Enhancing Work Environment and Work Relationship for Employee Retention: A Case Study of Project Management Section, Jyo Electronics, Petchaburi

Companies whose IT departments are overworked and undervalued are at risk for higher turnover. IT employees realize their value in today’s market, especially those with the best certifications. An inability to retain employees in a technology department or company will certainly cost money. It can also result in losing other important employees and clients because of employee frustration and stress when customers’ work is unable to be completed. IT employers’ challenge lies in providing the training to improve their employees’ work, while keeping them engaged and wanting to continue to use that training within the company. The main purpose of this study is on Enhancing Work Environment and Working Relationship for Employee Retention in the Project Management Section of the Company. The study indicates that work environment and working relationship influence the employees’ perception towards employee retention.The researcher used three instruments to gather data from the staff of the PMS of Jyo Electronics.  These instruments include the survey questionnaire, observation checklist and interview guideline.  The respondents of this research were the 39 staff members of the PMS of Jyo Electronics. Descriptive statistics and t –test were used to analyze the quantitative data in the Pre ODI stage and Post ODI stage. The researcher used the Whole Brain Literacy (WBL) Model to analyze the qualitative data collected through the interviews and observationThe results of the study showed that there is a significant difference in respondent’s perception towards employee retention, work environment and working relationship before and after the Organization Development Interventions (ODI). In conclusion, the ODI have impact on Work Environment and Working Relationships in the Project Management Section of Jyo Electronics, Petchaburi.Keywords: work environment, working relationship, employee retention, whole brain literacy (WBL)

SHARED JOURNALING: A METHODOLOGY FOR ENGAGING WHITE STUDENTS IN MULTICULTURAL EDUCATION

The multicultural education thrust should be implemented so that teachers can learn to utilize the unique cultural assets of their students in creating a learning environment that will be beneficial to all students, regardless of diverse backgrounds

Implementing Effective Tier 1 and 2 Social-Emotional Interventions in the Classroom

Schools are faced with increasing numbers of children who are struggling with social, emotional, and behavioral difficulties in the classroom, which puts heavy demands on teachers and administrators. Outcomes for children with emotional and behavioral disorders are generally poor, and teachers feel that they do not have enough resources and training to handle the level of need of students in their classrooms (Lipscomb et al., 2017). This session will provide educators with a review of necessary elements for successful classroom interventions, as well as practical strategies for implementing evidence-based Tier 1 and 2 interventions for students experiencing social, emotional, and/or behavioral difficulties. More specifically, participants will learn how to identify evidence-based interventions (EBI’s) and will be provided readily available reliable sources for locating appropriate EBI’s online. Necessary intervention components such as intervention integrity/fidelity and progress monitoring will also be discussed. Participants will acquire practical Tier 1 prevention strategies for promoting positive mental health in their students. Topics discussed will include trauma-informed classrooms, the importance of relationship-building, and strategies for prevention of depression and anxiety, with a specific focus on social-emotional learning (Durlak et al., 2011). Attendees will also learn about Tier 2 interventions for students at higher risk for social-emotional difficulties, including how to select interventions most likely to be effective. Guidelines for managing internalizing and externalizing behaviors in the classroom environment will be presented. Likewise, examples of specific evidence-based Tier 2 behavior interventions will be provided. Case examples will be used to illustrate the selected intervention examples. Participants in this session will leave with explicit strategies and interventions that they can implement in their schools

Effective Team Collaboration to Improve School Behavioral Health

School mental health teams are an integral part of the work schools do to address student academic, behavioral, and social-emotional needs, but they often do not function as efficiently or effectively as they could. This session will review research on effective team processes and provide tools and resources that will enable teams to better serve the needs of students with behavioral health concerns. Successful school mental health teams focus on implementing school-wide programming to prevent mental health issues in all students (i.e., Tier 1), as well as more targeted interventions for students at-risk for (Tier 2) or already experiencing mental health problems (Tier 3; MHTTC, 2019). Models that enable successful integration of behavioral and academic supports for students experiencing social-emotional difficulties such as Multi-Tiered Systems of Support (MTSS) and the Interconnected Systems Framework (ISF) approach will be discussed and practical strategies to improve team functioning will be presented. More specifically, evidence-based strategies for team collaboration, including communication skills, team structure, training, and data-based decision-making strategies will be addressed. Factors contributing to high-functioning MTSS teams (Stoiber, 2015) and ISF teams (Splett et al., 2017) will be reviewed with a focus on providing practical strategies that participants can implement in their schools. Strategies for more focused individual consultation/collaboration around difficult (Tier 3) cases will also be discussed

CMS Physics Technical Design Report: Addendum on High Density QCD with Heavy Ions

This report presents the capabilities of the CMS experiment to explore the rich heavy-ion physics programme offered by the CERN Large Hadron Collider (LHC). The collisions of lead nuclei at energies $\sqrt{s_{NN}}= 5.5\,{\rm TeV}$ , will probe quark and gluon matter at unprecedented values of energy density. The prime goal of this research is to study the fundamental theory of the strong interaction \u2014 Quantum Chromodynamics (QCD) \u2014 in extreme conditions of temperature, density and parton momentum fraction (low- x ). This report covers in detail the potential of CMS to carry out a series of representative Pb-Pb measurements. These include "bulk" observables, (charged hadron multiplicity, low p T inclusive hadron identified spectra and elliptic flow) which provide information on the collective properties of the system, as well as perturbative probes such as quarkonia, heavy-quarks, jets and high p T hadrons which yield "tomographic" information of the hottest and densest phases of the reaction