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 purposes of the study were to explore success of the organizations which applied Balanced Scorecard to assess the performance and also investigate factors affecting successful implementation of the balanced scorecard of companies in Bangkok metropolitan. The data were collected from the samples which were organizations in production industry registered with Federation of Thai Industries up to 2010 by means of 400 copies of the questionnaire and analyzed by the frequency distribution percentage distribution standard deviation Pearson Product Moment Correlation Coefficient and Multiple Regression Analysis. The result showed that factors that influenced the implementation of the balanced scorecard in the organizations were factors regarding working process organizational structure and conflicts respectively.

The objectives of this research were: 1) to study psycho-social factors related to effective teaching behavior of the lectures at Faculty of Business Administration Rajamangala university of Technology Bangkok metropolitan 2) to study social characteristics and psychological characteristics that could predict effective teaching behavior of the lectures in overall and small groups at Faculty of Business Administration Rajamangala university of Technology Bangkok metropolitan 3) to study the interaction between social characteristics and psychological characteristics affecting to effective teaching behavior of the lectures at Faculty of Business Administration Rajamangala university of Technology Bangkok metropolitan. The sample used in this study consisted of 252 lectures at Faculty of Business Administration Rajamangala university of Technology Bangkok metropolitan. There were three independent variables. One was social support and the other two were innovation acceptance and attitude towards effective teaching behavior. The dependent variable was effective teaching behavior. Statistical analysis stepwise multiple regressions Two –Way ANOVA were applied to analyze lecturers in both overall and small groups according to their biosocial factors. The results of the study are as follows. 1. Three major variables to predict the lecturers’ effective teaching behavior are variables from social characteristics and psychological characteristics. In the overall group the percentage of the predictability score is 54.40. In smaller groups the percentage of the predictability score ranges from 44.60 to 62.90. The highest score is predicted by attitude towards effective teaching innovation acceptance and social support in Rajamangala university of Technology Ratanakosin. 2. The analysis from Two –Way ANOVA shows that the lecturers who highly accepted innovation and received high social support showed highly effective teaching. However the factors of innovation acceptance as well as social support had no interaction with the lecturers’ effective teaching behavior. When looking into each independent variable it was found that the score of effective teaching behavior varied according to the innovation acceptance in overall group and smaller groups which were classified into groups of male lecturers female lecturers inexperienced lecturers experienced lecturers higher-than-bachelors degree lecturers single lecturers married lecturers and lecturers from four centers of Rajamangala university of Technology. It was also found that the score of social support varied in both overall group and smaller groups of male lecturers female lecturers younger lecturers senior lecturers experienced lecturers higher-than-bachelors degree lecturers and married lecturers. In case of lectures having attitude of effective teaching behavior and being socially supported when looking into each of the independent variables and there was no interaction between them. The score of effective teaching behavior varied in accordance with attitude of effective teaching behavior in groups of male lecturers female lecturers younger lecturers senior lecturers inexperienced lecturers experienced lecturers lecturers with higher than bachelors degree married lecturers groups of lectures from Rajamangala university of Technology Phra Nakhon Rajamangala university of Technology Ratanakosin Rajamangala University of Technology Krungthep. Finally the variations which are resulted from social support in groups of male lecturers female lecturers younger lecturers inexperienced lecturers experienced lecturers lecturers with higher than bachelors degree married lecturers groups of lectures from Rajamangala university of Technology Ratanakosin and Rajamangala University of Technology Rajamangala University of Technology Tawan-ok.

The objectives of this study were to study expenditure behaviors following the Sufficiency Economy Concept of teachers Faculty of Business Administration Rajamangala University of Technology Pha Nakhon in 3 aspects : moderation reasonableness immunization; compare the expenditure behaviors of the teachers by sex monthly incomes debt conditions and years of work experiences. The sample consisted of 92 teachers Faculty of Business Administration Rajamangala Univerity of Technology Pha Nokhon. The instrument used in data collection was a 5-level scale questionnaire with an alpha reliability of 0.95. The descriptive statistics used in data analysis were frequency percentage mean standard deviation. The statistics used in hypothesis tests were t-test One-Way ANOVA and post hoc LDS tests. The result of the study are as follows. 1. The expenditure behaviors following the Sufficiency Economy Concept of teachers Faculty of Business Administratjon Rajamangala University of Technology Pha Nakhon as a whole and individual 3 aspects : moderation reasonableness and immunization were at the high level. 2. The male and female teachers did not have different expenditure behaviors following the Sufficiency Economy Concept as a whole and individual 3 aspects. 3. The teachers having different monthly incomes had significantly different expenditure behaviors following the Sufficiency Economy Concept as a whole the moderation and the reasonableness at .01 level; teachers having > 29519 Baht monthly incomes had higher mean of the expenditure behaviors as a whole the moderation and the reasonableness than those having < 22251 Baht monthly incomes and 22251-29519 Baht monthly incomes. 4. The teachers having different debt conditions had significantly different expenditure behaviors following the Sufficiency Economy Concept as a whole and individual aspects at .01 level; teachers having no debt and teachers having manageable debt had higher means of the expenditure behaviors as a whole and the 3 aspects than those having unmanageable debt. 5. The teachers having different years of work experiences did not have different expenditure behaviors following the Sufficiency Economy Concept as a whole. When considered individual aspects it was found that means of 2 aspects were significantly different at .05 level as follows : teachers having 20-27 years of work experiences and > 27 years of work experiences had significantly higher means in the moderation aspect than teachers having < 20 years of work experiences; and teachers having > 27 years of work experiences had significantly higher mean in the reasonableness than teachers having < 20 years of work experiences.