, otherwise they are likely to flounder.

b. Reading groups. A common technique is for a group of people to choose to read a book together and then to get together and discuss it on a regular basis.

c. Bag-lunch training. These are one-hour mini-lessons held during the daily lunch break. The sessions are typically given by an expert in the subject, usually but not always one of your mentors, and will cover a wide range topics. Successful bag-lunch training programs typically involve 2 or 3 sessions a week with each individual session being given several times so that everyone has an opportunity to attend, minimally you should try to give a session once a week. Bag-lunch sessions are easy to do and really give a boost to the learning process.

d. Information access. Get people access to the Internet, magazine subscriptions, and books. There is a lot of information out there, much of which is free for the taking.

e. Mentoring

f. Computer-based training (CBT). CBT is also a valid Training and Education approach, especially when combined with formal training and mentoring. Many organizations provide their employees access to introductory CBT courses before sending them on formal training courses, giving them a head-start on learning. Unfortunately, CBT by itself is of minimal value by itself. Most aspects of software development are simply too complex, and evolve too quickly, to be captured in a CBT course. Furthermore, when you have questions about something you need to talk to an expert to get them answered. A computer cannot do that for you, although a mentor can (mentoring and CBT are a powerful combination). In short, CBT is only part of the solution, albeit a potentially important one.

6. Training and Education Tips
Here are the several tips and techniques that lead to success in training and education:

a. Get your staff into the habit of learning. The rate of change in the information technology (IT) industry is simply too fast to allow someone to train once and then sit on their laurels.

b. Just-in-time (JIT) training is critical. Give your people training when they need it, not several months before or several months after. People will forget the majority of what they have learned less than a month later unless they apply their new skills immediately after training. Training typically occurs within the scope of a project, often at the beginning of it, so remember to include training in your project plans.

c. Educate as well as train. Training gives you the skills to do your job, education gives you the knowledge to understand your job. The most important thing that an educational program can do is to explain the interrelationships of the concepts and techniques.

d. Expect to train in a variety of skills. Software development is complex, and successful IT staff needs a wide range of skills.

e. Perform skills assessments for everyone. You need to understand someone’s current skills before you can develop an effective training plan for them. You'll also want to assess their skills on a regular basis to ensure that they are receiving the training and education that they need, many people unfortunately do not actively manage their own training plan.

f. Recognize that not everyone learns the same way. Some people learn best in the classroom, while others learn best by sitting down and working with a language, and others learn best through working with others. Because no training and education approach is perfect for everyone you will want to create an approach that can be modified to meet the needs of individual students. Flexibility is a key success factor.

g. Motivate everybody. Motivating junior developers is typically no problem: They are usually chomping at the bit to improve their development skills. Unfortunately some experienced developers aren’t so eager, perhaps they are afraid they will not be able to pick it up as fast as others. Given time and a flexible learning environment everyone can learn the new skills required in modern information technology shops, they just have to want to learn. A good strategy is to make the benefits of the new technique/technology, as well as the potential risks, apparent to everyone involved. If people understand what's in it for them, they'll be far more motivated that those who don't.

h. Expect to deal with bruised egos. A significant problem with transitioning experienced developers into new technologies or techniques is the fact that overnight they are go from being a recognized expert to a recognized novice. This hurts. Developers need to realize that if they apply themselves they can become experts once again, it just takes awhile.

i. Expect the “I’ve done it before” syndrome. For example I have argued for years that there is nothing new in agile software development, it's just a packaging of existing techniques which work really well. Familiarity with some of the underlying principles of a new technique makes it easy to convince yourself that you’ve been doing it all along. This problem is usually self correcting because as soon as someone starts to work on a real project with good mentors they quickly realize that there is a lot more to to the new technique than what they originally thought.

j.Recognize that you cannot retrain everyone at once. Except in very small IT shops you'll never transition your entire staff to a new technique all at once. It's too risky, it takes time to learn the ins and outs of new techniques within your environment, and frankly there are basic logistical problems you need to deal with. You need these people to keep your existing legacy systems up and running, but at the same time they want to be involved in the exciting new projects. My advice is to keep them up to date on what’s being learned on the project, let them know when and how they will be brought on to it, give them access to new tools on off-hours so they can learn on their own, invite them to bag-lunch training sessions, and give them access to books and magazines. Not everyone can be on the first project, but they can still be involved in the learning process. If you do not involve them you risk losing them.

k. Recognize that some colleges and universities are still not familiar with the new techniques that you want to adoptThe point is that traditional sources of training and education may not yet be available to you.

l. Getting people into training quickly. Once you have made the decision to adopt a new technology/technique get training in it as soon as possible. Although it is a very good idea to do some reading on your own, the bottom line is that it is too easy to misunderstand an issue and not realize it. Professional instructors can help you to learn the technique properly and to avoid gaining bad habits.

m. Teach from experience. Good instructors practice what they preach and that their hands-on experience gives them the confidence and the ability to address tough questions.

n. Recognize that people do not quit because they are trained. I'm often shocked to discover IT organizations that are unwilling to train their staff because they don't want to lose people to their competition, the implication being that they prefer to have staff that nobody else wants to hire. The reality is that developers quit because the money is not good enough, the work is not interesting enough, or because they do not like the people they’re working with. For example, agile software developers are paid more than non-agile developers (because they're worth it), and any organization that enters into agile software development had better be prepared to pay their people what they’re worth after training them and to provide them with interesting work. Agile developers are in demand and your competition would love to poach them from you. Treat your people well and they'll treat you well.

Reference:
http://www.ambysoft.com/essays/trainingAndEducation.html
http://www.nap.edu/openbook.php?record_id=10795&page=1
http://www.prospects.ac.uk/p/types_of_job/it_consultant_job_description.jsp

In this assignment, we are required to interview a personnel/human resource manager on his concept on the nature, scope and role of human resource management.

The nature of Human Resource Management Roles

Human Resource Management is a process of bringing people and organizations together so that the goals of each are met. The various features of HRM include:

• It is pervasive in nature as it is present in all enterprises.
• Its focus is on results rather than on rules.
• It tries to help employees deve¬lop their potential fully.
• It encourages employees to give their best to the organization.
• It is all about people at work, both as individuals and groups.
• It tries to put people on assigned jobs in order to produce good results.
• It helps an organization meet its goals in the future by providing for competent and well-moti¬vated employees.
• It tries to build and maintain cordial relations between people working at various levels in the organization.
• It is a multi-disciplinary activity, utilizing knowledge and inputs drawn from psychology, econo¬mics, etc.

“Yes, Similarly there is a trend in which businesses are shedding all functions that are not directly related to core business, and in the process many HRM functions are being outsourced. Hence the change in the nature of services provided.”

THE SCOPE OF HUMAN RESOURCE MANAGEMENT

The scope of human resource management outlined below includes an outline of transformation and development issues, tentative generic skills required in performing HRM roles, as well as the roles of a human resource management practitioner (line management and HRM professionals). With regard to the latter, the assumption is made that roles are inter-linked and interdependent, even though these relationships may not be expressly stated in each case.

Transformation and development issues
• Knowledge management which entails accumulating & capturing
• Knowledge in large organisations for future application & use (organisation memory)
• Reconciliation management
• Work creation as opposed to job creation
• Manage the transfer of HRM functions and skills to line management
• Marketing of HRM to line management
• Development of contextual approaches to HRM
• Multi-skilling and /or multi-tasking
• Increased societal responsibility
• Managing people in virtual work environments
• Focus on deliverables rather than doables
• Develop additional means of assessing HRM
• Appreciation and assessment of intellectual capital
• Take HRM from a business partner to a business itself / Managing HRM as a business unit
• Adviser / consultant to line management
Supportive generic skills
This is not intended to be final outline of human resource skills but the following have emerged during the process as important skills for human resource practitioner to possess. These are:
• Project management
• Consulting skills
• Entrepreneurship
• Self management
• Communication skills
• Facilitation skills
• Presentation skills
• Skills for transforming groups into self-directed mutually controlled high performing work teams
• Trans-cultural skills
• Mediation & arbitration skills
• Financial skills
• Problem-solving
• Diagnostic skills

To make it short the scope of HRM is very wide are as follows:
1. Personnel aspect-This is con¬cerned with manpower planning, recruitment, selection, place¬ment, transfer, promotion, train¬ing and development, layoff and retrenchment, remuneration, incentives, productivity etc.
2. Welfare aspect-It deals with working conditions and ameni¬ties such as canteens, creches, rest and lunch rooms, housing, transport, medical assistance, education, health and safety, recreation facilities, etc.
3. Industrial relations aspect-This covers union-management rela¬tions, joint consultation, collec¬tive bargaining, grievance and disciplinary procedures, settle¬ment of disputes, etc.

Core roles in Human Resource Management
The core roles of human resource management are grouped below into four categories. The titles of the clusters are tentative, and are open for comment.

STRATEGIC PERSPECTIVE

* Develop Human Resource plans and strategies aligned to the organisation’s strategic direction and business strategy. Provide tools and tactics to enhance execution of these strategies
* Integrate HRM with current and pending legislation and socio-political changes.
* Integrate Human Resource Management with general organisational management.
* Manage the interface between HRM processes and systems.
* Formulate and communicate HRM policies.
* Act as the conscience of employer with respect to people issues.
* Scan the environment (both international and national) and identify emerging trends that will affect the organisation and the management of people therein.
* Assess the long-term impact of short-term decisions on people.
* Manage people related issues accompanying mergers, alliances and acquisitions.
* Express (embody) the philosophy and values regarding people management in the organisation.
*

ORGANISATIONAL DESIGN

* Analyse work processes and recommend improvements where necessary.
* Recommend options for organisational design & structure.

CHANGE MANAGEMENT

* Advise management on implications of change for employees.
* Co-ordinate & facilitate the change process.
* Facilitate changed relationships.
* Provide support structures for employees during change.
* Deliberate and proactive management of the changing environment and its implications for work and the organisation.

CORPORATE WELLNESS MANAGEMENT

* Develop and communicate policies and procedures with regard to the management of wellbeing
* Manage occupational health and safety
* Manage wellbeing (Employee Assistance programs & Health Promotion programs)

“The role of the HR professional is changing. In the past, HR managers were often viewed as the systematizing, policing arm of executive management. Their role was more closely aligned with personnel and administration functions that were viewed by the organization as paperwork.

When you consider that the initial HR function, in many companies, comes out of the administration or finance department because hiring employees, paying employees, and dealing with benefits were the organization's first HR needs, this is not surprising.

In this role, the HR professional served executive agendas well, but was frequently viewed as a road block by much of the rest of the organization. While some need for this role occasionally remains — you wouldn’t want every manager putting his own spin on a sexual harassment policy, as an example — much of the HR role is transforming itself.”

References:
http://ph.88db.com/ph/Knowledge/Knowledge_Detail.page/Business_Services/?kid=4257
http://www.mbaboleto.com/Core%20Roles%20In%20Human%20Resource%20Management.pdf
http://www.blurtit.com/q636223.html
http://www.scribd.com/doc/3266422/scope-of-hrm

These are the following definitions of personnel management human resource management and their authors and sources.

Human Resources Management

1.) Human Resource Management (HRM) is the function within an organization that focuses on recruitment of, management of, and providing direction for the people who work in the organization. Human Resource Management can also be performed by line managers.

http://humanresources.about.com/od/glossaryh/f/hr_management.htm

· Human Resource Management is the organizational function that deals with issues related to people such as compensation, hiring, performance management, organization development, safety, wellness, benefits, employee motivation, communication, administration, and training.

2.) The Human Resources Management (HRM) function includes a variety of activities, and key among them is deciding what staffing needs you have and whether to use independent contractors or hire employees to fill these needs, recruiting and training the best employees, ensuring they are high performers, dealing with performance issues, and ensuring your personnel and management practices conform to various regulations. Activities also include managing your approach to employee benefits and compensation, employee records and personnel policies. Note that some people distinguish a difference between between HRM (a major management activity) and HRD (Human Resource Development, a profession). Those people might include HRM in HRD, explaining that HRD includes the broader range of activities to develop personnel inside of organizations, including, eg, career development, training, organization development, etc.

There is a long-standing argument about where HR-related functions should be organized into large organizations, eg, "should HR be in the Organization Development department or the other way around?"

The HRM function and HRD profession have undergone tremendous change over the past 20-30 years. Many years ago, large organizations looked to the "Personnel Department," mostly to manage the paperwork around hiring and paying people. More recently, organizations consider the "HR Department" as playing a major role in staffing, training and helping to manage people so that people and the organization are performing at maximum capability in a highly fulfilling manner.

Assembled by Carter McNamara, MBA, PhD

http://managementhelp.org/hr_mgmnt/hr_mgmnt.htm

· Establishing operation policies and procedures, requirements for employment, commendation and disciplinary procedures, and even something as simple as a dress code has to be compared with state and federal guidelines before the handbook is ready for release to the company at large. The HR staffs are ideal for drafting and reviewing the company handbook.

3.) Human resource management is all about management of a resource that we call human beings. Human is a resource which is playing a vital role round the world. It is about the human who are working round the world. People have different areas of their choice. They may work for their own and their families as well. People are facing a lot of problems too. These problems are accountable of many troubles round the planet. We may observe the miseries of people due to their mismanagement.


All around the world, people have troubles due to mismanagement of human resource. If they are serious to resolve the issues and give all of them their correct value then they would be able to do their proper management. Management is easy to do in social, financial and educational terms but it is difficult to manage human resource as people have their priorities and they want to live their life in their way. So, it is a tough task to manage human resources.

http://www.blurtit.com/q682550.html

· Therefore, there should be someone concerned with the welfare and performance of persons who are a part of the operation. As with continuing educational programs, counseling is seen as another way that the company invests in the future relationship between the employee and the employer. A good HR manager understands this and will strive to make sure this sort of support is available.

4.) The area of human resource management becomes more complex and challenging with each passing year. Federal and state laws continue to change the nature of how an organization is permitted to manage its operations and employees. Effective and efficient management is a necessity if organizations are to achieve business goals. In this environment it is imperative that human resource practitioners stay informed of the latest interpretations of current laws and keep up-to-date with new management practices.

http://www4.uwm.edu/SCE/program_area.cfm?id=203

· With the fast changing technology, human resource management also becomes more complex because of its improving way in managing the employee. By understanding the needs of the company at each point in its growth, management can readily see to the addition to the Human Resources team over time.

5.) Human resource management is a balancing act. At one extreme, you hire only qualified people who are well suited to the firm's needs. At the other extreme, you train and develop employees to meet the firm's needs. Most expanding small businesses fall between the two extremities, they hire the best people they can find and afford, and they also recognize the need to train and develop both current and new employees as the firm grows.

http://www.bizoffice.com/library/files/human.html

· To ensure that there business will earn big amount and it will grow in sales, before hiring new employee they must undergo training to make them fully competent in the world of work.

Personnel Management

1.) Personnel Management is a part of management that is concerned with people and their relationships at work. Personnel management is the responsibility of all those who manage people, as well as a description of the work of specialists. Personnel managers advise on, formulate, and implement personnel policies such as recruitment, conditions of employment, performance appraisal, training, industrial relations, and health and safety. There are various models of personnel management, of which human resource management is the most recent.

http://dictionary.bnet.com/definition/Personnel+Management.html

· The function of a personnel manager usually begins with the staffing process. The manager may be focused on screening and interviewing applicants, with an eye to placing individuals with the right skill sets in the right position within the company.

2.) Personnel management can be defined as obtaining, using and maintaining a satisfied workforce. It is a significant part of management concerned with employees at work and with their relationship within the organization.

According to Flippo, “Personnel management is the planning, organizing, compensation, integration and maintainance of people for the purpose of contributing to organizational, individual and societal goals.”

According to Brech, “Personnel Management is that part which is primarily concerned with human resource of organization.”

http://www.managementstudyguide.com/personnel-management.htm

Personnel management includes the function of employment, development and compensation- These functions are performed primarily by the personnel management in consultation with other departments.

3.)Within organizations that employ people, this is the function with policy responsibility for the selection and recruitment of staff, training, performance assessment, career development, disciplinary proceedings, pre-retirement advisory work, equal opportunities policies, pay bargaining, and industrial relations. In small organizations these functions may be combined with other management responsibilities; in large organizations a substantial separate department may be involved in setting policy, its implementation, and in keeping up to date with developments in labour law. In recent years the newer alternative term 'human resource management' has come into use, reflecting the increased importance of this function in labour-intensive service-sector industries.

http://wiki.answers.com/Q/Definition_of_personnel_management

· One aspect of company organization that needs the input of effective personnel management is the drafting of a company handbook. Establishing operation policies and procedures, requirements for employment, commendation and disciplinary procedures, and even something as simple as a dress code has to be compared with state and federal guidelines before the handbook is ready for release to the company at large. Personnel managers and the HR staff are ideal for drafting and reviewing the company handbook.

4.) When it comes to handling all the responsbilities associated with maintaining a workforce, personnel management has the most legal and financial responsibilities of the whole organization, without which the overall success of the business is at risk.
Principle Responsibilities

* Sourcing
* Recruitment
* Training
* Payroll
* Supervision
* Employment Issues
* Termination

http://it.toolbox.com/wiki/index.php/Personnel_Management

* Personnel management lays emphasize on action rather than making lengthy schedules, plans, and work methods. The problems and grievances of people at work can be solved more effectively through rationale personnel policies.

5.) Personnel Management is responsible for recruiting and hiring qualified individuals to deliver city services, administering the pay classification plan to insure competitive wages. Through the personnel policies, Personnel Management administers guidelines for employee behavior, hiring & terminations, disciplinary actions; tuition reimbursement and employee leave including FMLA.

Personnel Management is also responsible for training in the following areas:

* Management & Supervisory Training
* Customer Service Training
* Policy & Procedure Training
* Sexual Harassment & Workplace Violence Training
* Departmental specific training

http://www.ci.palm-coast.fl.us/government/departments/employment/personnelmanagement.aspx

* Personnel management is an extension to general management. It is concerned with promoting and stimulating competent work force to make their fullest contribution to the concern. It also motivates the employees through its effective incentive plans so that the employees provide fullest co-operation.

In recent years, the issue of the environment has risen to the fore of international concern as climate change, and in particular, global warming, have become the subjects of increasing scientific inquiry and debate. Although the veracity of these phenomena is still very much a point of contention in certain scientific circles, the problem is more appropriately located in socio-political and socio-economic frameworks that either fail, or refuse, to acknowledge the ramifications of human activity on the environment, and in so doing, impede the formation of comprehensive environmental strategies even as they obfuscate the need for concerted, responsible action.

Technology plays important roles in our life. It enables us to do our activities easier. Something that might be so difficult to do in the past can be done easily with the technology innovations. No want will argue that technology also give huge impact in educational field. With technology, teaching and learning activities can be more interesting and fun. It may also help the learners to get the lesson objectives faster than the manual and conventional way.

Almost all schools nowadays have been using computer and internet technology in their educational systems. It is used to deliver the information and knowledge to the learners. Further, it also gives fun education for the students. The audio and video functions in a computer easily engage the knowledge in each study lesson with the students' understanding of the lesson. The programs in a computer such as PowerPoint allow displaying animation features that can attract the students' interest in learning the subject matter.

Meanwhile, internet technology can be an effective tool in acquiring students' knowledge. With internet technology, the students are able to search any information that can be useful to add their comprehensive in the lesson. Technology is now regarded as a more effective tools rather than textbook. Since technology plays important roles in educational field, computer even becomes a school curriculum in some countries.

Advances in technology provide new tools for educators and students to be used in the learning process. It is also likely that some adult students may not be familiar with computers and information technology. In addition, they have not been in school for several years and therefore may not be used to studying. Consequently, adult students need advice and help in both using modern technology in studying, and in the studying itself.

Information technology (IT) has affected our life profoundly – one can work, do shopping and keep in touch with far-away relatives with an inexpensive personal computer. IT has had a major impact on education as well. Firstly, it has highlighted the importance of continuous IT education that makes it possible to use changing technology. Secondly, IT has introduced new tools for educators and students to be used in the learning process. Thirdly, there has been an explosion in teaching and learning with new technology. The pace of technological change continues as ever smaller, portable computers are being introduced that make it possible to connect anywhere and anytime. However, it can be argued whether technology is being utilized so that it facilitates learning in the best possible way.

As an information technology student, I chose to promote a meta-learning environment because today students need to be skilled computer users and able to deal with different types of media in order to study effectively. However, technical expertise alone is not enough – one must know what to study, where to find information, what to do next etc. Therefore special attention is needed to orientate students to use technology so that they learn to study in a modern learning environment.

What is Meta-learning Environment?

A meta-learning environment is defined as a platform for studying and it should integrate technology and resources so that they empower the learning process. In this article we look at the development of a learning environment using the meta-learning environment approach. The theoretical contribution is in the recognition of key dimensions of the meta-learning environment. They provide a promising framework for developing learning environments in the digital age.
Towards a learning environment

Technology can be utilized in education in several ways. This continuum starts from information delivery and ends with cognitive tools (Reeves, & Laffey, 1999). Information delivery means that technology is used primarily to access and deliver information that is categorized and stored into digital format. For example, a library system may be considered as an information delivery system. Cognitive tools refer to adaptive technology or systems that are developed to support and improve the learning process (Jonassen, Reeves, Hong, Harvey, & Peters, 1997). However, the difference between information delivery oriented systems and cognitive tools is not very clear. For example, Reeves (1996) claims that the World Wide Web (WWW) is a cognitive tool because it focuses on creating knowledge and should therefore not be considered as an information delivery system alone. Both information delivery systems and cognitive tools are part of the learning environment and the learning process.

The difference between concepts learning environment and learning process is the same as with words teaching, studying and learning (Tella, Vahtivuori, Vuorento, Wager, & Oksanen, 2001). The learning environment is defined as a place to study, an environment for the learning process (Vivet, 1996). Today many learning environments take advantage of information technology and are built to a WWW-format or they connect to the Internet using a WWW-interface. As a result, a single computer connected to the Internet and running a WWW-browser can be used for ubiquitous access.

It is clear that the learning material must be organized within a meaningful structure (McGee, & Howard, 1998). In modern, computer-based learning environments the navigational logic relies on links that bind information together so that it makes sense. This navigational support is also called logistics (Neumann, Krzyzaniak, & Lassen, 2001). Ideally, the logistics system recognizes the user and delivers only the content that the user needs. The logistics system of a computer-based learning environment may also be seen as an intelligent agent or tutoring system (Prentzas, Hatzilygeroudis, Koutsojannis, & Rigou, 2001) and in a broader sense it is a human interface to the system (Raskin, 2000). Therefore, the usefulness of the modern learning environment depends on the navigational logic and the interface to the system.

The greatest challenge in learning environments is to adapt the computer-based system to differently skilled learners (Raskin, 2000, 68-70). If the environment is too complex the user will be lost, confused or frustrated. On the other hand, too simple or non-systematic environments can cause motivational problems. Technology and the learning environment should adapt to different user skills and learning strategies, not vice versa. Therefore the focus in adaptation should be on how the user manages technology that is constantly changing and requires the user to learn new technical skills in order to work with technology.

The need for a meta-learning environment
Why learning support

Generally, the role of learning support is important (Bailey, Brown, & Kelly, 1997). Students must be able to get an answer to questions like "what should I do next?" and "do I have to take this course?". The advice is precious at the beginning of the student life, but guidance is needed also later during the studies. Each course raises questions before, during and after the course, and they all need to be answered. Telling students "what" and "why" is important as student's performance can be improved by guidance (Conway, & Kahney, 1987).

Advice and guidance are important in studying, whatever the technology is and whether students are in the faculty or at distance. As Twigg (1994) argues, we must take into consideration the recent changes that have occurred in what students need to learn, when they learn, how they learn, where they can learn, and what students can access while they learn.

In traditional, paper- and lecture-based education study guides had an important role in providing advice and guidance. However, study guides may not be enough in the digital age. Knowing what courses to select and why is still important in studying, but students must also cope with technology and digital media. In addition, students need to develop new studying habits in order to learn effectively. As a result, managing the learning environment becomes increasingly important.

However, what if the student is inexperienced with computers? Most young people are skilled computer users, but there are many adult people who have little experience with information technology. When these people get interested in studying further, the inexperience with computers can suddenly become a serious barrier for learning. As a result, adult students may feel uncomfortable with the technology that is used in education.

There is only one solution to this problem: the student must learn to use information technology, as studying requires skills in using technology and media. The need for assistance and support in using technology is most important in the beginning of studies. Therefore it is important to create an environment which helps students to "learn how to learn" effectively (Sumner, & Taylor, 1998, 64).

Dimensions of a meta-learning environment

Meta-learning environments have two main functions (Sumner, & Taylor, 1998; Scott, & Phillips, 1998). Firstly, they help in learning to use traditional and digital media in learning. A meta-learning environment should make it possible to access different kinds of digital content, but act as a guide to utilization of paper-based material as well. Secondly, a meta-learning environment can provide information on the courses and studies. The environment should present the structure of the course so that the student knows what exercises etc. are coming next. However, a meta-learning environment can be more than a study guide in computer format. It can describe the relationship between different media, methods and goals in each course. This is important because students should have general understanding of learning tools, methods and media that will be used during a course. Furthermore, students need specific support in bridging various activities to the goals of the course. In order to utilize the environment effectively students need to be skilled enough to use information technology as a tool in learning. Many younger students are familiar with computers and information technology, but for adult students computers, file formats, login procedures etc. can become a real barrier to studying. Even among students with "similar" background there are significant differences in technology skills and study methods. As a result, special attention is needed at the start of study and each course; otherwise results can be poor if the students do not know how to use the available tools and resources in studying. Often personal hands-on advice and tutoring is needed so that the student learns to effectively use technology in studying.

In a traditional classroom education these requirements are typically addressed well by teachers and other students (Taylor, Sumner, & Law, 1997). In modern learning environments this is a challenge. Whereas the overall resources can be made explicit by displaying the structure of the course in detail, hands-on support is a more complicated issue. For example, in distance learning advice and tutoring are limited to the tools that the student is using, and these are often the ones that students have problems with.

The Meta-learning environment should also establish and maintain new study habits and ways of working (Sumner, & Taylor, 1998; Scott, & Phillips, 1998). Once the methods of studying in the modern learning environment have been learned they should be maintained. If the students notice that they pass exercises and exams without seriously utilizing the tools and resources that would be available, they might just make the minimal effort – and not use the full potential of the learning environment. Therefore the courses and exercises should be planned so that students need to get involved personally. For example, in doing exercises there might be several interactions with the system - exercises could be split into parts - and checkpoints in order to prevent the student from copying answers to exercises from others.

Other key dimensions in meta-learning environments are (Sumner, & Taylor, 1998; Scott, & Phillips, 1998)
· Ease of use.
· Reliability and confidence building.
· Possibility to modify and add material.
· Tailoring the system to fit individual preferences.
· Feedback and increasing motivation to study.

The meta-learning environment can integrate various tools, resources and media into a common workplace. This would make it possible to easily locate, access and combine information from several sources. The learning environment should also be easy to understand and use without cumbersome procedures. Both students and teachers should find it easy to navigate and find information in the learning environment.

Confidence is a critical issue in learning. Therefore, the learning environment should be reliable and robust. The system needs to function smoothly without interruptions, otherwise confidence is rapidly lost. Consequently the IT infrastructure is the cornerstone of the operations.

Adding and modifying material should be straightforward. It should be possible to add new material, and modify existing content in the meta-learning environment. Modifications need to be easy enough so that both students and teachers can submit and share ideas, concerns and questions. The modifications should be possible without deep technical expertise or help from the IT-department.

The environment should also be customizable to fit personal preferences. Typically, students have different learning styles: Some learn fast and advance rapidly while others prefer to learn at a slower pace and repeat. In addition, some like working alone whereas others prefer to working in groups. There are also differences in using help or feedback that might be available. Information technology allows customization of the learner's learning experience and makes it possible to accommodate different learning styles (Albright, 1999; Wild, & Quinn, 1998).

Motivation is an critical issue in computer based learning environments – and a driving force in the learning process. Feedback can increase motivation and confidence, and it is considered essential for effective learning process (Rowntree, 1992). Feedback gives also student a realistic view of skills and knowledge (Scott, & Phillips, 1998). In classroom-based education feedback can happen face-to-face, and range from one-to-one conversation to a group discussion. However, in "virtual" learning there is often a lack of immediate feedback as lecturers and students do not necessarily meet very often. Feedback can also be constrained by the media and technology that is used. It is often typical that there is lack of immediate feedback. Information technology is ideal for providing timely and individualized feedback to students. Even though the richness of face-to-face discussion may not be achieved, technology can be used in ways that give rapid feedback to the student. For example, when the student sends an exercise the system could send an automatic acknowledgement. A meta-learning environment makes it also possible to monitor the students' learning process and to identify different styles of information access, communication and learning styles resulting from using new media for education.

Indeed, the importance of science and technology in education cannot be stressed enough. The introduction of technology in the educational field has made the process of learning and knowledge sharing, an interactive and fun-filled activity. Technology is indeed one of God’s greatest gifts to mankind.

References:
http://www.eurodl.org/materials/contrib/2006/Seppo_Sirkemaa.htm
http://duniasoer.blogspot.com/2009/02/impact-of-technology-in-education.html
http://synenergy.teipir.gr/papers/VII_3.pdf

SONA 2009 of PGMA

As I read the full text of PGMA State of the Nation Address (SONA) which happened last July 27, 2009. In her SONA, I identify areas related to Human Resource Management and how these areas can improve our quality of life.

1.)Microfinance

“Nakinabang ang pitong milyong entrepreneurs sa P165 billion na microfinance. Nakinabang ang 1,000 sa economic resiliency plan. Kasama natin ngayon ang isa sa kanila, si Gigi Gabiola. Dating household service worker sa Dubai, ngayon siya ay nagtatrabaho sa DOLE.”

Entrepreneurship/MSME Development. As of 2007, micro-, small and medium enterprises (MSMEs) comprised 99.66% of the total establishments in the country. Given the significant role of MSMEs in the country’s development, the Arroyo Administration committed to provide credit, technology and marketing support for three million MSMEs and empower existing SMEs to generate additional employment through increased lending and promotion.

With the launching of the SME Development Plan under President Arroyo in 2004, the government implemented various SME development programs such as financing, marketing and promotion, human resource development, product development, and advocacy, integrated into one enterprise development cycle.

Government Finance Institutions (GFIs)/Government Owned and Controlled Corporations (GOCCs). From 2001 to first quarter of 2009, around PhP165 billion in microfinance loans have been released to more than 6.9 million microfinance clients for their livelihood activities. This amount is about 46 times more than the PhP3.49 billion that was provided in 2001.

From 2004-2009, some 2.6 million new jobs have been created, surpassing already by about 30% the 2 million new jobs targeted through microfinance until 2010.

The Microfinance Lending Program for Government Employees. A total of PhP2.55 billion in loans was released to 183 government associations and cooperatives from 2007 to 2008.

2.) Health

“Mula noong 2001, Nanawagan tayo ng mas murang gamot. Nagbebenta na tayo ng mga gamot na kalahating presyo sa libu-libong Botika ng Bayan at Botika ng Barangay sa maraming dako ng bansa. Our efforts prodded the pharmaceutical companies to come up with low-cost generics and brands like RiteMed. I supported the tough version of the House of the Cheaper Medicine Law. I supported it over the weak version of my critics. The result: the drug companies volunteered to bring down drug prices, slashing by half the prices of 16 drugs.”

The Administration is focused on providing increased health services by (1) expanding the health insurance coverage under PhilHealth; (2) making available affordable, appropriate and quality medicines through the establishment of Botika ng Barangays/Botika ng Bayan (BnBs); and, (3) providing access to health services.

1. Expanded Health Insurance Coverage under PhilHealth

To protect and promote the health of the populace, particularly the poor when they require medical/hospital services, the President promoted the National Health Insurance Program. Depending on the program, financing for the members’ benefits come from the national government in partnership with other stakeholders like the local government units, employers and even the members themselves.

Around 79.56 million Filipinos or 86% of the 92 million population were enrolled as of May 2009, of which 18.32 million are indigents. PhilHealth’s other members consist of those in the employed sector (37.24 million beneficiaries); individually-paying members (14.86 million); non-paying members or the pensioners and retirees (700,000); and, the Overseas Workers (8.44 million Filipinos).

Premium collections from the members have increased steadily over the years, from PhP8.6B in 2000 to PhP25.6B in 2008. In the first quarter of 2009, premium collections reached almost PhP6 billion, 10% more than the collection in the same period from the previous year.

Benefit claims of the patients also increased substantially from PhP6.8 billion in 2000 to more than PhP18.2 billion in 2008, with the claims for drugs and medicines comprising the largest chunk of said claims. For the 1st Quarter of 2009, PhP4.5 billion has been released for the claims of the beneficiaries.

2. Access to Quality and Affordable Medicines

• Botika ng Barangay/Botika ng Bayan. To provide access to quality but very affordable medicines to the public, especially the poor, the Administration has some 13,498 Botika ng Barangay (BnB) outlets and 1,971 Botika ng Bayan outlets currently operational where low-priced medicines are made available to the public, particularly the poor.

Through the BnBs, drugs such as the anti-diarrhea Loperamide are available for only PhP1.05 against PhP4.10 in private drugstores, and the anti-diabetes Glibenclamide is available at just PhP0.78 against PhP8.90.

The Administration also launched the P100 Project in 2008 to support the campaign for cheaper medicines. Through this project, medicines will be sold for one hundred pesos (PhP100) or less in DOH-retained as well as in selected LGU hospitals.

• Cheaper Medicines Law. The President signed into law RA 9502 or the “Universally Accessible Cheaper and Quality Medicines Act of 2008” to further bring down the cost of medicines and to bring the country closer to her 2001 SONA pledge of “universal access to essential medicines at half prices by 2010”. The law encourages more competition in the local market through parallel importation of cheaper but quality drugs and authorizes the President to set price ceilings on various drugs.

3.)EDUCATION

“Our educational system should make the Filipino fit not just for whatever jobs happen to be on offer today, but also for whatever economic challenge life will throw in their way….”

The vision of every Filipino family is to ensure that each child has the opportunity to get a high quality education that leads to becoming a whole person, a successful entrepreneur and a productive and responsible citizen. This family vision is also the vision of the Philippine Main Education Highway which addresses cross-cutting issues in the education sector including the mainstreaming of madrasah education.

1. Improving Basic Education. Even as the participation and retention rates, school performance and academic achievement of students in Basic Education have generally improved in the past nine (9) years, there is a continuing and marked need to significantly raise the levels of achievement. There is a tendency to backslide without strong presidential prodding.

2. Improving Higher Education. There is a need to:

• improve the capability of higher education institutions (HEIs), state universities and colleges (SUCs) and local universities and colleges (LUCs) to equip students with the required skills and competencies for national development and to prepare them for gainful employment or entrepreneurship;
• improve the competitiveness of graduates by ensuring quality education and competent faculty;
• develop capabilities in research to be at par with the best in the world;
• improve capabilities in science, mathematics and engineering through research and development;
• align the goals and programs of private HEIs, SUCs, and LUCs to best achieve national development goals; and
• continue with curricular reforms, leadership and management development program for college and university administrators, faculty development, conduct of scholastic aptitude test (SAT) after Grade 10, R&D and leveling the playing field.

3. Benchmarking the Basic Education Cycle with International Standards. To be at par with the 12-year basic education cycle implemented in almost all countries, benchmarking the first two years of college education has to be seriously considered to reform the present 10-year basic education program.

4. Strengthening the existing institutions in the development of higher level scientists and engineers. Continuing tasks include training high-level scientists and engineers in cutting edge technologies by HEIs, supporting the priority thrusts in science and technology as enunciated in the National Science Technology Plan: 2002-2020, enhancing human capital for science, technology and innovation (STI) for absorption into the world of work, strengthening ICT-based Education by providing sound policy and funding mechanisms, infusing more investments in S&T and engineering research in the identified Centers of Excellence and Centers of Development, and providing support to the operationalization of the National Science Complex and Technology Incubation Park in UP Diliman.

5. Goals for Improving Technical Vocational Education. The employability of those who undergo tech-voc training programs needs to be increased by developing their skills and competencies to meet the requirements of industry and retrain workers to respond to new technology or changes in industry processes. Workers must be enabled also to compete for overseas employment opportunities through the accreditation of technical vocational courses. There is likewise a need to continue with the harmonization of Tech-voc and Higher Education through the Ladderized Education Program (LEP), improvement of trainers’ qualification, and accreditation of tech-voc courses.

6. Financing Education. While increasingly significant budgets to the education agencies have been allocated, there is still a need for a more innovative approach in financing the education sector, especially in the higher education segment.

7. Improving Education in ARMM. Policies and guidelines that would harmonize and synchronize the ARMM Educational System with the National Education System at all levels are currently being reviewed. Some of these may require amendment of legislation from Congress.

8. Strengthening Academe-Industry Linkages. The need to improve the job-skills matching program and strengthen the initiatives for the Business Process Outsourcing (BPO) industry has been seriously noted. Current efforts of government agencies at coordinating with the Philippine Chamber of Commerce and Industry, and the Business Processing Association of the Philippines (BPAP) on this endeavor need to be sustained.

9. Internationalizing of Education (Education Plus Program). With the goal of positioning the country as an Education Center in the Asia Pacific, a technical working group has been formed composed of representatives from the government and private sectors. CHED is currently undertaking a survey on international linkages/partnerships/twinning programs of universities and colleges, the results of which should be followed through.

10.Developing a National Educational Research, Evaluation and Testing System (NERETS). With the aim of establishing an independent/autonomous, highly credible, and respectable national assessment and research agency for education, a technical working group has already been created, which has conducted a series of discussions and consultation with testing providers, specialists and other stakeholders. Findings and perspectives generated from these activities should establish the steps required to develop and implement the System.

Finally, it must be emphasized that education is among the major entitlements that enlarge and broaden human choice. While socioeconomic development broadens peoples' choice by increasing their individual resources, education forges the desire to do more for the country and others - because education builds self-esteem and self-expression, the very values that let people seek for community, for effective rights and democratization of such rights. For the above reasons, the Arroyo Administration is optimistic that the next Administration will see the wisdom of the Main Education Highway.

4.) OFW Benefits

“Meanwhile, we should make their sacrifices worthwhile. Dapat gumawa tayo ng mga mas malakas na paraan upang proteksyonan at palawak ang halaga ng kanilang pinagsikapang sweldo. That means stronger consumer protection for OFWs investing in property and products back home. Para sa kanila, pinapakilos natin ang Investors Protection Task Force….”

Labor Protection programs that will generate jobs and employment, protect the Filipino workers here and abroad as well as promote their welfare by ensuring that the terms and conditions of their work, such as wages, working hours and safety measures are humane and just;

Reintegration services for OFWs. With the establishment in 2007 of the National Reintegration Center for OFWs (NRCO), reintegration services for OFWs were institutionalized, making the effort more systematic and intensive in outreach. From 2007 to date alone, a total of 25,541 expatriate Filipino workers (EFW) and their families have been assisted through the Center. Services for EFWs include job search for local or overseas employment, issuance of certificates of eligibility for livelihood assistance, and legal services.

Other Services: Repatriation, Retraining

• Repatriation of almost 51,338 EFWs from 2001 to June 2009;
• Assistance to almost 500,000 EFWs on-site and one million EFWs/family members in the Philippines;
• Provision of education and training benefits to more than 1.54 million EFWs and their families; and
• Facilitation of enrolment of 320,000 informal sector workers in PhilHealth and SSS, the Philippine National Red Cross, Pag-ibig, and Accident Insurance through the DOLE’s Social Protection Program.

References:
http://coolbusteratyourservice.blogspot.com/2009/06/pgma-sona-2009-full-text.html
http://www.gov.ph/sona/sona2009/2009_SONA_TECHNICAL_REPORT.pdf

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