UGC NET/JRF EXAM, June-2021 Labour and Social Welfare

Freud proposed that psychological development in childhood takes place during five psychosexual stages: oral, anal, phallic, latency, and genital.

These are called psychosexual stages because each stage represents the fixation of libido (roughly translated as sexual drives or instincts) on a different area of the body.

Oral Stage (Birth to 1 year) - the mouthsucking/swallowing etc.

Anal Stage (1 to 3 years)- The anus - potty training/withholding are expelling feces.

Phallic Stage (3 to 6 years) - Sensitivity now becomes concentrated in the genitals and masturbation (in both sexes) becomes a new source of pleasure. Freud called the Oedipus complex (in boys) and the Electra complex (in girls). This is resolved through the process of identification, which involves the child adopting the characteristics of the same sex parent.

Latency Stage: (6 years to puberty) (latent means hidden): No further psychosexual development takes place during this state. The libido is dormant.

Freud thought that most sexual impulses are repressed during the latent stage, and sexual energy can be sublimated (re: defense mechanisms) towards school work, hobbies, and friendships.

Genital Stage (puberty to adult): This is the last stage of Freud's psychosexual theory of personality development and begins in puberty. It is a time of adolescent sexual experimentation.

Training evaluation refers to activities aimed at finding out the effectiveness of training programmes after they are conducted, against the objectives for which such programmes were organized.

Training evaluation techniques give us solutions to answer questions like, where was the capability level of learners before the programme and where is it now, what was intended to be achieved by a particular programme and what is really achieved now;

and what is the monetary value of training outcome against the cost incurred for conducting the said training programme. Training evaluation brings rationality, objectivity, accountability and credibility to HRD by insisting on tangible and verifiable outcomes.

It enables HRD functionaries to prove why they should not be retrenched from service even during a market downturn. Training evaluation is a widely researched area.

This is understandable since the subject is fundamental to the existence and performance of training around the world, not least universities, which of course contain most of the researchers and writers.

Training evaluation is conducted after the programme is implemented. This post-training evaluation is aimed at finding out the learning outcome of a particular programme.

Training evaluation is often a neglected job but if performed well, can enhance the professional status of HRD managers for the value addition they make. Several models of training evaluation are in vague which are given in the Table.

In the field of management studies, development of firms within the period from 1960 until 2000 have partly been classified by Bolwijn and Kumpe (1990). They propose a model that displays developments of markets, technology and competition among firms concerning the period from the 1960s up to and including the 1990s.

The core of their classification consists of what they identify as the ideal types of efficient, quality, flexible and innovative firm archetypes, referring, respectively, to the 1960s, 1970s, 1980s, and 1990s.

Instead of the term ideal type, we use the more neutral term "firm role models", emphasising that firm types do not prescribe the way a firm should be, but provide an image that firms are willing to imitate.

On top of this, we propose an extension to Bolwijn and Kumpe's classification to extrapolate our findings to possibly new directions of and within firms.