Balzac And The Chinese Seamstress Essay examples - 988 Words

Balzac and The Little Chinese Seamstress What is the ironic result in his success in making the Little Seamstress more Sophisticated? What does this suggest about attempting to change others to ones beliefs or desires? Communism came to power in China in the year 1949 and was dictated by Mao Zedong, who later ordered for all educated men and women of China to be reeducated in the countryside. Lou and the narrator were just two of many thousands to be sent off to be reeducated. Lou and the narrator then meet the Little Chinese Seamstress, and Lou, as well as the narrator to an extend fall in love with her. The result of Lous actions to re-educate the Little Seamstress to be more sophisticated and cultured, may be viewed by many as†¦show more content†¦But reading her the stories he would make her more refined, more cultured Lou shows little respect for the Little Seamstress thoughts, as he seems to be doing this for himself with little consideration to possible results. However after listening to the stories the Little Seamstress wishes for something to give her simple existence more meaning. As she suggested to the boys to steal the suitcase from Four Eyes so that they would be able to read them to her. She states how Balzacs words made her fell good, and more intelligent. This may give the reader the impression that maybe that be it was not just Lou that planned to make changes in her life, but it was her. She was the one that wanted to explore the world and find out more about who she really is. Throughout the novel Lou goes against some of the Communists laws, and there are a number of reminders that there is no escaping its grasp, and it will always be a part of their lives while being re-educated. These reminders are symbolized through a number of different objects like; the alarm clock, the buffalos tail, and the red beaked ravens. The alarm clock allows Lou and the narrator the power to manipulate time as they like. So they no longer have to abide by the demanding village schedule. This involved carrying buckets of waste up the mountain from dawn to dusk. The alarm clock allowed them to be free from the early morning wake up call from the village headman. The narrator realizes thisShow MoreRelatedBalzac and the Chinese Seamstress1003 Words   |  5 PagesBalzac and The Little Chinese Seamstress What is the ironic result in his success in making the Little Seamstress more Sophisticated? What does this suggest about attempting to change others to ones beliefs or desires? Communism came to power in China in the year 1949 and was dictated by Mao Zedong, who later ordered for all educated men and women of China to be reeducated in the countryside. Lou and the narrator were just two of many thousands to be sent off to be reeducated. Lou and theRead MoreBalzac And The Little Chinese Seamstress764 Words   |  4 PagesCourtney Dunn Mrs. Besnard World Literature 02 November 2015 Balzac and the Little Chinese Seamstress In 1971 the Chinese Cultural Revolution has begun to take off. In this story the protagonist, an unnamed a fine musician, and his storytelling best friend luo, are sent away from Chengdu to a secluded mountain village to be re-educated. After arriving to the Phoenix of the Sky, the Headman of the village wants to burn the protagonist’s violin. Luckily, Luo saves the violin by encouraging the musicianRead MoreBalzac And The Little Chinese Seamstress2226 Words   |  9 PagesKhalil Mack 16 July 2014 Summer Reading Assignment Balzac and the Little Chinese Seamstress Setting the Stage Genre: After reading the novel, I realized that the genres of the book are historical and it is an autobiography. Author: The author of the novel, Balzac and the Little Chinese Seamstress is Dai Sijie. Dai Sijie was born in Putian, China in 1954. He spent most of his childhood working in his father’s shop. At age 30, Dai received a scholarship to study Western art and cinema in France.Read MoreAnalysis Of Balzac And The Little Chinese Seamstress845 Words   |  4 Pagesbut too often, we tend to define each other by one specific quality. Dai Sijie’s 2001 publication Balzac and the Little Chinese Seamstress demonstrates this in the form of two young men and how they consider their female companion. The Narrator and his friend Luo are being reeducated in a village in Communist China. Along the way, they both become captivated by the tailor’s daughter, the Seamstress. However, they only see her for her physical beauty, and for her potential to become â€Å"civilized†. ByRead MoreAnalysis Of Balzac And The Little Chinese Seamstress710 Words   |  3 PagesBalzac and The Little Chinese Seamstress In the novel Balzac and the Little Chinese Seamstress written by Dai Sijie, the interaction between Luo, the Narrator, and the headman reveals the purpose of re-education and its cultural values that shaped Chinese culture and shows the impact that it left on characters such as Luo and The Narrator. Not only does the Chinese government encourage re-education, but through this, it discourages individuality and showing your intellectual abilities. Read MoreCharacterization In Balzac And The Little Chinese Seamstress1788 Words   |  8 Pageshardly recognize the main character who transformed so much from the starting character. In Balzac and the Little Chinese Seamstress, Dai’s characters exhibit considerable character development due to the banned books they acquire. The author depicts his thoughts on the way books affect peoples lives through the in depth perspective of the narrator, his best friend Luo, and the Little Chinese Seamstress. The characters are illustrated in the time of cultural revolution where there is great censorshipRead MoreSummary Of Balzac And The Little Chinese Seamstress995 Words   |  4 Pages Whether it be the re-education or just coming of age, the Narrator in Balzac and the Little Chinese Seamstress by Dai Sijie develops monumentally. In this passage, The Narrator was caught retelling the tailor a story he had read. However, the headman put forth a proposition. If Luo (the Narrator’s friend) can fix his tooth, he will not report the Narrator to the Security Office. The headman is both respected and feared yet in reality, he is quite vulnerable. This is proven during his tooth procedureRead MoreTheme Of Balzac And The Little Chinese Seamstress747 Words   |  3 Pages Balzac and the Little Chinese Seamstress Love can immensely impact a person so much, entirely changing their character. In Balzac and the Little Chinese Seamstress by Dai Sijie, the theme of love blossoms throughout the story. In the novel, two teenage boys are sent to be re-educated during the Chinese Cultural Revolution. Lou, an exceptional storyteller and the unnamed narrator, a talented musician, meet â€Å"the region’s reigning beauty†: the Little Seamstress. Both fall in love with the illiterateRead More The Balzac and the Little Chinese Seamstress Essay1249 Words   |  5 PagesBalzac and the Little Chinese Seamstress is a marvelous novel, written by Dai Sijie, which himself was re-educated between 1971 and 1974 during the Chinese Cultural Revolution. In Dai Sijie’s Balzac and the Little Seamstress three separate accounts are given of an incident in which Luo and the Little Seamstress make love in an isolated mountain pool. Two of these perspectives are given by the participants while the third is provided by the old miller who observes their love making from a distanceRead MoreThemes Of Balzac And The Little Chinese Seamstress1197 Words   |  5 PagesBalzac and the Little Chinese Seamstress, by Die Sijie contains many prominent themes, such as the effect and influence of literature on the characters, friendship and loyalty, coming of age, and the power of knowledge. However, one significant, underlying theme appearing throughout the novel is feminism. Feminism is defined as the acnowledgement that women and men are equal socially as well as in intellegence, and that both deserve to have equal rights to freedom and be treated as such in society

My Personal Statement On My Life - 918 Words

I am currently a sophomore attending Northwest Vista College and will be receiving my associate’s degree in applied science. My journey to obtain my associates has not been easy. Nevertheless, I am accomplishing my goal and over the moon to be doing so. I did not plan to get my associates, I had originally planned just to bypass it completely and move on to get a bachelor in biology, however my health had other plans in mind. My health complications forced me to change my perspective on my life and to reconstruct how I prioritized everything in my life. My dream is to earn a bachelor’s degree in biology with the hope of attending medical school, and to become a bored certified dermatologist, but my dream did not always start out that way. In high school, I did not dream of going to college, it was not a big deal in my family. All my family wanted was for me to graduate high school and get into a trade school so I could start working as soon as possible. Nor did any councilors inspire me to try college either; I was not until I finished cosmetology school that I realized I wanted more. I felt as if all that I had accomplished was not enough for me and there had to be more to life than this, I wanted to help people on a bigger scale. Therefore, I ask a friend who was already in college to help me enroll. The first two semesters of college were great I had a 4.0 GPA and was enrolling in honor societies. I could not have been more proud of myself for coming this far and doingShow MoreRelatedMy Personal Statement On My Life869 Words   |  4 Pagescrazy how a minute detail can change the entire outcome a situation. Life has many hardships, I for one believe that it is these hardships that shapes us into what we are today. I was about ten years old but had the mentality of a four year old boy. Mostly cried when I was denied a toy or grounded for being mischievous. Like every other week I would grind my way into emotionally blackmailing my parents to allow me to go to my friends place and then go the extra mile to stay as long as possible.Read MoreMy Personal Statement On My Life878 Words   |  4 PagesOne day when I came home from school, I wanted to say hello to my step dad but he was in the shower. Therefore, I went straight to my room without saying hello to him. After a few minut es I heard the shower turn off in the bathroom. When he opened the bathroom door I heard him yelling my name, so I quickly ran to him to see if he was ok.When I saw him he told me he did not feel good and could not walk. I told him to stop playing around because he always joked about his health. But he told me he wasRead MoreMy Personal Statement On My Life945 Words   |  4 Pagestennis practice, I saw my parents talking to each other in the same room; which was unusual, considering they have not spoken with each other since their divorce, and typically begin to argue when they communicate. They told me to have a seat on the pew of my piano because they had something important to address. My father had opened the conversation with one question: Do you know what you re going to do when we re no longer here to support you? I sat there contemplating what my answer will be, butRead MorePersonal Statement : My Life998 Words   |  4 Pages Personal Statement ï » ¿ ï » ¿ ï » ¿Ã¯ » ¿I was born in the historical city of Patiala, town in northern part of India. All my ancestors right until my father have been businessmen. Due to early demise of my Grandfather my father had to take over his clothing business in his early 20 s. He could not complete his studies due to responsibilities he had toRead MoreMy Personal Statement On My Life1110 Words   |  5 Pagesthrough the plethora of papers sitting on my desk, hoping to find the career pamphlet that tells me who I am and what I am supposed to be doing with my life, I realize that no one other than myself can answer â€Å"Who am I? Who am I in the process of becoming?† As I begin to map out my future in accordance with my interests and career goals, I realize how lending a helping hand and acting as role models for others have been an essential part of my daily life. I aspire to impact the lives of others, asRead MoreMy Personal Statement On My Life1002 Words   |  5 PagesOnce I’d made my list it took me a while to become willing. Just as doing anything about my drinking or my character defects, my willingness to make proper amends only came when I was hurting, when I was disturbed enough to become willing to do something about it. That my drinking, character defects and harms done affected other people was no prompt to get me into action. I became motivated not because an amend was due but because I was hurting. Am I selfish, self-seeking and self-centred? Yes youRead MoreMy Personal Statement On My Life1526 Words   |  7 PagesThe light from the warm sun streamed through the blinds and bounced off my eyelids as my obnoxious alarm yelled to me that it was time for school. I refused to believe that I had to awake from my fantasy dreams and move out of my heavenly bed, so I aggressively snagged my phone to press snooze, for the fifth time of course. Getting up for school has always been a dying task for me. The thought of leaving my toasty hot blankets and actually getting ready to go to a place that looked like a filthyRead MoreMy Personal Statement On My Life1374 Words   |  6 Pagesdo anything I put my mind to if I was willing to put forth the effort. My parents played the essential role of providing resources that would instill a good work ethic and passion in me. While my options are limitless, I have spent most of my academic career preparing me for a future in scientific research and academia. Enumerable factors have molded me into the passionate person that I am today, so the answer to â€Å"Who are you?† is not simple but is rather a culmination of life experiences. I learnedRead MoreMy Personal Statement On My Life872 Words   |  4 Pagesthat adds to my identity is that I am a female, long hair, voice, and I wear makeup. I feel like it is also obvious that I have anxiety. I tend to exhibit a lot of anxious actions and I believe that is pretty easy for people to spot out. My parental duties make me feel different. I have two children, (Maelee, Kyrie) one of which has a lot of medical issues and autism. I feel different compared to the other parents because when I attend public functions, I usually can only take my youngest daughterRead MoreMy Personal Statement On My Life1264 Words   |  6 Pagescompare my past to my future, my dreams to my reality, my love to my loss. When I was a wee boy in Ireland, I had of course thought to escape the squalor and poverty plaguing my community and family. I spent most of my time working around town doing odd jobs around Mrs. O Flanagan s yard or herding Mr. Davey’s sheep, rather than going to school. You see, both out of necessity and I desire, grew up on land. I’ll tell you, no arithmetic or geography could’ve taught me the lessons of life that I earned

Creative Retention Strategies That Are Used by Organization Today Free Essays

With the fast changing economic market conditions, companies are facing very high pressure to perform which require them to have the best people to work with, to retain their experience minds; they want to be the most preferred employer in the eyes of their prospects (future employee). To retain their best talent companies are adopting various creative strategies. According to DQ-IDC recent survey on the reasons that make people change the job, the most important reason was salary compensation but apart from that Career Development, Location, Flexibility of office hours, Job Security, Organization Culture Welfare policies emerged as the main reason of changing job. We will write a custom essay sample on Creative Retention Strategies That Are Used by Organization Today or any similar topic only for you Order Now There is not much change on the attrition front we have seen even after following many strategies; the biggest attrition rate is still in IT industry which is 18%, followed by banking financial companies. The average retention rate has dropped from 82% in 2007 to 79% in 2008. Now when we look what companies are doing to retain their employees, we can find many interesting thing. Some of the creative retention strategies/practices followed by companies are 1. Flexi timing: – Many Companies are following this technique like Aditi technologies, Sap Labs etc. It seems these companies have got the right software of flexible timing. 2. Fun @ Work:- Many companies have made fun an integral part of the working their companies values, some of them have linked the fun with their performance appraisal system like Wipro BPO, Acclairis Business solution pvt. Ltd., VCustomer Corp. etc. 3. Training Development opportunity: – Many companies have understood that their people are the most important assets that’s why they want a continuous up gradation of their employee through short term training development programmes. 4. Respect Your Employee: – When we look at the recent survey on â€Å"Employee retention† we can find respect recognition at the work place has emerged as the one of the main reason of changing job. Almost every company is trying hard to pay due respect to their employee by many programme. On the spot award, Self Appraisal, Foreign trips, â€Å"Get well soon† Flower bouquets for ill employee or family members are such programmes to show the respect towards the employees. 5. Empower Your employee: – It is not a matter of surprise that Marriott Hotel India every employee is called â€Å"Associates† and the â€Å"Sir† culture is absent there, Associates are empowered enough to take decision, the same way RMSI who have freed his employee to calculate their own performance bonus, at any time on the internet. 6. Bridge the Gap:- Programmes such as â€Å"Coffee with GM† in Marriott Hotel, â€Å"Good Morning Qualcomm† in Qualcomm, Breakfast meeting by CEO etc Are tool to improve the communication fill the communication gap between Manager their subordinate also to bring fairness in the system. 7. Work with Friends: – Many companies like Perot System hires 40% of the employee through employee referral channel to create a friendly college like environment to bring a sense of belongingness among the employee. 8. Best Reward System:- Many organization started self chosen reward system in which an employee could decide his/her own target reward, organization are adopting 3600 performance appraisal system to bring the fairness in appraisal system. Apart from above example I have seen many interesting example like Mind Tree consulting’s â€Å"Baby’s Day Out† programmes, Antakshri programme, Departmental Day Outs, Annual Spring party, Sabbatical for social services, Cadbury day, Dhoom machale etc. are some example followed in different organization to control the attrition. After looking all the above aspects in nut shell companies should keep in mind the most widely accepted HR definition which is the best mantra to retain the employee that is—- â€Å"The genuine concern of people†. How to cite Creative Retention Strategies That Are Used by Organization Today, Essay examples

Business Case for HRM Initiative Free-Samples for Students

Question: Discuss the Importance of Cost-Benefit Analysis, Return on Investment (ROI) and short/long term Evaluation. Answer: HRM initiative The Chief Executive Leadership Development program is a HRM initiative that was designed to help develop creative leadership skills among the Chief Executive Officer. Through the Centre for Creative Leadership, the Chief Officer Development Program (CODP) has emerged to be essential in improving the performance of leader. This study examines the anticipated outcomes of the development program on the participants. It also examines the contributions of the program on the positive development of the clients. The paper is thus established based on a research-oriented audience thus enhance the evaluation of the development program on the leadership. This business case is based on the program that was conducted on various leaders as explained Anderson (2007). Interestingly, over forty-one superintendents participated in the program and completed the leadership-training program (Rees 2015). However, for the evaluation purposes, this paper has focused on 38 superintendents. Given the signifi cance of the program, it has attracted additional trainees. Without a doubt, it would be prudent to describe the program and its rationale. Based on the study, the findings will be discussed, evaluated, and presented, as well as provide the implications of such findings for the program. The Leadership Development Program Chief Officer Development Program is an important HRM initiative that offers the leadership development experience for the superintendents in California. The anticipated beneficiaries of this program are the public school superintendents. The Californian Education Department has always emphasized the significance of developing the school principals to ensure they meet the expected leadership or superintendent level as a natural step (Monarth 2015). Since the adoption of the leadership development program, it has expanded the leadership capacity of superintendents thus stimulating their continued efforts for career and personal growth. Through the Centre of Creativity, the Department Education has helped to design the leadership program to help it in meeting the expectations and market demand. Program Description The leadership development program encompasses several initiatives meant to develop the leaders and market them productive to the society. It entails the classroom portion, the follow-up year back program, and the reflecting the public leadership development initiatives (Day 2014). In this year, the admitted superintendents have been enhanced to work towards the set goals upon the completion of every classroom session. This effort is never a walk in the park, as the superintendents have to work with the executive facilitators assigned to each superintendent. The available superintendent must have relevant experience to fill the developmental roles, such as supporter, advisor, confidant, and guide (Castelli 2016c). Besides, the executive facilitators seem to encourage the superintendents to continue reflecting and introspecting through the journal writings to understand the concept. The classroom sessions offer the superintendents the six-day residential experience. However, the superintendent must first complete various personality-type measures while their co-workers undertake their tests on the perceptions, skills, and behaviours (White, Hilliard, Jackson 2011). This is important because the training program empathizes on improving the participants understanding of the superintendents styles and preferences as well as their strengths and weaknesses as leaders and managers (Dunoon Langer 2011). The assessment is conducted on the first day, after the staff members have observed the leaderless group-discussion exercises. Based on the anticipated feedback and interaction, the training program is intensive. Interestingly, it involves the feeding back of the scores of assessment and measures thus ensure the superintendents integrate and understand the leadership-training program. It is upon the participants to offer feedback regarding the behaviours they have observed throughout the week through the provided models for understanding and interpreting the managerial role. For instance, the superintendents are expected to understand the managerial roles, such as leadership styles, decision-making, planning, controlling, and providing feedback. The group-exercise experience illustrates the platform upon which the models are applicable. The executive facilitators encourage the superintendents to practice the lessons they have learned at the end of every session to help them in setting the goals. The most important factor is the establishment of the goals based on the learned concepts. The individual goals are always set by the superintendent in the public leadership development programs to facilitate career growth. In these goals, the trainees have to in the leadership development program would focus on accomplishing the goals, such as improving physical fitness, pursue doctoral programs, and become visible. The executive facilitators have to encourage the superintendents to choose goals that focus on career development, personal growth, community involvement, and family relationships. The learning project goals are also important during the leadership-training program (Ladewig Rohs 2000). These goals ensure the trainee develop skills relevant to the organizational improvement. Under this program, the executive facilitators encourage superintendents to identify projects that focus on their personal development. For instance, the projects that impart the coaching skills can help improve the relationship in the institution, in particular, between the principal and the school board. For the elected superintendents, the Californian Education Department considers those who have completed the programs to enjoy additional benefits. For example, when the elected superintendent completes the training successfully, such as utilize the facilitators, attend classroom, make progress, and engage in journal writing, such a trainee would receive an increase in salary of about $4,500. Program Design Rationale The development program is designed to teach the leadership skills and strategies to the superintendents. It thus supports and enhances the continued leadership expansion and capacity. Without a doubt, this training program offers the best opportunities for the principals to understand their personal growth potentials thus improve their effectiveness as leaders as explained by Said, Pemberton, and Ahmad (2013). It begins with the traditional feedback mechanism experience based on classroom environment (Kirchner Akdere 2014). The assumption in this approach shows that an individual would develop upon understanding his or her weaknesses and strengths. With the weaknesses knowledge, it becomes possible for an individual to exert effort to build the strengths and improve knowledge. As a result, they can build their self-confidence thus maximizes their strengths. The classroom experience is a motivational component. With the feedback, the participants can get motivated on the leadership development program. 2.Cost-benefit analysis The cost benefit analysis is one of the methods that have been used to assess or investigate the benefits of an investment with respect to the costs. Without a doubt, the leadership program can be beneficial or costly. However, through the cost/benefit analysis, it is possible to determine the costs or benefits of such a program (Wang et al. 2003). This process will involve the superintendents who will be asked to justify the whether the leadership training is beneficial or costly. The Leadership Training Centre had convened the leadership development evaluators and funders to help in exploring the benefits and costs of investing in this program. The organization had conducted the least study on the program thus called for a comprehensive calculation of the costs and benefits (Persky 2001). Like other companies, the learning institutions also wish to demonstrate the results of leadership training on their principals through the costs/benefit analysis process. The leadership development evaluators, facilitators, funders, and staff discovered that most non-profit organizations rarely consider the cost-benefit evaluation process on its leadership development program. The institution sought the opinions of various stakeholders on the costs that the program was costing the participants. According to the respondents, the participants or superintendents incurred $1000-50000 and $50000-100000 on the leadership development programs. Although the cost incurred by the participant is never the only parameter used to measure the significance of the course, it respondents must determine the results or benefits to justify the costs. It is important to use an intermediate assessment method to measure the long-term benefits of these programs at different levels, such as community, individual, and organizational levels. In the current model of training, the superintendents will participate in seminars, individualized learning plans, individualized and collaborative projects, customized assignments, and teamwork programs. Cost-benefit relationship In the current model, the cost per superintendent stood at $80,000 per year, especially for the non-residential leadership-training program. With this cost, it is evident that the current program is a revised approach that can benefit the targeted audience. Importantly, the institution offers some free services and programs that are never considered (Wang et al. 2003). For example, the online brochures indicate that the training institute only charge on tuition and related programs. However, it offers free travelling for travelling from one program hall to another. The learning institution also covers other expenses. Technical and financial support has formed the basis of learning plan and project. The institution of learning has described benefits using stories and data. For example, the leadership trajectories involved the use of career tracks, reviewed resumes and self-report. With the self-report, the superintendents were expected to identify the career growth program. Career progression is part of the benefits associated with the program. The value-added programs form the basis of career success. The anticipated benefits may be beyond the financial value. However, the overall benefits will be $4,000,000 evident in the improved performance, productivity, and reduced costs. Return on Investment (ROI) As part of the human resources development program, measuring the ROI is essential in determining the significance of the training and development programs (Botchkarev Andru 2011). Interestingly, the leadership educators or executive facilitators would ask for RIO information based on the program offered. Measuring the return of a training program is indisputable. According to various studies, most professionals engage in the development and training have shared challenges relating to the returns relating to the training investment (Castelli 2016b). The executive facilitators no long used the traditional evaluation methods to measure the returns. The HR professionals and leadership educators use different methods to evaluate the returns thus determine the worth of the training program. Regarding the leadership development program, the institutions spend fortunes on the employee development (Botchkarev Andru 2011). For instance, the schools sponsor superintendents to pursue the leadership development program at a cost. It is thus critical for the institution to ascertain the benefits and costs of the training initiative. Sen (2000) has demonstrated the technical trainings and sales offered the best ROI than managerial training programs. For example, the institution evaluated its training programs with respect to the profitability. To calculate the return on investment, the facilitator can use the following formula: The provided formula shows that the amount of organizational results in dollars based on the increased revenues and organizational savings that result from training. This outcome or benefits of training have been divided by the operational or training costs (Botchkarev Andru 2011). For example, the total costs that the superintendent has to incur to complete the training program are $80,000. This cost is inclusive of all other relevant courses pursued. The benefits of this training are incomparable. However, upon the completion of the program, the quality and productivity of the principal will stand at $4,000,000. To this effect, the return on investment would be: =525% The result thus indicates that each dollar invested would give a return of $5.25 beyond the program cost. Unfortunately, some benefits have no financial connotation thus the researcher has to convert them into financial benefits. This is possible only where there is precision and source is reliable (Botchkarev Andru 2011). Nevertheless, the leadership program is beneficial to the superintendents as it improves their managerial roles and responsibilities. The overall benefits will be evident in the productivity and performance of customers or students. Rees (2015) held that training programs should be in tandem with the needs and expectation of the organization. It has to be expressed as organizational results. The return on investment offers an important strategy to validate the significance of training effectiveness in achieving organizational needs. With the help of the actual and costs of the leadership training program, it is possible to confirm the benefits as predicted from th e planning stage. Training solutions are evident in the organizational results. It is thus important for the stakeholders to track results by identifying the relations between organizational results and training (Castelli 2016a). To make these actions viable, it is critical to determine the performance indicators to place the financial value. In the case study, the performance indicators include quality improvement, productivity improvement, work procedures and habits, and time saving (Atwell 2006). Evaluation The training program is essential in improving the quality and capability of the participants. Nevertheless, the principles will justify their performance through evaluation. The leadership-learning program has enhanced the leadership outcomes by evaluating the outcomes using different methods. Leadership Outcomes Categories The evaluation process of the leadership outcomes will be possible by seeking and promoting: Organizational Leadership Capacity Personal Transformation and Mastery Community Leadership Capacity Core Leadership Competencies Short-term and long-term outcomes The outcomes associated with this leadership-training program are founded on transforming the community and organizational capacity building. To achieve the training goal, the leadership participation program by developing and deepening the time. Without a doubt, the short-term impact is difficult to measure (Cutler, Jessup, Kenkel, Starr, 2015). The society has recognized the challenges and opportunities relating to develop approaches and projects to capture transformation and change. The stage of growth is critical in developing benchmark thus assess the organizations, communities, and individual thus nurture the leadership capacity. Possible Steps The possibilities of improving the community requires creativity in thinking through learning and understanding the impact of the leadership training programs. The possibilities expected in this program include: Elaborating and refining indicators and questioning Sharing experience to evaluate outcome Business Case Summary Leadership training program is essential for the development and improvement of the management of institutions. Through the training program, the superintendents will emerge as the winner. The training outcomes have defined the leadership capacity of principals. The HRM initiative is to improve the performance of institutional through capacity building (Day 2014). The HRM initiative takes care of the career progression and growth form the basis of development. Nevertheless, the institutions need to invest in the personnel training programs to remain competitive. To make the vision realistic, the learning institutions have to offer relevant programs. As such, the superintendents would benefit from the continued support and efforts to train them on new management capacity. Critical Reflective Analysis The Business Case is never an easy task, because I had to understand the significance of leadership training development program. Business case required the skills and broader knowledge of relating to professional training. Despite the challenges, I had to maximize the potential and costs of every training program. For instance, I ensured that I focused on the deliverable relating to leadership training program. Through an extensive research, I managed to access the relevant information to meet the expectations of the trainees. This process was essential as I managed to acquire skills and knowledge required to manage the institutions. The major lesson learned from this business case is that capacity building and training would improve performance. Reference List Anderson, S. 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