Training Development Written Project Essay Example for Free

Training Development Written Project Essay This written project will discuss the process involved in the design of training, learning, and evaluation. I will begin by breaking down the need assessment covering the process, analysis, and various methods. I will also cover the process of learning and discuss two theories which will support specific processes of learning. The process will include how age influences learning and retention of knowledge. Finally, I will cover the importance of evaluation of training, the process of choosing an evaluation design, and the value placed on training evaluation by an employee. The content of this paper will be based on information covered in Raymond A. Noe’s (2010) text book Employee Training and Development (5th edition). The process described will use other sources to support Noe’s finding as it pertains to the written project content. Needs Assessment An effective training design begins with a needs assessment. A needs assessment allows the gathering of information which better prepares the modeling of training. The needs assessment provides an analysis of organization, people, and tasks. Each has a distinct influence on the depth of training developed and methods best suited for the organization. The needs assessment allows the trainer to address whether the requirement for training is based on performance, motivation, job design or communication. The defining of training requirements ensures the validity of content developed, course objectives, and training method. The assessment also allows a trainer to determine if the trainee has the basic skills and confidence to learn. Finally, an assessment will determine if the training meets the corporate strategy and expected outcome. According to Noe (2010), pressure points influence training design, â€Å"These pressure points include performance problems, new technology, internal or external customer requests for training, job redesign, new legislation, changes in customer preferences, new products, or employee lack of basic skills. † (pg. 104) Who should participate in the needs assessment? The text suggests that upper mid-level managers, trainers, and employees should participate in the assessment. Upper-level management iews the assessment from a corporate level. They will determine if training meets the corporate strategy. The mid-level management will determine budget, who should be trained, and what jobs will make the largest impact on production. The trainer will determine training delivery, identification of trainees, and basic skills, knowledge and characteristic required. Noe goes on to state that it is important to include job incumbents in the assessment process. These are individuals who perform the task and tend to be the most knowledgeable. (Noe, 2010, pg. 05-106) In an article, written by J. L. Utecht (2005), she states that a needs analysis should reach at least ten percent of the work force. Those participants should be the work staff performing the job, front-line supervisors, upper-level management, and union members and representatives when applicable. She goes on to state that the group should range in age, ethnicities, job types, shifts, and seniority. These statements support and expand on Noe’s idea of assessment participants. (Uteht, 2005) Let’s begin by breaking down the analysis process. Organizational Analysis The Organizational analysis will identify the corporate strategy for training, the support of management and employees, and the availability of internal resources to adopt and train its staff. The first key component of any assessment is to define a budget. Training must present a value which is backed by capital expenditure. This simple question of budgeted resource allows the person conducting the assessment necessary ground work for the amount of time and resource which may be dedicated to training. The second component of an organization analysis is to understand the business strategy behind training. Training increases the value, or skill currency, of its employees. Strategies can consist of a concentration in increased market share and cost reduction, internal growth through research and development, external growth of market share through vendors and suppliers, or disinvestment of corporate divisions. These strategies will assist in the development of training and how that skill and knowledge will be deployed. Once a budget and strategy have been defined the next step is support. While an overall corporate support is required for any successful training endeavor, upper and mid-level management is paramount since they approve allocations of funds. Support should include a positive attitude from management and peers to incite enthusiasm among the targeted trainees. There must be a perceived value to the knowledge which the training supports. Information must be provided on how the training will enhance productivity and success in the trainees given job. The next step is identifying resources and whether the company has the budget, time and expertise for training. Support of training can be readily established if upper management sees the economic value of training output and cost justification. A crucial step of defining a training model is determining the most cost effective approach. If training is an ongoing organizational vision there may be a better return on investment if training is internalized. If it is determined that training is better served by a third party, then a request for proposal will be required. This outlines the requirements of training which include the type of training, the number of trainees, funding, date of completion, evaluation, and follow-up training. The criteria standards will allow for the evaluation, elimination, and awarding of the most competent vendor. (Noe, 2010, pg. 110 113) The impact of the organization analysis is what defines the budget, strategy, and support. These factors are the foundation of a needs assessment and should be the first thing analyzed. Person Analysis In this analysis we identify for whom and why training is required. The person analysis requires that we understand the task the individual performs. This foundation allows us to determine the employee readiness for training. We must determine the personal characteristics required for learning and applying training context. The personal characteristics consist of individual cognitive ability and reading level. Context must be relevant to the persons learning ability. The individual must also believe in their ability to learn. If training is to be successful the context must provide a need, interest, or meet the goal of the trainee. This simple understanding of who the training is directed will motivate individual behavior and the desire to learn. So now that we have discerned the characteristics required for training, we must create a learning environment. A well-conceived training curriculum can be lost if the environment does not afford a focus to learn. Many times individuals are pulled from training tasks to perform job duties. This is both counterproductive and erodes the financial benefits expended on the training. Successful training requires concise and understandable input. Input can be instructions, job-related objectives, training materials and other work aids which support the training program. Input also consists of reinforcement through verbal and written feedback. Encouraging trainee involvement, practice, and feedback are elements to a successful learning experience. A positive training experience is the best endorsement. Those trained will share their experience with their peers and create enthusiasm and interest. For training to be effective an assessment must identify the required output. What is the performance expectation of the trainee and are they aware of those expectations? If a trainee knows the required outcome expected of them, they are more apt to learn. The knowledge and skill achieved can be gauged by task proficiency through performance and knowledge proficiency through the form of testing. Individuals must have the willingness to learn. Clear and positive expectations of training must be delivered. To reinforce this behavior there must be reward and incentive for applying this knowledge and skill in one’s job. The responsibility of knowledge transfer should be fostered by the corporate entity. As we have discussed this should include, but not limited to, positive management and peer support, time given to learning, and a consequence through reward for successful completion of training curriculum. (Noe, 2010, pg. 113 123) Task Analysis This is the most important aspect of developing an effective training course. We must first define the job or task for analysis. To provide a complete assessment we must understand the tasks of the position itself. We can achieve this through interviews and observation of those performing the said task. These can validate the knowledge, ability, and skill requirements needed to perform a task effectively. We may also validate our assessment by involving subject matter experts. To complete the task assessment it must meet the company’s goals and objectives. Another step of task analysis is the incorporation of a competency evaluation. This allows the determination of the skills and abilities which the trainee will require in their job function. I will discuss evaluation in more detail later in the written project. Training can then be modeled to focus on the deficiencies of an individual’s knowledge which lends to the training strategy. Since employee skills are not equal, we must determine the skill set of each and provide training accordingly. This leads us back to the readiness for training and will allow a curriculum to advance the knowledge and skills of all participants. The task assessment is not only a tool for our training model but is also an invaluable tool for coaching and development of the employee. Managers are often overwhelmed with the minutiae of administrative tasks which impede their core responsibility of developing employees. The text refers to creating a â€Å"road map† for identifying opportunities for growth and development. This transcends the task of modeling training and provides an additional value to a company if recognized and applied. (Noe, 2010, pg. 123 127) Methods Used in Needs Assessment There are various methods related to a needs assessment. Because no one method is better than the next it is common to use more than one. Here is a list of methods which show the advantages and disadvantages of each. The observation method allows for real data and minimizes work interruption. Unfortunately, it requires the observer to be skilled in the task which they are observing. It is also likely that those being observed will not behave as they would in a normal setting. The questionnaire method is inexpensive, provides a larger data group, and can easily be summarized. The disadvantage is there are usually low return rates. The questions usually lack detail and only provide data specific to the question. Interviews are effective in uncovering detail that questionnaires lack. The interview process may sometimes uncover details which were not known prior, allowing for modification. The disadvantage is that it requires skilled interviewers, scheduling, time for the interview, and may be threatening to Subject Matter Experts. A focus group can be useful in complex or controversial issues. These groups are usually made up of Subject Matter Experts from the various levels targeted for training. This group interaction allows for modifications by uncovering issues which may be difficult to glean from observations or questionnaires. The disadvantage is the group often gives answers they think you want to hear. Often there is trepidation for lower level employees to voice concerns when management is present. This can contaminate the analysis process by ignoring the needs of the employees performing the task. Technical training materials can also provide a wealth of information in relation to a task. Unfortunately, the information is only as good as its source. Often the information is outdate or difficult to understand. Finally, online technology can be used to define the strengths and weaknesses of an employee. Unfortunately, these are often viewed as threatening and may be perceived as a way to surplus their position. The other threat is that managers may use the content for punitive measures rather than an opportunity for coaching and development. The use of multiple methods allows data to be validated against another. The method used will often depend on the environment which is being analyzed. It becomes the task of the individual performing the assessment to utilize those methods which provide the most relevant data to the task performed. Often a method of benchmarking is used to define the training practices of a competitor. The emphasis on Total Quality Management may require this practice to determine type, level, and frequency of training. Benchmarking coupled with methods discussed above should provide valuable data and aid in the development of a training model which best fits the business strategy of the organization. (Noe, 2010 pg. 07 – 109) The overall benefit of the needs assessment is the process and steps defined above. Each step is important to maximizing the return of investment of training. The importance of the process is that it provides a basis for the assessment to cover the various aspects of organization, person, and task. The methods of interviews, observation, questioners, focus groups, documentation, and online technologies are vehicles to d etermine an effective format with which to train. Without a needs assessment an organization would be ill equipped to determine whether training is necessary. An assessment also eliminates the unknown and identifies who, why, and when training is appropriate. Again, this is an investment in human capital and should be treated as any other company investment. Learning Process Now that we have covered the value of a needs assessment let’s review the learning process. What is learning? The text defines learning as a change in human capabilities which are not a result of the growth process. (Noe, 2010, pg. 140) In chapter two Noe (2010) also refers to learning as the acquisition of knowledge. He defines knowledge into two groups, tacit or xplicit. Tacit knowledge is based on personal experiences which are passed through interaction with others in a society. Explicit knowledge is knowledge which is formalized, codified and communicated in a learning environment. (Noe, 2010, pg. 50 – 51) What is learned? The book refers to five types of learning outcomes which I have listed below. Verbal information consists of names, labels, facts , or bodies of knowledge which are retained. Intellectual skills are concepts and rules which are critical to problem solving, service, and product creation. Motor Skills include the coordination or physical conditioning required for a given task. Attitudes are the combination of beliefs and feelings. Attitude is crucial to the way a person will react in job related settings, their organizational commitment, and job satisfaction and proficiency. Cognitive strategies are related how a person manages their own learning and thinking process. These process elements include attention to information, strategies of learning, and problem solving. (Noe, 2010, pg. 141) Let’s review how people, or trainees, learn. In chapter four Noe (2010) discusses the learning cycle. This dynamic cycle involves four stages of learning: concrete experience, reflective observation, abstract conceptualization, and active experiment. The first process of learning is exposure to a work problem (concrete experience). The next step is analyzing the problem and it affects (reflective observation). Next, the person, or trainee, will devise a way in which to deal with the problem at hand (abstract conceptualization). Finally, a trainee will apply their solution directly to the problem (active experiment). The act of applying the solution allows for positive or negative feedback. The person, or trainee, then improves and applies this learned result over again. Each action should result in development, growth, and improvement in the four stages. Those results are usually shared and possibly adopted by peers and management. (Noe, 2010, 151) David C. McClelland (2003) has proposed that motivation is closely associated to the learning concepts. He contends that when a need is strong, its effect is motivation. That motivation leads the person to use behavior that leads to its satisfaction. Based on research results McClelland developed a description set of factors which reflect the need for achievement. They consist of a motivation to take responsibility for solving problems, set moderate goals, take calculated risks, and a desire for feedback on performance. Since the need is to learn through experience, positive feedback on achievements leads to high frequency of reoccurrence. McClellands Learned Needs Theory supports the desire to solve problems and defines the importance of positive feedback. (McClelland, 2003) This leads me into the theory portion of my written document. Here I will compare and contrast to theories which are defined in the text.

Conflict and culture Essay Example for Free

Conflict and culture Essay Conflict is an integral part of human culture. When a number of people of interact with their own individual perspectives, view points, ideologies, cultural and social backgrounds and intellectual development then differences and debates are bound to arise as a logical and inevitable consequence of the interaction (Killian and Pammer Jr. 2003, 3). These differences, acted upon by incompatible interests of attaining personal goals, change into conflict within groups, societies and nations. (Rahim, 2001,1) The greater the diversity and richer the profile of a society, the greater is the scope and range of its embedded conflict. Therefore it is essential to educate people on understanding and handling conflict and treat as an integral component of a democratic society that is important for developing a healthy social life (Killian and Pammer Jr. 2003, 3). In every conflict, whether it is individual or at social scale, culture has always an important role to play. Depending upon the actors involved and the context of conflict, the role of culture in conflict can be direct or subtle, but it is always present as the ultimate factor in deciding the scope of conflict, its direction or its outcome. Culture even decides the existence of conflict, for people who are embedded in the culture of seeing world as a harmonious entity, may not be aware of any conflict through their life. In all the major disputes, debates and disagreement taking place around world, differences in cultural identities and perceptions are fundamental causative factors. A further evidence of the role that culture plays is evinced by peace and harmony existing among societies that have same culture, such as observed between USA and Britain, sharing same historical and cultural roots. Every conflict, whether it is trans-generational, geographical, religious, organizational, or personal, has a cultural component involved. People enshrined in their own culture often react with hostility against any cultural identity that appears contrary to their thought process and ideas. It follows therefore that any effort of conflict resolution needs to incorporate cultural understanding and acknowledge the existence and necessity of diversity (ibid).

Ethical Egoism And Psychological Egoism

Ethical Egoism And Psychological Egoism In Platos Republic and in Rachels Egoism and Moral Skepticism, both authors address two important facets of human morality: epistemologically objective. Ethical egoism is a normative claim, which states that moral beings ought to do what is in their best interests. Psychological egoism, on the other hand, is a descriptive claim that all moral beings can only act in their own self-interests, even when appearing to act in the interests of others. The difference between both claims lies in the fact that one is a normative claim and the other is a descriptive claim. A normative claim involves judging what people should do and creates a moral standard. A descriptive claim then, essentially describes the actions of moral beings and creates a moral standard based off their behavior. Due to the relatedness of both claims, I must first clearly distinguish the key features of each argument. In Glaucons Challenge Plato creates a long dialogue between Socrates and Platos brother, Glaucon. In his dialogue, Glaucon supports the view that people only act justly because they will believe it will help them attain beneficial ends for themselves and argues that human beings are not ethical egoists but rather psychological egoists. In Rachels essay, he attempts to distinguish between what psychological and moral egoism are and how inevitably neither are justified. Therefore, by drawing on the arguments from Glaucon and the claims discussed by Rachels, I will disprove the claim of ethical egoism and prove that human beings can, in fact, act solely for their own self-interest. First, I will begin by examining Glaucons Challenge on ethical and psychological egoism. In Platos Republic, Socrates raises the issue of whether goodness and virtue are truly worthwhile for the individual. In Gyges Ring, Socrates presents a story where a man named Glaucon discovers a ring, which makes him invisible. In it, he poses the question of whether we would act justly, despite the fact that we could get away with immoral conduct. In essence, he asks whether we should live a life of virtue. Next he asks us to imagine if two such rings existed, where a virtuous man and rogue each received one of the rings. Glaucon claims that the rogue would naturally use the ring for his own personal pleasure with no moral constraints. As for the moral man, Glaucon suggests that he will act no better than the rogue. He defends this position by claiming that no one has enough will to resist the temptation to do things for their own self-interest. In this argument Glaucon asks why there is any r eason for a moral person to act any differently from an immoral person. While his argument appears sound, critics argue that some acts appear to be unselfish in nature. As well, critics arguing for ethical egoism also state that we must desire things other than my own self-interests in order to get self-interests. Therefore, if we derive self-interest from playing soccer, unless we desired, for our own sake, to play soccer, we would not derive some self-interest from playing. However, if our self-interests consist simply in the satisfaction of self-regarding our interests, then human beings are still regarded as psychological egoists. Psychological egoists such as Glaucon claim their points using two arguments. The first being simply that the life of an unjust person is much better than the life of a just person. The second argument being that for psychological egoism, selfless actions always create self-satisfaction in the moral agent and this produces a pleasant state of conscious ness. Therefore, the action performed by the moral agent is really done to create an enjoyable state of consciousness rather than to aid the interests of others. Using such arguments, Glaucon is able to rule out situations such as altruistic behavior or motivation by thoughts of duty alone as proves for ethical egoism. Second, I will examine Rachels essay on ethical and psychological egoism. In his first argument Rachel suggests selfless actions are really just done voluntarily and that the agent is really just doing what they wanted to do. An example used by Rachel would be if Mr. Smith stayed behind to help a friend rather than go on vacation. While this may appear altruistic, what is really happening is that Mr. Smith wanted to stay behind to help his friend more than he wanted to go on vacation. In this way, his action is no longer selfless but rather selfish since he was only doing what he wanted to do. By examining Mr. Smiths decision from a different view, it is clear that what appears to a voluntary act of kindness is really just an act out of self-interest. His second argument for psychological egoism is that unselfish actions always produce a sense of self-satisfaction for the moral agent. Therefore, any selfless action by the moral agent is only unselfish at a sort of superficial level. Rachel uses a story where Lincoln once expressed this debate in describing the position between ethical and psychological egoism. In this story, Lincoln and a fellow passenger are discussing how all men are prompted by selfishness in doing any good. As they pass over a bridge in their carriage, both hear a sow yelling for help as her pigs are about to drown. Lincoln then gets out of his carriage and saves the pigs, then returns to his carriage. His companion remarks 1Abe, where do selfishness come in on this little episode? Lincoln then replies, Why bless your soul, that was the very essence of selfishness. I should have no peace of mind all day had I gone and left them. Lincoln uses the incident with the suffering sow in order to show that his altruistic act was done out of his belief in psychological rather than ethical egoism. Had he not helped the sow, he would have had no peace of mind all day while riding with his companion. Instead, he selfishly saves the pigs in order to hel p himself. Rachel attempts to refute this claim by stating that it is the object of any action rather than the personal desire that will determine whether an action is unselfish or not. Ethical egoists, on the other hand, argue that even though altruism is possible to act on, there is no reason why anyone should act selflessly. Rachels is able to refute this by arguing that no reasons are required in performing actions that help others. However, since all human beings innately do not care about the effects of their actions on others, this arguments premise is incorrect. Therefore, it is clear that the view of ethical egoism as a moral standard of what people ought to do is clearly incorrect since no matter what situation is produced, the moral agent will always act in their self-interest and that any positive outcomes on others is just a positive consequence. Thus, no matter what situations are presented to argue that moral beings ought to do what is in their best interests, it has been shown that all moral beings can only act in their own self-interests, even when appearing to act in the interests of others. In conclusion, after examining Glaucons Challenge from Platos Republic and Rachels essay on ethical egoism, it is clear that Glaucon was correct in stating that there is no reason for man to be moral. 1 Gendler, T., Siegel, S., Cahn, S. M. (2008). Egoism and Moral Skepticism. The Elements of Philosophy: Readings from Past and Present (p. 235). Oxford : Oxford University Press.

Shakespeare - Globe Theater :: essays research papers

Compared to the technical theaters of today, the London public theaters in the time of Queen Elizabeth I seem to be terribly limited. The plays had to be performed during daylight hours only and the stage scenery had to be kept very simple with just a table, a chair, a throne, and maybe a tree to symbolize a forest. Many say that these limitations were in a sense advantages. What the theater today can show for us realistically, with massive scenery and electric lighting, Elizabethan playgoers had to imagine. This made the playwright have to write in a vivid language so the audience could understand the play. Not having a lighting technician to work the control panels, Shakespeare had to indicate wether it was dawn or nightfall by using a speech rich in metaphors and descriptive details. Shakespeare's theater was far from being bare, the playwright did have some valuable technical sources that he used to the best of his ability. The costumes the actors wore were made to be very elabor ate. Many of the costumes conveyed recognizable meanings for the audience such as a rich aristocrat wearing silk clothes with many ruffles. Many times there were musical accompaniments and sound effects such as gunpowder explosions and the beating of a pan to simulate thunder. The stage itself was also remarkably versatile. Behind it were doors for exits and entrances and a curtained booth or alcove useful for actors to hide inside. Above the stage was a higher acting area which symbolized a porch or balcony. This was useful in the story of Romeo and Juliet, when Romeo stood below Juliet and told her how he loved her. In the stage floor was a trap door which was said to lead to "hell" or a cellar, this was especially useful for ghosts or devils who had to appear and disappear throughout the play. The stage itself was shaped in a rectangular platform that projected into a yard that was enclosed by three story galleries. The building was round or octagonal in shape but Shakespeare called it a "wooden O." The audience sat in these galleries or else they could stand in the yard in front the stage. A roof and awning protected the stage and the high-priced gallery seats, but in the case bad weather, the "groundlings," who only paid a penny to stand in the yard, must have gotten wet.

The Telephone :: Free Essay Writer

The Telephone A number of inventors believed that voice and sounds might be carried over wires and all worked toward it but there was only one that ended up figuring it out. The first to achieve this everlasting success was a Scottish-born American inventor , Alexander Graham Bell, a teacher for the deaf in Boston, Massachusetts. Bell was born on March 3, 1847, in Edinburgh, Scotland, and was taught at the universities of Edinburgh and London. He moved to Canada in 1870 and to the United States in 1871. In the United States he began teaching deaf-mutes, publicizing the system called visible speech . His father, who was a Scottish teacher, developed visible speech, Alexander Melville Bell. Visible speech shows how the lips, tongue, and throat are used in the making of sound out of the mouth. In 1872 Bell opened a school to train teachers of the deaf in Boston. The school soon became part of Boston University, where Bell was assigned the professor of vocal physiology. He became a U.S. citizen in 1882. Since Bell was 18 years old, he was trying to come up with the idea of transmitting speech. In 1874, he figured out the basic parts of the telephone. The experiments with his assistant Thomas Watson finally was successful on March 10, 1876, when the first complete sentence was transmitted: â€Å"Watson, come here; I want you.† There were lots of different demonstrations showing the invention, but the most popular one was the one at the 1876 Centennial Exposition in Philadelphia, Pennsylvania. This was when the telephone was introduced to the world and led to the organization of the Bell Telephone Company in 1877. When the Bell Telephone Company finally got going the company strongly dheld its patents so it will exclude others from the telephone business. After these patents expired in 1893 and 1894, independent telephone companies started up in many cities and most small towns.

Election of 1900 :: essays research papers

Election of 1900   Ã‚  Ã‚  Ã‚  Ã‚  The presidential election of 1900 was between candidates William McKinley, William Bryan, John Wooley, Eugene Debs. Although the race only really consisted of McKinley and Bryan it was still a close race by far.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  McKinley was born in Niles, Ohio, on January 29, 1843, the seventh child of William and Nancy Allison McKinley. Young McKinley grew up a serious boy, possessed of a quiet determination to succeed. He attended school in Poland, Ohio, and then went to Allegheny College in Meadville, Pennsylvania. William Byran was born March 19, 1860. He was unsuccessful candidate for President of the United States, at 36 he was the youngest person ever nominated for that office by a major political party. He was nominated a total of three times but never attained the office. His statue represents Iowa in Statuary Hall in the United States Capitol Building The campaign itself was largely a replay of the race in 1896- with Bryan campaigning rigorously and McKinley not venturing from the White House. The issue of currency and silver was no longer relevant, and instead the campaign issues were whether the United States should give independence for the territories received in its war with Spain.   Ã‚  Ã‚  Ã‚  Ã‚  Although not a landslide shift comparable to election swings in the 20th century, McKinley's victory ended the pattern of close popular margins that had characterized elections since the Civil War. McKinley received 7,218,491 votes (51.7 percent) to Bryan's 6,356,734 votes (45.5 percent)-a gain for the Republicans of 114,000 votes over their total in 1896. McKinley received nearly twice the number electoral votes than Bryan did. In congressional elections that year, Republicans held fifty-five Senate seats to thirty-one for the Democrats; and the McKinley's party captured 197 House seats compared to 151 for the Democrats. Indeed, the Republican Party had become the majority political party in the nation After four years in office, McKinley's popularity had risen, primarily because of his image as the victorious commander-in-chief of the Spanish-American War. McKinley was elected as president of 1901. This was his second term as president.

Student: Finance and Foods Market

FI-516 – WEEK 2 – MINI – CASE ASSIGNMENT Select a major industrial or commercial company based in the United States, and listed on one of the major stock exchanges in the United States. Each student should select a different company. Avoid selecting an insurance company or a bank, as the financial ratios for these financial businesses are different. Write a 7 – 8 page double spaced paper answering and demonstrating with calculations and financial data the following questions: 1. What is the name of the company? What is the industry sector? * The company name is Whole Foods Market Inc. Whole foods market, Inc. is the Food Retailers & Wholesalers industry. * The products include: grocery, seafood, bakery, prepared foods, meat and poultry, dietary and nutritional supplements, vitamins, specialty (beer, wine and cheese) body care products, floral and household products and pet products. 2. What are the operating risks of the company? * Organic foods market has several laws and regulations relating to health, sanitation and food labeling. * FDA, FTC, CPSC, USDA and EPA have set standards for the manufacture, packaging, and advertising of organic products. If failure to qualify these standards could result in the confiscation of marketing and sales licenses. 3. What is the financial risk of the company (the debt to total capitalization ratio)? Debt to total capitalization ratio = Debt / (Shareholder’s equity + Debt) ————————————————- 1,300,770 / 4,292,075 = 30. 31% 4. Does the company have any preferred stock? No, the Whole foods market, Inc. does not have any preferred stock. 5. What is the capital structure of the company? : Short term portion of Long Term Debt, Long Term Debt, Preferred Stock (if any), and market value f Common Stock issued and outstanding? * Capital structure: —————â €”——————————- Total Debt to Total Equity: 0. 60 ————————————————- Total Debt to Total Capital: 0. 60 ————————————————- Total Debt to Total Assets: 0. 42 ————————————————- Long-Term Debt to Equity: 0. 58 ————————————————- Long-Term Debt to Total Capital: 0. 58 * The Whole foods market, Inc. does not have any short-term portion of long-term debt, and there is no preferred stock. Long-term debt: $17. 44 million * The Whole foods market, Inc. has 300,000 share authorized and $178. 89 million shares issued and outstanding at 2011. 6. What is the company’s current actual Beta? ————————————————- * The current actual Beta is 0. 66 7. What would the Beta of this company be if it had no Long Term Debt in its capital structure? (Apply the Hamada Formula. ) ————————————————- BL= B1 [1+(1-T) (D/E)] ————————————————- = 0. 66 / [1+(1-0. 35) (0. 43)] ————————————————- 0. 52 8. What is the company’s current Marginal Tax Rate? —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- 35% 9. What is the Cost of Debt, before and after taxes? The cost of debt before taxes is 6. 7%, and after taxes is 4. 5%. 10. What is the Cost of Preferred Stock (if any)? The Whole foods market, Inc. does not have any preferred stock. 11. What is the Cost of Equity? ————————————————- Cost of Equity = (Dividends per share/current market value of stock)+Growth Rate of Dividends ————————————————- = (0. 40 / $86. 47) + 0. 56% ———————————————— = 0. 01 12. What is the cash dividend yield on the Common Stock? The cash dividend yield on the common stock is 0. 56 (0. 60%) 13. What is the Weighted Average Cost of Capit al of the company? The Weighted Average Cost of Capital is 7% 14. What is the Price Earnings Multiple of the company? ————————————————- Current market value of stock / EPS ————————————————- = $86. 47 / 2. 21 ————————————————- = 39. 13 15. How has the company’s stock been performing in the last 5 years?In May 2007, the price of common stock was $39. 74 per share, but it dropped to $8. 19 per share in 2009. Although after the recession of price drop, the price begins the raise up to $86. 47 per share now. 16. How would you assess the overall risk structure of the company in terms of its Operating Risks and Financial Risk (Debt to Capitalization Rat io)? Total debt/total equity| 0. 0063| Total debt/total capital| 0. 0063| 17. Would you invest in this company? Why? Or Why not? * Officially I would invest portion of my assets into the portfolio. Since the price has raise from the last two years in an even steady price.Even though they have two small period of time that drop for about 15%. Overall the stock market seems to be passive about the movement of the behavior optimistically. Therefore be hold within the smaller beta that show less variable of the changes. I believe this could be a chance to be rich! 18. The last page of your paper should be a Bibliography of the sources you used to prepare this paper. Bibliography: * http://www. wikinvest. com/stock/Whole_Foods_Market_(WFM) * http://www. thestreet. com/quote/WFM/details/company-profile. html * http://yahoo. brand. edgar online. com/displayfilinginfo. spx? FilingID=8260392-165255- 169255&type=sect&TabIndex=2&companyid=10959&ppu=%252fdefault. aspx%253fcik%253d865436 * http: //www. investopedia. com/terms/d/debt-to-capitalratio. asp#axzz1v5caUyeq * http://www. marketwatch. com/investing/stock/wfm/profile * http://finance. yahoo. com/q? s=WFM&ql=1 * http://www. investopedia. com/terms/c/costofequity. asp#axzz1v5caUyeq * http://www. thestreet. com/quote/WFM/details/growth-rates. html * http://www. wikiwealth. com/wacc-analysis:wfm * http://markets. ft. com/research/Markets/Tearsheets/Financials? s=WFM:NSQ