A theory may be defined set of interrelated statements, principles, and propositions that specify the relationships among variables. This means that a theory or concept for a particular research should clearly explain what the research will covers during the study.

Ary, Jacobs and Sorensen (2010) had outlined five essential characteristics of a good theory for a research study:

1. It should be testable. It should be lead ability to be predicted through empirical observation. if the theory cannot be tested, it serves no useful purpose;
2. A good theory is not only testable but also falsifiable. Means that it is capable of being proven wrong and it is possible to gather evidence that contradicts the theory;
3.  A good theory deals with some significant phenomenon or behavior that needs explanation, such as learning or motivation;
4.  A good theory provides the simplest, clearest, and most plausible explanation for the phenomenon. It should be able to explain the largest number of facts with the smallest number of principles; and
5. A good theory has internal consistency and do not contradict with propositions. It should be useful for predicting what might happen for certain situation.

A theory and concept also may be understood as what should be a guideline for a particular research to investigate in term of its conceptual analysis. It can be from various perspectives that related to the problem statement.

Reference and suggested reading:

Ary, D., Jacobs L.C., Sorensen C.K, (2010). Introduction to Research in Education. Eighth Edition. Belmont, CA: Wadsworth Publishing Company;

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The significance of the study in thesis is the part where the researcher tells how his/her study would be beneficial to specific people or parts of the society and how they could use it. Walonick (2005) explained that the significance of the study section creates a perspective for looking at the problem. It points out how the study relates to the larger issues and uses a persuasive rationale to justify the reason for the study.

Walonick (2005) further clarified that the significance of the study makes the purpose worth pursuing. It should be able to answer these basic questions:

(a)    Why is the study important?
The researcher should be able to describe the importance of the research/study clearly in various perspectives and this should be supported by comprehensive literature review.

(b)    To whom is it important?
The researcher should identify who is actually the target group of the research/study relate the research/study to the need and demand of that particular groups.

(c)    What benefit(s) will occur if your study is done?
The outcomes of the research/study should significantly brings benefits and applicable in practice for the target group.

Marshall and Rossman (2006) explained that the challenge is to situate the study as addressing an important problem; defining the problem shapes the study’s significance. In order to that the researcher should be able to develops the significance of the study by defining the problem.

Marshall and Rossman (2006) also discussed that in the process of constructing research significance, initial questions should be linked to the problem and its significance as well as should forecast the literature to be reviewed.

Therefore it can be concluded that the main reasons why the researcher needs to indicate the significance of his/her study are as follow:

(i)    Help the researcher stay on the right track
Significance of the research/study helps the researcher goes on the right track in pursuing his/her research.

(ii)    Prevent the research/study from losing its main objective
It helps the researcher by preventing the research gone out of its original topic and problem statement.

(iii)    Convince the target group the importance of the study
Ability to justify the need and effect of the research/study to the targeted audiences. Explain to the target group the what are the effect to the particular situation if the study never been conducted

(iv)    Increase credibility and reliability of that particular research/study.
Justified significance of the research/study will make the research/study more credible and reliable.

References and further readings:

1. Catherine Marshall, Gretchen B. Rossman (2006). Designing Qualitative Research. Fourth Edition. California. SAGE Publication.
2. David S. Walonick (2005). Elements of A Research Proposal And Report. Significance Of The Study.

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In most of the research, limitations are often imposed by time and budget constraints, both time and budget are the most commonly restraining factors that will give its significant impacts on the study. If the limitation is not clearly defined and tackled carefully, the study may end up being invalid.

The researcher should precisely list the limitations of the study and describe the extent to which he/she believe the limitations degrade the quality of the research. This will help the researcher and the audience understands the actual situation that the study encounters.

While the scope of the study means the specific areas that the particular researcher wants to cover in his/her study. Library Research Skills (n.d) described that searching for resources on researcher’s subject will be more effective if he/she already defined the scope of the research. The questions to consider in the research scope should be:

(i)    Does the research cover a particular time period?
(ii)    Does the study cover a specific geographical area?
(iii)    If the study involves people, what age group, gender and place of origin are to be included?
(iv)    Are all dates of publication to be included?
(v)    Is the research going to cover publications from other countries?
(vi)    Will the research include other languages and scripts?
(vii)    Are all perspectives to be considered? For example, philosophical, political, psychological, etc.

This means that the scope of the study may be referred to the specific element and content that the researcher wants to explore in his/her study. And he/she is responsible to set the scope realistically, the broader scope will make the study takes longer time while too little scope can make the study not worthy.

From the above discussion, we can conclude that the differences between limitation and scope of the research are:

(i)    The research scope is the specific are that the researcher want to cover in his/her study while the research limitations is the constraint and obstacle that the research expects to encounter during the study; and

(ii)    The research limitation is beyond the researcher’s control since it involves external factors which outside researcher’s authority while the research scope is under researcher’s control and manageable by him/her. The researcher will determine what scope to be cover and what scope to be left.

References and further readings at:

1. David S. Walonick (2005). Elements of A Research Proposal And Report. Significance Of The Study.
2. University of London Research Library Services (n.d). Library Research Skills. Research Scope.

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Later in 1980s the American Society for training and development indicated that there were 15 distinct roles of trainers ranging from evaluator up to the transfer agent. There is a central role that has to be accomplished by the trainers. This is where Lawrence Munson (19840 emphasized that “every training function should have an overall mission statement with standard of performance to articulate and delineate clearly the kind of quality of overall result to be achieved’.

The roles of trainer later developed into four major areas of management, training/communication skills, design and production materials and selection of evaluation techniques. Each of these four major areas has its own breakdown of details and focuses.

The core content areas can become the basis of an academic base in training. After several reviews by experts, there is a final 31 list of competencies for the training and development field as proposed by Mclagan & Bedrick (1981), ranging from the adult learning understanding to personnel/human resources understanding.

Training is all about teaching and coaching human being, the most subjective target group and requires trainers to be able to handle different roles and functions while dealing with them. The issue arises when some appointed trainers don’t really know what their role is. Therefore it merely important for HRD practitioner to clearly know exactly what their functions and roles are in order to become effective trainers.

As the time passes by, the roles and functions of trainers had been developed and expanded accordingly, from small part of content delivery to major and bigger roles of consultancies. This means that trainers, especially those who are the sole person responsible for training in their organization, spend at least half their time performing more global “support” functions than actually training people. The global roles are things that are not easy to identify or define. This means that in this modern era the function of trainers is not only focusing on the subject matter or the content of the training modules but is expected beyond those capabilities.

There are other significant roles and functions of trainers that need to be shared here which are program planner, program designer, module writer, program manager, program administrator, media specialist, teacher, facilitator, counselor, coach, mentor, first aid practitioner, researcher, change agent, marketing manager, liaison officer and evaluator.

The ability of any particular trainers to understand the roles and functions mentioned previously will help them function effectively as well as helping their organization achieving its human resources development objectives. And personally due to ever changing social environment and education level increase, I believe the roles and functions of trainers will be expanded and bigger responsibilities are needed.

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Two major purposes of training; to help people learn and develop skills and training must result in change in behavior. Training is a short term while development looks beyond today, it takes a more long term. Development differs from training in that it does not occur during a class. Its happen after the class.

People are the key to any organization. Development is necessary so people can meet new challenge. Two different planning tools that can help to differentiate between training and development is performance plan for training and a development plan for development.

The performance plan outlines what is expected in term of performance or result, and exactly how that performance will be measured. Development plan differs with performance plan since it has long term focus and action plan. It helps to plan staffing, training and development.

An employee is in control of the process of he or she uses it annually to create and revise a development plan and if the plan is completed in time. Organizations will need to use both of the processes described in this article.

The common element is learning, in the era of global economies, increasing competition, and a advancing technologies, learning may be the only competitive advantage we have.

As Human Resources practitioner, it is important to clearly identify the real concept and general idea of training and development itself. Training generally refers to teaching operational and technical skills to do the job for which an individual is hired while development can be understood as teaching managers and professionals the skills needed for the present and future jobs.

On the other hand training is a process by which people improve their knowledge, skills and attitudes and use them to enhance their performance on the job whereas development is a progress and improvement that resulted from the training process.

From my perspective training is one of the core aspects in the development plan or process. Without proper training programme there is no way a development programme would succeed. This means that to achieve a successful development progress, a proper training program must be implemented. Simple example is about to build a develop nation in 2020 as visioned by country leaders. Instead of providing world class infrastructure and economic facilities to the country, another core infrastructure that needed to be developed is to strengthen the education and human resources development since world class infrastructure and economic facilities only will be beneficial if the country’s human resources are competent enough to handle the situation.

There is no doubt that training is about development and application of knowledge, skills and attitudes for achieving specific objectives while the development itself is a long term process of assisting and helping the individual to handle present and future responsibilities. Development can be viewed as the end result of the training process.

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