The study on decision making to attend the information and communication technology (ICT) personnel development program of the Office of the Permanent Secretary Ministry of Education was aimed to study motivating factors personal factors and relationship of motivating factors and decision making factors to attend the program. The data were collected through a questionnaire and analyzed by descriptive statistics frequency percentage mean and standard deviation. As for inferential statistics inferential statistics such as independent samples t-test analysis was applied to look for the difference between two groups; One-Way ANOVA for three or more and study of relationship between motivating and decision-making factors to attend the training using Pearsons Product Moment Correlative Coefficient. The study results showed that internal motivating factors concerning respect moderately affected the motivation on training. Desire for success special interest and work responsibility highly affected the motivation while external motivating factors such as the superintendent’s reliability the work progress and the organizational policies highly affected the training motivation. Regarding decision making factors training courses trainers audiovisual equipment training period training public relations and the benefits of the training highly affected every aspect of decision making. personal factors gender age educational level position and work experience did not affect the decision-making to attend the information and communication technology (ICT) personnel development program. Factors motivating the personnel to attend the ICT personnel development program including the superintendent’s reliability work progress and organizational policies positively correlated with the decision factors to attend the training for potential ICT personnel in all aspects. Also motivating factors regarding the desire for success and work responsibility had a negative relationship with the decision factors with the aspects of audiovisual equipment and public relations to participate the information and communication technology (ICT) personnel development program of the Office of the Permanent Secretary Ministry of Education. Concerning

This research is intended; 1. To analyze the higher executives point of view affecting return on investment for neuro training. 2. To determine and examine the future possibility model on return on investment for neuro training. This study was qualitative research methodology using Delphi technique. The sample population of the study covers the training management experts entrepreneurs and relevant to neuro training including accounting on return on investment bureau groups 21 persons in total with the selection through purposing sampling. The research result found that there are five factors: 1) training environmental management 2) organization policy and regulation 3) job responsibility learning building for employee engagement and 5) measuring for return on investment for employee security leaning. In training environmental management factor 1. To preparing trainers characteristics. 2. To develop training for the trainer content. 3. To preparing training equipment and information technology. 4. To provide web server character using for internet training. 5. To provide training place environment and internet training. 6. To provide service place for computer equipment and wireless internet high speed to support internet network system. 7. To management on environmental current and training support matter that suitable and sufficiency for learning. In organizational policy and equation factor 1. To educate employee with goal policy for each year of organizational procedure. 2. To develop and improve criteria regulation to relevance organizational planning and realistic situation in each job function line. 3. To compare job performance by classic production line and staff including internet network system as well as selling and make profit center. 4. To convey how to fix employee understanding in rule and regulation that relevance job working. 5. To cover the regulation practice and training optimation for business working. 6. To be flexibled for training on network system because it take time more than general training. 7. To have training step and methodology that relevance organizational and business policy. 8. To have budget allocation that suitable and sufficiency for employee performance. 9. To supporting employee that get creative and teamwork. In job responsibility learning factor 1. To develop trainee learning based on organizational regulation and criteria. 2. To improve job responsibility knowledge about principle concept and theory for training management on internet network system. 3. To develop job skill of trainee for create job performance. 4. To instill employee learning for virtue and ethics on job function and organization. 5. To educate trainee learning on creativity training and practice. 6. To appeal trainee on training content interesting for employee awareness to employee performance. 7. To motivate trainees for words of month and have good organizational image after training. 8. To plan for exchange training knowledge in advance about strength weakness threat and opportunity of organizational performance for create business competitive. In building for employee engagement 1. To build organizational learning and employee development from training. 2. To improve trainee self assessment for his or her performance and information technology skill. 3. To plan for career path progress. 4. To convey trainee experience learning to the others for establish organizational performance. In measuring for return on investment from employee security learning on the job working. 1. To analyze the job satisfaction that employee perspectives affecting organization security. 2. To analyze zero defect low fringe benefits expenses and saving energy cooperation. 3. To analyze work safety better life and health care affecting fringe benefits expenses risk management and so on.

The objectives of this research1) to study demand on the short-term training courses in Home Economics. (Arts and Crafts) of housewife group from Samut-Songkram province2) to compare such demand from each demographic criteria; age average household monthly income educational status and number of family members3) to study usage of local natural materials from the studied group.The sampling group was 241 housewives from Samut-Songkram province which were chose by Stratified Sampling method. Questionnaires were used as tool for analyzing the statistic figures;frequency percentage mean standard deviation one way ANOVA and Multiple comparison test by Scheffe’s method The results showed that1) Demand on the short-term training courses in Home Economics (Arts and Crafts) of housewife from Samut-Songkram province group was in high level with an average 3.57)2) Comparing such demand from each demographic criteria; age was statistically significant at .05 level while average household monthly income educational status and number of family members were not statistically significant. 3) The local natural materials used from the studied group were coconut palms banana trees Sesbania Namnam tree (Cynometra cauliflora L.) Suicide tree and water hyacinth.

There are three main purposes of this research. The first is to compare teachers ability in classifying content by students knowledge level before and after learning. The second is to study difference of pretest and posttest score according to students level. The third is to compare ability and determine efficiency in classifying content by duration of teaching experiences. Samples in this study were 30 teachers from Rajamangala University of Technology who leamed through CAI media (15 teachers) and who attended computer training course (15 teachers). The questionnaire was used to measure their ability in classifying content by students knowledge level. Results of the study can be concluded as follows: 1. Teachers ability in classifying content before and after leaming differed significantly at the level of 0.05. Howeverability in classifying content after leaming did not show significant statistical difference. 2. The difference in pretest and posttest scores showed that leaming with CAI could increase level of teachers ability in classifying more than attending training courses. 3. Teachers with different duration of teaching experience showed significant different ability in classifying content by students knowledge level at the level of 0.05. 4. Teachers with more than 7 years of teaching experiences showed the highest efficiency in classifying content.