Implementing and Measuring Effective Organizational Training

Implementing and Measuring Effective Organizational Training Training and development programs have been found to be essential to organizational effectiveness. However, a training program that cannot demonstrate improved organizational effectiveness is a waste of valuable time and money. This paper reviews the literature concerning critical elements of an effective organizational training program. Practical methods are presented in the areas of planning, implementation, and evaluation. Specific guidelines for developing an organizational analysis and training needs assessment are provided for consideration in the planning phase. Guidelines for providing training objectives, a favorable training and learning environment, effective training techniques, and strategies that ensure effective transfer of training are provided for consideration in the implementation phase. Recommendations for thorough training evaluation procedures are provided for consideration in the evaluation phase. Implementing and Measuring Effective Organizational Training and Development Organizations are composed of people with varying knowledge, abilities, skills, attitudes, and social behaviors that are utilized to move the organization towards its mission and goals. In order for organizations to improve and grow, the people who make up the organization must also improve and grow. Knowledge, skills, and attitudes must be developed in order to maintain a workforce that remains competitive in todays marketplace (Cascio Aguinis, 2005). Training and development programs have been found to produce positive results in industrial development and organizational performance and have been shown to produce an increase of employee productivity, wages, and employment longevity (Huselid, 1995; Colarelli and Montei, 1996; Kitching and Blackburn, 2002; van Eerde, Tang, Talbot 2008). Organizations that provide ongoing opportunities for employee development and growth place themselves at a distinct competitive advantage over those that do not. They recognize that training is a necessary component of corporate culture, where commitment to training and development is shared from the top down, and necessary time and funds are invested as needed. They ensure that training is linked to organizational objectives and strategies, and is designed to positively affect the companys bottom line. Continuous feedback is provided through structured quality improvement practices, and the organization remains flexible to restructure systems that improve performance (Cascio Aguinis, 2005). Training within an organization costs valuable time and money. Billions of dollars are spent by organizations each year in formal and informal training programs. Like everything else in business, it is essential to develop an organizational training and development program that provides the grea test possible return on investment (Cekada, 2010). This paper will present a review of the literature to explore three phases of an effective organizational training and development program: the planning phase, the implementation phase, and the evaluation phase. The planning phase includes completing an organizational analysis, task analysis, and a person analysis, and utilizing a training needs assessment to determine specific training needs that are in sync with the organizations mission, goals, and cost constraints. The implementation phase includes the design of the training program that will most effectively meet the needs assessed. The evaluation phase includes the development of criteria and use of comprehensive evaluation models to determine the trainings validity and effectiveness. Phase One: The Planning Phase Training Utility Training utility refers to the benefit that the training program has on organizational effectiveness. Training has been shown to be beneficial to an organization. However, if what is trained does not improve organizational effectiveness, it becomes at best a poor investment and at worst detrimental to progress. A training program is beneficial to the organization to the extent that it meets the assessed needs of the organization (van Eerde, Tang, Talbot 2008). Organization-Task-Person-Demographic and Values Analysis The first task of an effective organizational training program is to determine the specific needs of the organization. A comprehensive analysis of organizational systems and their workforce is necessary to determine relevant training needs and develop a training system to meet those needs (van Eerde, Tang, Talbot 2008). Morano (1973) recommends indentifying and surveying key leaders in each area who are as he describes are in the best position to know what training is needed most in their prospective areas. Morano goes on to suggest conducting a manpower analysis and an organizational analysis to determine needs that could be met through training. Although Moranos recommendations are broad scoped, he grasped the importance of conducting a thorough analysis of what is needed and how those needs could be met through training rather than simply providing training for trainings sake (Morano, 1973). The core model for assessing training needs has not changed much since McGehee and Thayer (1961) developed their Organization-Task-Person framework. The organizational analysis is designed to determine how training personnel can help the organization reach its goals and fulfill its mission (McClelland, 1993). Two major themes of the organizational analysis are linking training to corporate strategy and maintaining the workforces technical relevance (Latham, 1988). The task analysis determines what personnel must learn in order to execute their job well, and the person analysis determines who will need training and for what reason (van Eerde, Tang, Talbot 2008). The emphasis of a task analysis should also be on what is required by the employee in the future to be effective. In addition to the organizational-task-person analysis, Latham recommends performing a demographic analysis to determine the needs of specific subgroups to include age, gender, and management levels (Latham, 1988) . Prior to evaluating organizational strategies such as company philosophy, mission statements, objectives, strengths and weaknesses, organizational design, and programs that implement the strategies, OReilly and Pfeffer (2000) recommend beginning with defining the organizations basic principles and values. The next step is to evaluate management practices to determine the extent that those principles and values are modeled and reflected throughout the organization. Practices that do not embrace these basic principles and values are changed or discarded. This process helps to align the companys objectives with its basic principles and values as well as with the emotional and intellectual behavior of its employees in a way that can be used on a day-to-day basis (OReilly III Pfeffer 2000). Training Needs Assessment A needs assessment is a structured way to determine organizational needs that can be met through training. The function of the training needs assessment is to determine why training is needed, what exactly should be trained, and who should receive it in a way that creates the greatest benefit for the organization. One of the purposes of a training needs assessment is to ensure that the training process actually is designed to meet organizational goals and needs that are assessed so that training is most likely to increase the probability of organizational performance (van Eerde, Tang, Talbot 2008). A training needs assessment is necessary to define goals, determine who will make up the assessment group, determine resources and financial commitment needed, review and recommend the most effective assessment methods and tools, determine time frames, schedule and implement assessment procedures, gather and analyze feedback, determine conclusions, and present findings and recommendations to the organizational leaders (McClelland, 1993). It is a structured and thorough way of determining organizational training needs. A good training needs assessment is the first step in creating an effective training program. A training needs assessment will clarify organizational goals and needs, stimulate creative thinking, formulate effective training strategies within budgetary constraints, provide increased management and participant commitment, and illuminate the most effective methods for determining and providing the training and development needed (Cekada, 2010). An effective needs assessme nt may also identify problems that may not be solved through training but instead require adjustments to policies, procedures, or practices (Brown, 2002). An effective training program is not one that provides the most training hours but one that is aligned with the organizations needs as defined by a thorough training needs assessment (van Eerde, Tang, Talbot 2008). Data collection can be accomplished through a variety of methods. Surveys and questionnaires are inexpensive, can be completed in a short time frame, and are easy to summarize. Interviews can reveal attitudes, problems, and potential solutions. Performance appraisals can identify skill deficiencies and training needs. Observations can provide data in vivo without interrupting the workflow. Tests can assist in determining deficiencies in knowledge or skills and are easily quantifiable and reportable. Assessment centers can assist in determining management training needs. Focus or discussion groups can increase participant interaction and commitment to change. Document reviews can help determine needs and can easily be collected and analyzed. Advisory committees can utilize key players to provide inside information and needs (Brown, 2002). Teams and supervisors can be utilized to provide ongoing data collection and submit results on a regular basis to HR for training recommendations (v an Eerde, Tang, Talbot 2008). Phase Two: Training and Development Create Training Objectives and Sequencing Upon the completion of a thorough training needs assessment, the identified needs can be translated into clear behavioral training objectives. A key to successful training involves creating training objectives that guide the training process and specify measures that accurately evaluate results. Training objectives should clearly describe the desired behavior to be learned, the context in which the behaviors should occur, and the behavioral criteria that can be observed and measured upon completion of the training. Objectives should be listed in sequence as they are needed on the job or by importance. Reasons for sequencing should be made clear to the learner at the beginning of training (McConnell, 2003). In other words, if a particular task requires several sub-tasks to complete, it is important to sequence learning objectives for each sub-task first before working on the overall task (Cascio Aguinis 2005). Create an Effective Training and Learning Environment With the development of internet and intranet technologies, computer-based instruction has provided an alternative to the traditional brick-and-mortar classroom instruction. Most companies today use the Internet to provide various levels of employee training. In a study of use of the Internet for organizational training, it was found that learners in blended learning environments that involved on-line and face to face interactions had more control over where and when they engaged in the learning process and had a wider variety of learning tools. As a result, students were more motivated to learn, and achieved higher scores over those in a traditional face-to-face classroom (Klein, Noe, Chongwei, 2006). Virtual team training is relatively new and has not demonstrated the same success. In fact only 7% of respondents in a survey of over 400 human resource professionals reported current virtual team member and leader training to be very or extremely effective. More effective training is needed to provide skills necessary to select and use appropriate communications technologies, and to lead and manage virtual teams (Rosen, Furst, Blackburn, 2006). However, whether training is conducted in a traditional classroom, on the internet, or on the job, certain principles should be in place to ensure a productive learning environment. For instance, trainees should have a clear understanding of the training objectives and the expected outcomes. Training content should be meaningful and relevant to the job currently being performed. Trainees should be provided a variety of materials that stimulate various learning modalities. A sufficient amount of practice must be provided. Trainees should receive and be able to provide feedback on what is being learned, and should be able to observe and interact with other trainees (Noe Coquitt, 2002). Others principles include providing for trainees with diverse skill levels, ensuring commitment and buy-in to training on all levels of management, and utilizing commitment strategies to increase participant buy-in and motivation (Tall Hall, 1998). Utilize Effective Training Techniques A multitude of training methods or techniques exist and those chosen should be based upon the training needs assessment. Examples of training methods include group training, team training, coaching, mentoring, self-paced learning, e-learning, computer-assisted learning, distance learning, self-study, simulations, lectures, job shadowing, job rotation, and behavioral modeling. Group training occurs when three or more employees are engaged in learning common objectives. Many organizations provide group training to review HR policies and procedures and safety practices. Team training is comprised of members of a particular team with objectives on how to effectively work together as a team in order to fulfill the teams objectives. Coaching is a training technique often used in on the job training and is usually more individualized to the employee. Mentoring occurs when more experienced employees train newcomers to adapt to the organizations culture or environment. Self-paced learning is comprised of self-contained units of instruction that the employee can review and complete at their own pace. Self-paced learning can also be computerized so that employees can complete units of instruction at their own pace via their own computer. E-learning is on-line instruction that can be utilized individually or as a group. Distance learning is utilized to provide instruction from teachers who are in other parts of the world. Distance learning can occur through video conferencing, telephone conference calls, or internet access. Simulations are provided in a laboratory or on computer and simulate the actual job that is to be performed and are usually complete with immediate feedback mechanisms to enhance learning. Job assignments and rotations often occur on the job for a specified amount of time. The shadowed employee is able to learn various aspects and multiple components of the job by asking questions and observing effective modeling in vivo from the job shadower (McConnell , 2003). Both formal and informal on-the-job type training are important for training objectives to be acquired and generalized (Verhaest Omey, 2010). Behavior Modeling The behavior modeling technique based upon Banduras (1977) social learning theory is one of the most commonly used and researched learning methods used in organizational training. Behavior modeling involves providing clear behavioral objectives, using a model or models to demonstrate undesired and desired behaviors in various contexts, providing opportunities for learners to practice what was modeled, providing learners with clear feedback and reinforcement, and implementing procedures that ensure maximum transfer of what is learned to the actual job. A meta-analysis of 117 studies found that although declarative knowledge decreased over time, skills and behaviors remained the same and often increased with the use of behavior modeling. Skills increased when the full use of behavior modeling technique was utilized, learning points were emphasized, and training time was longer. Desired behavioral transfer to the job increased when both negative and positive models were utilized, behavi or modeling contexts were created and practice by trainees, both trainees and managers were trained in the behavior model process, and effective behavioral contingencies were applied in the actual work environment to reinforce learned behaviors (Taylor, Russ-Eft, Chan, 2005). Ensure Effective Transfer of Training Transfer of training refers to the how well an employee utilizes and generalizes what was learned in training to the actual job where it is needed (Cromwell Kolb, 2004). If behaviors learned in training cannot effectively be demonstrated and increased on the job where they are needed then the cost and time spent in training was wasted (Velada, Caetano, Michel, Lyons, Kavanagh, 2007). Cromwell Kolb (2004) found significant transfer of training occurs when training is supported throughout the organization, supervisors are supportive during and after the training process, and trainees participate in peer support networks for a period of at least one year. Lack of time, supervisory support, and managements commitment to the process are noted as barriers to an effective transfer of training (Cromwell Kolb, 2004). General considerations that will help to ensure transfer of training include: Organizational and management support of training and transfer of training. Training contexts should match job contexts. As much experiential training as possible should be provided. Supervisors should recognize and reward learned behaviors when demonstrated on the job. A peer support system should be developed that encourages and demonstrates support for the use of behaviors learned in training that are demonstrated on the job (Machin, 2002; Martin, 2010). Include self-management as part of training to reduce relapse of old ineffective behaviors. Self-management training involves setting personal goal, identifying attitudes and behaviors that interfere with or enhance success, creating plans to overcome interfering obstacles, developing self monitoring systems that provide observation of progress towards the plan, and the utilizing personal contingencies that reinforce effective behaviors, block ineffective behaviors, and increase motivation to utilize behaviors learned in training (Wexley Baldwin, 1986; Gist, Bavetta Stevens, 1990). Recognize that self-efficacy, self-management, and performance levels may drop significantly after training, but increase to the same levels after training about one year later. Allow at least one year to transpire before evaluating transfer of training effects (Cromwell Kolb, 2004; Vermeulen  Ãƒâ€šÃ‚  Admiraal, 2009). Phase Three: Evaluation Training evaluation should occur throughout the training process. Evaluation provides information necessary to adjust, or improve effective training elements, and eliminate ineffective elements of current programs. On a practical note, a successful evaluation design has the potential to justify the existence of an organizations training and development department (Tsang-Kai, 2010). A thorough training evaluation requires collecting and analyzing training data and results in a manner that will effectively instruct future training and development content and practices. Because this type of evaluation costs considerable time and money, many organizations revert to utilizing trainee responses from post training surveys. However, this is only one dimension of a thorough training evaluation and should not be used alone to determine training effectiveness. An effective training evaluation requires the establishment of controls, accurate methods of measurement, educated evaluators, statistical analysis, and clear evaluation criteria to determine the effectiveness of training transfer. A common problem associated with comprehensive training evaluations is that many organizations perceive them as being more theoretical than practical. In fact, one study showed that it is common for most companies to evaluate employee reactions. However, only half evaluated employee knowl edge, about a fourth evaluated the transfer of training to the workplace, and only a small percentage evaluated the actual impact of the training on the organization (Tsang-Kai, 2010). The Evaluation Design It is commonly held that training in and of itself does not guarantee improved productivity, satisfaction, longevity, or organizational effectiveness in the workplace. Effective transfer of new knowledge, skills, and attitudes requires a variety of structural contingencies to reinforce effective behaviors and practices and to prevent relapse of ineffective habits. Training evaluators must develop outcome criteria that will accurately forecast intended results and inform future training activities (Dionne, 1996). The evaluation design must attempt to determine the extent of change demonstrated in the level of performance that has occurred and to what extent that level of performance meets the organizational need. Standard outcomes of the study may require the use of formal experimental designs that measure statistical significance and effect size for example between an experimental and control group posttest means (Sackett Mullen, 1993). It is important to determine whether the requirements of the evaluation call for the measurement of change, the measurement of achievement, or both. Measuring change may be used to estimate the utility of training, provide evidence of training effectiveness, or demonstrate the monetary value of training by pairing past training with past success. The measurement of achievement involves comparing the efficacy of two different training programs to see which is more effective. If the training is only offered once, the program designers do their best to estimate the most effective approach given the budgetary and time constraints. If the training is offered repeatedly, the long term costs and constraints make comparative research more worthwhile. Finally, the evaluator who wishes to contribute to the global literature of understanding the training processes may wish to utilize a formal experimental design. Regardless of the design and methods of evaluating the training program, it is imp ortant that the evaluators sell organizational leaders on a thorough and useful evaluation of the training process (Sackett Mullen, 1993). Criteria for measuring training and job performance success One particular model that has endured with widespread popularity, perhaps because of its practical simplicity, is Kirkpatricks (1959) four level training evaluation criteria model. This model has been utilized by organizations as a guide for the evaluation of training programs since it was first introduced in the late fifties (Alliger Janak, 1989). Thirty years later Kirkpatrick (1996) maintains the value of his model, and continues to recommend his procedure for measuring the utility of the training program. Kirkpatricks model measures four levels of training: reaction, learning, behavior, and results. On the reaction level, the goal is to measure participants feelings about the training experience. By asking questions regarding participants reactions, the organization demonstrates that they are interested in the employees needs and are willing to do what it takes to meet those needs. Evaluating reactions to training provides a way to attend to participants motivation to learn. Fai lure to attend to motivation can easily create failure of learning, and thus failure of the training program. The second area to measure is learning. Did training create and/or increase the desired knowledge, skills, abilities, or change in attitudes? The third area to measure is behavior. Did the training create the desired change of behavior in the specific context of the work environment where it is needed? The final area to evaluate is the results. This is a measure of the effect that training had on the organization such as increased sales, higher productivity, improved quality, increased employee satisfaction, and decreased turnover. The evaluation process becomes more difficult at each level (Kirkpatrick, 1996). Some researchers have noted problems regarding unclear training evaluation criteria in Kirkpatricks model and recommend revision, while others argue for entirely different models. One concern is that the framework of the model is not based upon modern theories of learning. Another concern is that Kirkpatrick over simplistically treats multi-dimensional constructs such as trainee reactions as one dimensional. Further concerns exist regarding basic assumptions suggested by the level model. For instance it is assumed in the model that evaluation levels should be arranged in ascending order for maximum effectiveness. It is also assumed that each level is causally linked to the other, and that each of the levels is positively intercorrelated. However, despite these and other concerns, the model remains one of the most utilized approaches among practitioners and researchers. (Alliger Janak, 1989). A meta-analysis of 34 studies and 115 correlations demonstrated significant reliabilities between training criteria using an augmented framework for training criteria based on Kirpatricks model. Trainee reactions were shown to be important. However, simply liking training did not necessarily transfer to performing what was trained in the workforce. However, although positive reactions to training do not guarantee transfer, negative reactions have been shown to have a significant negative affect on the training department. Questions on utility appeared to provide the best indicators of training transfer, and attentiveness to content validity was shown to be important when developing criterion strategies to minimize the potential for misinterpreting criterion relationships (Alliger, Tannenbaum, Bennett, Traver Shotland, 1997). An alternative measurement model was developed by Kraiger (2002) to overcome the deficiencies of Kirkpatricks (1959) four level model (Kraiger,). This model is based upon Kraigers earlier theoretical model of learning, and addresses three distinct learning outcomes: cognitive, skill-based, and affective. According to Kraiger, cognitive outcomes should measure verbal knowledge, knowledge organization, and cognitive strategies. Skill-based outcomes should measure compilations of proceduralization, composition, and automaticity. Affective outcomes should measure attitudinal outcomes and motivational outcomes such as motivational disposition, self-efficacy, and goal setting (Kraiger, Ford, Salas, 1993). In his later developed evaluation model, Kraiger makes a clear distinction between evaluation targets and data collection methods. Evaluation targets include training content and design, changes in learners, and organizational payoffs. Targets and methods are linked to available measurement tools. Evaluation targets focus on the implementation of the training design, training delivery, and validity. Measurement tools include the use of advisory panels, established methodologies, judgments from experts, and course ratings. For changes in learners targets the focus of implementation is on specific cognitive, behavioral, and affective change. Measurement tools include written tests, work samples, interviews, and surveys. For organizational payoff targets the focus of implementation is results, performance, and transfer. Measurement tools include cost-benefit analysis, ratings, and surveys. Each of the three target areas of evaluation informs the other in an interactive feedback loop (Kr aiger, 2002). Analyzing the benefits and costs of training Organizational leaders may become concerned about training costs when there appears to be no increase in revenues or particularly when revenues appear to be declining. They may need to see that training programs are producing some sort of rate of return on their investment. In order to clearly demonstrate to administrators that the benefits of training outweigh the cost, it is important to include a cost analysis in the presentation of the training program evaluation (Clarke, 2002). The cost-benefit analysis is the most widely used method of calculating return on investment (ROI). Using this method, return on investment is calculated by dividing the monetary value of benefits incurred by training with the actual costs of training. If the ratio exceeds 1, then the benefits are shown to outweigh the costs of the training program. Another model used to calculate ROI subtracts the monetary costs of training from the monetary value of benefits incurred. In this method, the ROI increases proportionately to the increase in the difference between calculated benefits and costs of the training program. Some organizations recommend anywhere between a 20-40 percent ROI, while others suggest that training benefits should at least outperform the rate of inflation. The net present value (NPV) is yet another method to evaluate training investment. In this method, training benefits are assigned an expected rate of return. If the net benefits are positive after deducting training costs, the training is considered successful (Murray Efendioglu, 2007). A thorough cost analysis should seek to clearly demonstrate that the training program provides a net value to the organization in areas such as increased employee satisfaction and productivity, decreased employee turnover and recruitment costs, decreased penalties for compliance violations, and reduced insurance premiums (Clarke, 2002). Summary Training and development programs have been found to be essential to organizational effectiveness. However, a training program that cannot demonstrate improved organizational effectiveness is waste of valuable time and money. This paper has reviewed the literature concerning critical elements of an effective organizational training program that include thorough planning, implementation, and evaluation. The planning phase is designed to avoid training simply for trainings sake and to ensure that the training program meets the assessed needs of the organization. The planning phase should include a thorough analysis of the organization, tasks to be learned, people that need to learn them, important demographic concerns, and values. A thorough training needs assessment is a valuable tool to determine training needs through a systematic evaluation of each of these areas. The training and development phase is designed to create specific training objectives and sequential learning opportunities. It is important in this phase of development to create a favorable training and learning environment and utilize the most effective training techniques that will provide the maximum potential to transfer objectives into outcomes in the workplace where they are needed. Because training without transfer is a waste of time and money, the training development phase should design and implement strategies that will ensure the effective transfer of training. Training evaluation should occur throughout the training process. Evaluation provides information necessary to adjust, or improve effective training elements, eliminate ineffective elements of current programs, and justify the existence of an organizations training and development department. A thorough and systematic evaluation design is necessary to ensure that what was trained increased the effectiveness of the organization. The design should provide target measurements for training content and design, changes in learners, and organizational payoffs that analyze the benefits and costs of training. Further research is needed to provide more accurate, practical, and cost effective methods to measure organizational training and development programs.

Installation :: essays research papers

DesignTech International, Inc. DesignTech disclaims any liability or responsibility arising out of any inaccuracies of this information or use of this information for installations or otherwise. Installation Notes - Document #114 - Sheet 1 of 2 Trouble-shooting with the â€Å"Self Diagnostics† See also document # 110 - Troubleshooting the AutoCommand. The AutoCommand ® is a very ‘safety oriented’ product. It is constantly looking for a reason to shut down the vehicle. It is for this reason that we designed it with a built-in self-diagnostic system. If for any reason the AutoCommand ® shuts off — you can ask the AutoCommand ® to tell you with the self-diagnostics why it turned off the last time or failed to start. This feature should be used any time the remote starter fails to get the vehicle up and running. A. Simply let your AutoCommand ® run it’s cycle by turning the control switch on and pressing the remote control start button. Five minutes after the last cycle simply turn the control switch OFF and start counting the first series of feedback flashes. Note that this will work even if the AutoCommand ® does not attempt to start the vehicle, if the AutoCommand is unsuccessful, or if the vehicle starts and prematurely shuts off. # of Flashes Reason for turning off 1 See Text. 2 Hood or Brake activated 3 No Tach or stalled 4 Received another remote input / no door pin signal On manual transmission units 5 Car went into gear 6 Low battery 7 Received alarm input 8 Overcurrent 9 No emergency brake signal on manual transmission units. 12 The Control Switch was turned off too soon. Here are the common reasons for each of the 10 codes above: 1 This code nomally means the unit ran for it programmed run time and then shut down properly, BUT- The default code of one will appear if the unit has not yet started the vehicle or if the unit is somehow reset. Some solutions: Reprogram the transmitter, move your ground wire to a new location, and make sure you are connecting the power wire directly to the battery. 2. Either the hood or brake input was activated. Disconnect each wire in-turn to figure out which one is the culprit. Note that a hood pin switch can be mounted such that when the vehicle is ‘starting’ the hood pin could receive a ground signal — thus turning off the vehicle. Make sure the pin-switch is mounted such that it pushes down enough when the hood is closed to prevent slight movements of the vehicle to cause it to close. In some cases if the Installation :: essays research papers DesignTech International, Inc. DesignTech disclaims any liability or responsibility arising out of any inaccuracies of this information or use of this information for installations or otherwise. Installation Notes - Document #114 - Sheet 1 of 2 Trouble-shooting with the â€Å"Self Diagnostics† See also document # 110 - Troubleshooting the AutoCommand. The AutoCommand ® is a very ‘safety oriented’ product. It is constantly looking for a reason to shut down the vehicle. It is for this reason that we designed it with a built-in self-diagnostic system. If for any reason the AutoCommand ® shuts off — you can ask the AutoCommand ® to tell you with the self-diagnostics why it turned off the last time or failed to start. This feature should be used any time the remote starter fails to get the vehicle up and running. A. Simply let your AutoCommand ® run it’s cycle by turning the control switch on and pressing the remote control start button. Five minutes after the last cycle simply turn the control switch OFF and start counting the first series of feedback flashes. Note that this will work even if the AutoCommand ® does not attempt to start the vehicle, if the AutoCommand is unsuccessful, or if the vehicle starts and prematurely shuts off. # of Flashes Reason for turning off 1 See Text. 2 Hood or Brake activated 3 No Tach or stalled 4 Received another remote input / no door pin signal On manual transmission units 5 Car went into gear 6 Low battery 7 Received alarm input 8 Overcurrent 9 No emergency brake signal on manual transmission units. 12 The Control Switch was turned off too soon. Here are the common reasons for each of the 10 codes above: 1 This code nomally means the unit ran for it programmed run time and then shut down properly, BUT- The default code of one will appear if the unit has not yet started the vehicle or if the unit is somehow reset. Some solutions: Reprogram the transmitter, move your ground wire to a new location, and make sure you are connecting the power wire directly to the battery. 2. Either the hood or brake input was activated. Disconnect each wire in-turn to figure out which one is the culprit. Note that a hood pin switch can be mounted such that when the vehicle is ‘starting’ the hood pin could receive a ground signal — thus turning off the vehicle. Make sure the pin-switch is mounted such that it pushes down enough when the hood is closed to prevent slight movements of the vehicle to cause it to close. In some cases if the

Commentary: “Two Hands” Essay

There are various familial relationships that most of us would often take for granted. Jon Stallworthy, for example, highlights that of a father and son in his poem, â€Å"Two Hands†. Throughout his depiction of these two characters, he emphasizes how two people who seem so similar, and are supposed to be intimate or close by default, can be almost alien to each others’ personalities and emotions. Several techniques, such as diction, themes and structure are utilized to portray the contrast between father and son. In â€Å"Two Hands†, there are two main characters present: the son, who also narrates the text, and his father. The reader can depict the father to be a surgeon, or at least have a profession in the field of medicine, because of the use of terms such as â€Å"scalpel† or â€Å"lancet†, as well as expression like â€Å"fingers that have stitched new life†. In contrast, the same ‘two hands’ of the son have been utilized in a rather contrasting way; that of the field of literature. We can deduce this from his â€Å"fingers [that have] some style on paper.† Furthermore, there is no mention of any other characters in this poem, which can portray the significance of his father to the narrator, or even display how much he truly needs a father who is too preoccupied with his career. One of the primary reasons that Stallworthy is able to spark a great deal of emotion from his reader is due to the choice of speaker. In this case, the son’s voice has been used to describe his relationship with his father. I think this has been done because his emotions of abandonment, sorrow and loneliness are very expressive and therefore make readers feel empathy for the son. He depicts himself as a son whose father pays no attention to him, and only to his work; almost as if being a father is an obligatory duty rather than a valued relationship. There are several themes that bring out the emotions felt by the narrator in this text. For example, love is something that is lacking in the relationship between father and son. While it can be said that the son admires his father, which is depicted through the phrase, â€Å"Hand, you may have your chance to stitch a life for fingers that have stitched new life for many.† The narrator is describing his father’s accomplishments by stating that he has saved the lives of many, which shows love and respect for his father. However, there is no portrayal of emotion from the father’s side in the text, which can only show that according to the son, there is no love provided from the father’s side at all. Another vivid theme in the text is that of the conflict between family and career, which can be looked at individually for the son, as well as for the father. This poem clearly implies that the father is married to his career, as he has almost no time to devote to his son. The final line, â€Å"he will be out again† is extremely powerful in showing how often he is out of the house. Furthermore, even when he is at home, he is â€Å"in his study†¦ up late,† because â€Å"he has articles to read.† Overall, we can infer that the father feels like by working hard and supporting the family, he is fulfilling his duties, and therefore the concept of spending time and expressing love to his son are almost redundant, and of no value. On the other hand, you have a son, who feels nothing but love, respect and adoration towards a father who has no regard for such emotions. He also feels that his career is worthless in comparison to that of his father’s. His hands have â€Å"save[d] no one, serve[d] no one, dance[d] with this pencil.† The use of the word ‘dance’ has playful and amateur connotations to it, which shows that his work of literature is meaningless to him. This tone of abandonment informs the readers of the son’s feelings of insecurity and inferiority in front of his father, while all alone he tries only to be close to him. In a poem, the structure and topography play an extremely crucial role in the way a readers depicts the writing. Stallworthy has laid out â€Å"Two hands† in one long stanza, with a great deal of enjambment as well. This implies run-on thoughts, as well as providing a tone of overall reminiscence to the text. The lack of a concise structure gives the effect of thoughts being haphazardly thrown onto paper, in whichever order they may occur. Moreover, this style makes it seem like a story is being told. This is useful in depicting the character of the narrator, as well as provides the impression that he is writing a biography on his father. Once again, the line, â€Å"Hand, you may have your chance to stitch a life for fingers that have stitched new life for many,† reveals the narrator’s intentions. Where ‘stitching a life’ means writing a book to the son, to the father the very same phrase has a more literal meaning; that of saving a life, perhaps in surgery. Over the course of this poem, the use of rhyme or rhythm is extremely subtle, and perhaps is only used in order to emphasize certain points. Stallworthy hasn’t used a specific rhyme scheme in his poem, to demonstrate that no conclusion has been drawn from the thoughts conveyed by the son. There is a great deal of expression of emotion; however he isn’t able to make anything out of it. In contrast, in the few places where slight rhyme has been utilized, there is some logical reasoning involved. For example, â€Å"Down the lancet margin his hand moves rapidly as mine moves slow. A spasm shakes the phone at this elbow.† In these lines, he is claiming that his father’s expertise exceed that of his own in the field of medicine, allowing him to scan the medical journal more rapidly. Overall, it can be reasoned that there are very few decisive or exact points being made, which is why the use of rhyme has been avoided. The way a message is interpreted relies a great deal on the diction in which it has been said; therefore the word choice is another vital factor in â€Å"Two Hands†. Firstly, all the words describing emotions are of negative connotations. For example, â€Å"curse† or â€Å"sob†, imply feelings of frustration and helplessness. There is also no mention of love or family values, directly signifying that there is no evidence of it in their relationship either. In contrast, there are plenty of words to describe the father’s career, such as â€Å"lancet† and â€Å"scalpel†. The use or lack of use, of difference words indicates their existence and importance in the lives of the father and son. This would also explain why there are no emotions linking to the father, but many saddening ones linking to his son. Throughout this text, Stallworthy implicates a very negative atmosphere, relation directly to the bumpy relationship between father and son. A mood of intensity is depicted through the use of phrases such as, â€Å"I curse tonight,†, where the son expresses his frustration over the fact that while his father is at home, with him, he is busy working. Even though they may be physically near, the father’s heart and mind do not stray from work. The tone is also often depressing or gloomy, which is highlighted by the fact that it is set during night time; this is when all fears are at their peak, and when one feels most lonely as well. Finally, the poet’s extensive use of personification helps in illuminating the overall impression he wishes to bring across in the text. For example, â€Å"the pencil nodding stiffly† provides an image of a man working hard into the depths of the night; stern and focused. Furthermore, the personification of the scalpel in the phrase â€Å"led a scalpel an intricate dance† portrays the act of surgery as an art form, requiring a great deal of grace as well as skill. These two models illustrate the father as extremely hard working and skilled in his field of work. In contrast, an expression like â€Å"The phone has sobbed itself to sleep† highlights an extremely striking image of a young boy trying to cry himself to bed. It provides a saddening effect on the reader, and also emphasizes the lack of emotion in the father. It is almost as if the situation is so depressing that even inanimate objects are crying out in sheer desperation. Finally, the son’s confusion and uncertainty is represented through the symbol of his hands, â€Å"whose indecisions keep [him] cursing nightly; fingers with some style on paper, elsewhere none.† He is perplexed by his current situation where his own hands seem so worthless in comparison to that of his fathers’, which leaves him in an unknowing state. In general, Stallworthy utilizes various poetic devices in order to provide the simple of contrast between the father and son. The â€Å"Two Hands† signify that of the sons’, which seem so insignificant relative to his fathers’, who have saved so many lives through what can be called a graceful art. His inferiority, loneliness and helplessness are highlighted throughout the text, through the symbol of the two hands.

What Is the Mirror Test Measure of Animal Cognition

The â€Å"Mirror Test,† officially called the â€Å"Mirror Self-Recognition† test or MSR test, was invented by Dr. Gordon Gallup Jr. in 1970. Gallup, a biopsychologist, created the MSR test to assess the self-awareness of animals — more specifically, whether animals are visually able to recognize themselves when in front of a mirror. Gallup believed that self-recognition could be considered synonymous with self-awareness. If animals recognized themselves in the mirror, Gallup hypothesized, they could be considered capable of introspection. How the Test Works The test works as follows: first, the animal being tested is put under anesthesia so that its body can be marked in some way. The mark can be anything from a sticker on their body to a painted face. The idea is simply that the mark needs to be on an area that the animal cant normally see in its day-to-day life. For example, an orangutan’s arm wouldn’t be marked because the orangutan can see its arm without looking at a mirror. An area like the face would be marked, instead. After the animal wakes up from the anesthesia, now marked, it is given a mirror. If the animal touches or otherwise examines the mark in any way on its own body, it â€Å"passes† the test. This means, according to Gallup, that the animal understands that the image reflected is its own image, and not another animal. More specifically, if the animal touches the mark more when it is looking in the mirror than when the mirror is not available, it means it  recognizes itself. Gallup hypothesized that most animals would think the image was that of another animal and â€Å"fail† the self-recognition test. Critiques The MSR test hasn’t been without its critics, however. An initial criticism of the test is that it may result in false negatives, because many species are not visually-oriented and many more have biological constraints around eyes, such as dogs, which are not only more likely to use their hearing and sense of smell to navigate the world, but who also view direct eye-contact as aggression. Gorillas, for example, are also averse to eye contact and wouldn’t spend enough time looking in a mirror to recognize themselves, which has been posited as a reason why many of them (but not all of them) fail the mirror test. Additionally, gorillas are known to react somewhat sensitively when they feel they are being observed, which may be another reason for their MSR test failure. Another criticism of the MSR test is that some animals respond very quickly, on instinct, to their reflection. In most cases, animals act aggressively toward the mirror, perceiving their reflection as another animal (and a potential threat.) These animals, such as some gorillas and monkeys, would fail the test, but this may also be a false negative, however, because if intelligent animals such as these primates took more time to consider (or were given more time to consider) the meaning of the reflection, they might pass. Additionally, it has been noted that some animals (and perhaps even humans) may not find the mark unusual enough to investigate it or react to it, but this doesn’t mean they have no self-awareness. One example of this is a specific instance of the MSR test done on three elephants. One elephant passed but the other two failed. However, the two that failed still acted in a way that indicated they recognized themselves and researchers hypothesized that they just didn’t care enough about the mark or weren’t concerned enough about the mark to touch it. One of the biggest criticisms of the test is that just because an animal can recognize itself in a mirror does not necessarily mean the animal is self-aware, on a more conscious, psychological basis. Animals Who’ve Passed the MSR Test As of 2017, only the following animals have been noted as passing the MSR test: The following great apes: bonobos, chimpanzees, orangutans, and some gorillas.Some Asian elephants,  as discussed above, the hypothesis for why all elephants don’t pass is because they may just not be bothered enough to inspect any markings on themselves.Bottlenose dolphins,  who are very keen to inspect the marking and often make movements such as sticking out tongues or circling their heads.Orca whales, who scientists believe anticipate the difference in their image after being marked, which indicates a high level of self-recognition).Some bird species such as pigeons, keas, and magpies.Myrmica genus ants, who seem to attempt to remove the marks when they can see themselves in a mirror and react differently when they are shown other ants through glass. It should also be noted here that Rhesus monkeys, although not naturally inclined to pass the mirror test, were trained by humans to do so and then did â€Å"pass.† Finally, giant manta rays may also possess self-awareness and have been consistently studied to asses whether they do so. When shown a mirror, they react differently and seem very interested in their reflections, but they have not been given the classic MSR test yet. The MSR may not be the most accurate test and may have faced a lot of criticism, but it was an important hypothesis at the time of its inception and it may be leading to even better tests for the self-awareness and the general cognition of different species of animals. As research continues to develop, we’ll have greater and deeper understandings into the self-awareness capacity of non-human animals.