Human Resource Management Essay Example | Topics and Well Written Essays - 2000 words - 2

Human Resource Management - Essay Example This model considers the external environment and the stakeholders as important determinants of the human resource policies in organisations. The policies would result in effective human resource outcomes pertaining to commitment, cost effectiveness and competence (D’Annunzio & Duncan, 2009, p.26). This approach is seen to bear relevance in the case of Cafe Co. with regard to its policies and criteria while recruiting of candidates. Candidates were selected according to merits befitting the organisation. The soft HRM policies also get reflected through the company’s attempt to enhance values of openness, recognition, trust, people development, teamwork, enthusiasm, fairness, courtesy and communication. Also the HR practices introduced were primarily meant to attain employee loyalty as there was a very high staff turnover. The soft human resource practices which treats employees as competitive assets of the company is demonstrated by Cafe Co’s considering the low minimum wages as one of the prime factors behind high employee turnovers. Hard human resource management seeks to achieve organisational goals. Just like another resource, they also need to be managed. It requires aligning the human resource strategies with the organisational strategies. The hard management argues that HR strategies must be developed to achieve organisational goals through managerial control and maintaining of performance. The new approach developed by Cafe Co. Aimed to achieve such organisational goals by the adoption of best practices. The hard HR practices also get reflected through the fact that Cafe Co. introduced methods of associating performance with organisation goals. The organisational structures were also well defined. The practices of communication, empowerment, training and involvement were meant to improve the bottom line performance and demonstrate the company’s emphasis on hard HR strategies. The primary aim of implementing the best practices strategy was to ensure that the human resources practice con tribute towards taking the business forward. Moreover, the development of performance management system demonstrates the company’s attempt towards development of scientific practices for measuring the employee’s performance. Through this system, the combined objectives of colleagues and their development needs were addressed. This was done in terms of increasing their technical skills and knowledge and also their behavioural skills. The system was implemented considering the firms’ objectives and constantly reviewing the performance for ensuring that they met those objectives. Regular feedback was delivered to the employees on the basis of which training and development programs were developed. Answer to Question no: 2 Line managers play the critical role of the delivery of HR practices and policies. They are primarily concerned with the issues relating to resourcing, preparation, performance manageme nt and international development (Dickmann, 2008, p.15). They are responsible for interpreting and implementing HR practices which have direct influence over people’s discretionary behaviours and motivation levels, which consequently affects the business performance. The importance of using human resource activities by line managers is that they remain in direct

Should Beijing really be hosting the Olympics and would you go Explain Essay

Should Beijing really be hosting the Olympics and would you go Explain - Essay Example Since their inception, the modern games have been infused with politics, boycotts, and threats of non-participation. Some people see the games as a way of promoting and legitimizing the host city. Athletes may face an ethical dilemma by participating in a country where there are severe human rights violations. Still, the Olympic idealists hold the standard of de Coubertin and insist that politics and social issues remain clear of the games. These competing opinions on the value and purpose of the games have almost never been as pronounced as they are when we discuss the 2008 Olympics in Beijing. The decision to hold the Olympics in China has been met with a series of protests that object to their history of oppression and violations of basic civil rights. While there are legitimate objections to the selection process, the ideals of sport, international cooperation, and cultural interaction makes Beijing an appropriate choice for the 2008 Olympics. The importance of the Olympics and the selection of the host city should not be underestimated. It offers economic advantage to the city in the way of tourism as well as an opportunity to exhibit the city’s and the host country’s best face. The enormous worldwide interest in the games can be seen by the escalating broadcast revenues and the attendant increase in viewership in recent years (see Appendix A). This also opens up the door to give a country an opportunity to present a faà §ade while they ignore the reality that lies just beyond the borders of the games. Will the world see the sweatshops and hardships that lay beyond the broadcasts, or will they only be shown the glossy face of the â€Å"New China† (See Appendix B)? Determining where fact meets propaganda is one of the challenges faced by the IOC, the media, and the viewing public. The biggest objection to Beijing hosting the Olympics is their dismal record on human rights. There has been evidence

Student Resources Worksheet Essay Example for Free

Student Resources Worksheet Essay Student resources include a variety of helpful sites and tools that can be of assistance when completing assignments, connecting to other students, and searching for careers. Complete this table regarding student resources provided by the university. In the first column, identify where the resource can be found. In the second column, summarize each resource in at least one sentence. When you are finished with the matrix, answer the follow-up question in part B. Part A: Resources Scavenger Hunt Student resource Where found Summary of the resource Syllabus Home section Lets you know all of your tasks and assignments and what is required of you to do throughout your whole course Class Policies Class Home Tells you the academic and instructor policies University Library Library Has a variety of resources and links to help us as students. We can also search for a variety of things. University Academic Catalog Program Contains academis program and policies effective to your program University Learning Goals

Case Study on Japan Sales Force Essay -- Business Analysis Japanese Sa

Case Study on Japan Sales Force The main issue in case study 4-7 focuses on what the Japan company Nippon Cash Machines and their recent US merger National Office Machines should do to their Japanese sales force who has always followed a salary based payment plan and lifetime job security because they are quickly loosing market share in a highly competitive market. Therefore, the main statement for the case is as follows:   Ã‚  Ã‚  Ã‚  Ã‚  Should a merged company such as who Nippon/American Business Machines Corporation, who is facing strong competition and loosing market share, change the Japan sales force payment plan and go against traditional Japan values in order to remain competitive in their market?   Ã‚  Ã‚  Ã‚  Ã‚  I think that NABMC should definitely begin to change their sales force payment plan. If NABMC can initiate change within their company, and do it quickly and effectively, it will make the company that much more competitive against other companies in the same market. This also may be the company?s only choice now because they have lost so much market share. By implementing a sales plan where part of the payment comes from salary and some comes from commission, then it will increase incentive for creating and sustaining sales and become a catalyst for NABMC to begin to regain lost market share in the Japanese market. I believe that NABMC should initiate a half salary/half commission incentive payment plan. This will allow the company to see increased incentives for sal...

Professional Dispositions

Professional dispositions are defined as the values, commitments, and professional ethics that influence behaviors towards students, families, colleagues, and communities and effect student learning, motivation, and development as well as the educators own professional growth. Dispositions are guided by beliefs and attitudes related values such as caring, fairness, honesty, responsibility, and social justice, For example they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment (NCATE, 2002). Research shows that attributes of the classroom teacher significantly affect how well students learn. Recently it has become clear that the quality of the education of our children receive depends directly upon the quality of the education of the teachers in our schools. Parents, teachers, educators, and researchers agree that effective teaching happens when the teachers thoroughly know their subjects, have significant teaching skills and possess dispositions that foster growth and learning in students (USCA). Teaching involves more than effective planning, instructional knowledge, and teaching, skills. Professional dispositions also play a big part in the scenario. Teacher education programs bear a responsibility to convey, model, and promote positive standards of professional conduct. They also should maintain screening assessment procedures to assure that teacher candidates with negative dispositions are not permitted to continue in teacher education programs (NCATE 2006). At the beginning of my clinical experience I choose specific professional dispositions that would be reflected upon during my first four weeks in the classroom. Those dispositions included: 1. Believes that students learn in many different ways . Reacts positively to suggestions and opportunities for growth 3. Socially articulate 4. Attendance/punctuality 5. Equity/Diversity 6. Maintains a nurturing, well managed learning environment 7. Maintains student and professional confidentiality 8. Communicates effectively and clearly with students, parents 9. Reflective and effective student engagement 10. Utilizes sta ndards and curriculum guides to create learning goals Since I have been a Para educator working with special education students for the past three years, many of my chosen dispositions were already in place. Now that I am in my second eight weeks of student teaching I still hold true to the dispositions that I choose in the beginning. The only disposition that I had no knowledge of was number 9-Utilizes standards and curriculum guides to create learning goals. This disposition is one that I learned once I was placed in the classroom with my co-op teacher. There was a variety of exceptionalities in my special education classroom and along with those exceptionalities came different learning skills. Those exceptionalities encompass the disposition that students learn in many different ways. This also hold true in the general classroom. There are visual learners as well as kinesthetic learners. This is why teachers must engage their students in many different ways. In my lessons I use a variety of learning techniques such as journals for those students who like to express themselves through writing, and cooperative learning exercises such as concept mapping. Concept mapping helps students connect terms in the material with the theme in that part of the lesson. Videos are also shown to launch a lesson. This helps the students visualize what will be happening in the lesson. Videos are also helpful to ESL students. Pictures help ESL students connect with the lesson. Student teachers should not take constructive criticism in a negative way. Student teachers should always react positively to suggestions and opportunities for growth. My cooperative teacher’s way of acting with me as a student teacher is the same way that she deals with her students. She takes a very active role in guiding me through the whole teaching experience. One thing that she does is make her own materials used in the classroom unavailable to me. This forces me to use my own materials and come up with my own activities for my lessons. I enjoy putting my own lessons together and coming up with my own activities for the students. She also models a very assertive discipline plan which I do feel is my weakest asset. She also gives me a lot of guidance in design and planning of lessons. For example, she told me to effectively teach fifth grade students I should always chunk the material into sections. By breaking the lesson into pieces students will have an easier time remembering the material being taught. By helping me throughout y teaching experience I have learned to react positively to her suggestions. Student teachers should always be socially articulate when speaking with their co-op teachers, administrations, parents and of course their students. Teachers should be role models for their students and language should be the top of the list of teacher priorities. This disposition is very important to me. I took public speakin g as a class in college and I feel that interpersonal skills are important. There is a precise way of speaking and making sure that prefixes and suffixes are clearly pronounced and articulated. Starting on the first day of student teaching I have always been punctual and my attendance has been pristine. I believe that teachers should always be on time. Whether it is for staff meeting or to start the day in their own classroom, students should never walk into a classroom in the morning without the supervision of a teacher. The teacher should always be standing in the doorway ready to greet his or her students to the start of a new day. Teachers should also treat all students fair and should not show partiality to any student in his or her classroom. As the student population in most American classrooms becomes increasingly diverse, teachers should develop a curriculum that meets the needs of all students. Teachers should prepare meaningful engaging lessons for all students regardless of their ethnic or religious background. Maintaining a nurturing, well managed learning environment is crucial to effective classroom management. At the beginning of the school year teachers must establish expectations for student behavior. These expectations should be clearly written in the classroom and should be visible for all students to see. The fifth grade classroom where I am doing my student teaching has a few students that like to challenge the authority of the teacher when it comes to giving an assignment. My co-op teacher has taught me to let the student know that we have thought about the issue, and they will also understand soon why the assignment is valuable to their learning. Teachers also have a responsibility to maintain student confidentiality. This could be as simple as not sharing grades with other students and also not displaying student’s grades. Teachers also should not share information about students with parents through email or by leaving messages on an answering machine. When kids come from divided families, one parent may not have the right to see or hear any information about the child. As a Para-educator I have come across parents in the grocery store who ask me specific questions about their child. I must politely tell them that they must ask their child’s teacher about such information. Teachers should always communicate effectively with students. Teachers should make eye contact when a student is speaking. This tells the student that you are really listening to what they have to say. In the fifth grade classroom I hear student speak a lot of slang. I do not converse with them in this language but I do let them speak as long as their language is appropriate. Teachers should also let their students speak. If a student is trying to tell you something, give him or her opportunity to finish the sentence before jumping in. It is very impolite to interrupt. Some students will ask me if they can speak to me in the hall. If a student is confiding in me I will listen and will not judge them. When planning lessons for the classroom I make sure that my lesson always has an activity. Student engagement is very important for learning. Students in my fifth grade classroom are always actively engaged in lessons through reading, working on interactive whiteboards or doing some type of research in the computer lab. Teachers may prepare flipcharts from Promethean Planet in many different subjects including spelling, language arts and reading vocabulary. Students also interact with each other through collaboration in study groups. Students who are engaged during the lesson have less of a chance for negative behavior. Finally before planning lessons I always check the grade level expectations for that particular lesson. Following grade level expectations is imperative to student learning and success, and what all students should know or be able to do by the end of each grade. Students should be able to achieve these expectations if teachers are fully prepared and committed to following the lesson. Teachers play many roles in the classroom from facilitating education to being a positive role model. I want to be the teacher that my students remember. I want to change lives.

A Sociological Perspective Of A Parent Playing Basketball...

Picture a parent playing basketball at a park with a child, the child acknowledges the parent’s authority on rules of the game. The child begins to challenge this parent role. The interaction between the two has heated up. How do define this counter, what is this in a sociological perspective? Process and micro interactions defines our roles in society. For Example, â€Å"The very organization of the self-conscious community is dependent upon individuals taking the attitude of the other individuals.† (Mead year:739). Mead is referring to when we are working, playing, conversing etc. We are doing a scene. We do everyday life as a play. And through interactions people differentiate roles. Even an object is a symbol within a scene and its role can†¦show more content†¦That is when we departed and went chasing after our children in a rush wondering where they were going in a rush. In dissecting this scene further lets breakdown the act. the ominous look of the pare nt when I told him my son age was the look of disbelief. I read his body language without him even speaking knowing he did not believe me, my son looked older than what he is. This interaction is vital between to people because it symbolizes how the rest of the scene will go. His role as father was to protect his son from harm making sure my son was age appropriate. He thought he was too old to play with his son. My eye roll was the sign I didn’t believe him but he ignored it. That left a cue for me to diffuse the situation between us so the scene can be accomplished accordingly, to stay polite I smiled for his gain in trust. He seen me as a young father and was trying to make sure I was a responsible father in monitoring my son. He had to play his scene the best he could and decipher my interaction through our contact. 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Spanish Verb Vivir Conjugation, Usage, and Examples

The Spanish verb vivir means to live. It is a regular verb, so it follows the conjugation pattern for all verbs ending in -ir. To conjugate the infinitive verb  vivir,  drop the ending  -ir  and add the new ending. Below you will find vivir conjugations for the most frequently used tenses, such as present, preterite, and imperfect, followed by their translations and usage examples. You will also find a variety of verb forms, such as participles and gerunds, as well as conjugations in both the indicative and subjunctive mood. Spanish verbs are conjugated in three persons, each having a singular and a plural form. In addition, in Spanish there is another conjugation form, usted and ustedes, which is a second person form (singular and plural respectively). Usted and ustedes follow the conjugation form of the third person pronouns. Present Indicative Yo vivo Yo vivo en Texas. I live in Texas. Tà º vives Tà º vives en una casa bonita. You live in a pretty house. Usted/à ©l/ella vive Él vive en la ciudad. He lives in the city. Nosotros vivimos Nosotros vivimos en una granja. We live in a farm. Vosotros vivà ­s Vosotros vivà ­s en Espaà ±a. You live in Spain. Ustedes/ellos/ellas viven Ellas viven en California. They live in California. Preterite Indicative In Spanish there are two forms of the past tense: preterite and imperfect indicative. The preterite is used to describe actions that were completed in the past or happened once. Yo vivà ­ Yo vivà ­ en Texas. I lived in Texas. Tà º viviste Tà º viviste en una casa bonita. You lived in a pretty house. Usted/à ©l/ella vivià ³ Ella vivià ³ en la ciudad. She lived in the city. Nosotros vivimos Nosotros vivimos en una granja. We lived in a farm. Vosotros vivisteis Vosotros vivisteis en Espaà ±a. You lived in Spain. Ustedes/ellos/ellas vivieron Ellas vivieron en California. They lived in California. Imperfect Indicative The imperfect indicative form, or  imperfecto  indicativo, is used to  talk about a past action or state of being without specifying when it began or ended, or repeated actions in the past. It is equivalent to was living or used to live in English. Yo vivà ­a Yo vivà ­a en Texas. I used to live in Texas. Tà º vivà ­as Tà º vivà ­as en una casa bonita. You used to live in a pretty house. Usted/à ©l/ella vivà ­a Él vivà ­a en la ciudad. He used to live in the city. Nosotros vivà ­amos Nosotros vivà ­amos en una granja. We used to live in a farm. Vosotros vivà ­ais Vosotros vivà ­ais en Espaà ±a. You used to live in Spain. Ustedes/ellos/ellas vivà ­an Ellas vivà ­an en California. They used to live in California. Future Indicative Yo vivirà © Yo vivirà © en Texas. I will live in Texas. Tà º vivirà ¡s Tà º vivirà ¡s en una casa bonita. You will live in a pretty house. Usted/à ©l/ella vivirà ¡ Él vivirà ¡ en la ciudad. He will live in the city. Nosotros viviremos Nosotros viviremos en una granja. We will live in a farm. Vosotros vivirà ©is Vosotros vivirà ©is en Espaà ±a. You will live in Spain. Ustedes/ellos/ellas vivirà ¡n Ellas vivirà ¡n en California. They will live in California. Periphrastic Future Indicative Periphrastic refers to a multi-word construction. In the case of periphrastic future in Spanish, it is equivalent to the expression I am going to referring to a future occurrence and is commonly used in conversation. The periphrastic future is formed by a conjugated form of the verb ir  (to go), followed by the article a  and the infinitive of the main verb. Yo voy a vivir Yo voy a vivir en Texas. I am going to live in Texas. Tà º vas a vivir Tà º vas a vivir en una casa bonita. You are going to live in a pretty house. Usted/à ©l/ella va a vivir Él va a vivir en la ciudad. He is going to live in the city. Nosotros vamos a vivir Nosotros vamos a vivir en una granja. We are going to live in a farm. Vosotros vais a vivir Vosotros vais a vivir en Espaà ±a. You are going to live in Spain. Ustedes/ellos/ellas van a vivir Ellas van a vivir en California. They are going to live in California. Present Progressive/Gerund Form The present progressive in Spanish is formed with the present indicative conjugation of the verb estar followed by the present participle (gerundio in Spanish). The gerund  refers to the  -ing  form of the verb. To form the gerund, all -ir verbs take on the ending -iendo, in this case, vivir  becomes viviendo.  The active verb in the sentence is the verb that conjugates or changes. The gerund stays the same no matter how the subject and verb changes. In Spanish, the gerund is used as the present participle is used in English (not as a noun). Present Progressive of Vivir està ¡ viviendo Ella està ¡ viviendo con sus padres. She is living with her parents. Past Participle The past participle corresponds to the English  -en  or  -ed  form of the verb. In this case, it is created by dropping the -ir and adding -ido. The verb,  vivir, becomes  vivido. The verb that precedes it, in this case  haber  (to have) should be conjugated.   Past Participle of Vivir ha vivido Él ha vivido en muchos paà ­ses. He has lived in many countries. Vivir Conditional Indicative Form The  conditional indicative  form, or  el  condicional,  is used to express probability, possibility, wonder or conjecture, and is usually translated  in  English as would, could, must have,  or probably. For example, Would you live in this house? would translate to  Ã‚ ¿Vivirà ­as en  esta  casa? Yo vivirà ­a Yo vivirà ­a en Texas. I would live in Texas. Tà º vivirà ­as Tà º vivirà ­as en una casa bonita. You would live in a pretty house. Usted/à ©l/ella vivirà ­a Él vivirà ­a en la ciudad. He would live in the city. Nosotros vivirà ­amos Nosotros vivirà ­amos en una granja. We would live in a farm. Vosotros vivirà ­ais Vosotros vivirà ­ais en Espaà ±a. You would live in Spain. Ustedes/ellos/ellas vivirà ­an Ellas vivirà ­an en California. They would live in California. Present Subjunctive The  present subjunctive, or  presente  subjuntivo,  functions much like the  present indicative  in tense, except it deals with mood and is used in situations of doubt, desire, emotion and is generally  subjective. Use the Spanish subjunctive when you want a subject to do something. Also, use  que  with the pronoun and verb. For example, I want you to live here, would be,  Yo  quiero  que  usted  viva aquà ­. Que yo viva Carlos espera que yo viva en Texas. Carlos hopes that I live in Texas. Que tà º vivas Mamà ¡ espera que tà º vivas en una casa bonita. Mom hopes that you live in a pretty house. Que usted/à ©l/ella viva Ana espera que à ©l viva en la ciudad. Ana hopes that he live in the city. Que nosotros vivamos Papà ¡ espera que nosotros vivamos en una granja. Dad hopes that we live in a farm. Que vosotros vivà ¡is Juan espera que vosotros vivà ¡is en Espaà ±a. Juan hopes that you live in Spain. Que ustedes/ellos/ellas vivan Laura quiere que ellas vivan en California. Laura hopes that they live in California. Imperfect Subjunctive The imperfect subjunctive, or  imperfecto  del  subjuntivo,  is used as a clause describing something in the past and is used in situations of doubt, desire, or emotion. Also, in some cases you can use  que  with the pronoun and verb. There are two possible  conjugations for the imperfect subjunctive, both considered correct. Option 1 Que yo viviera Carlos deseaba que yo viviera en Texas. Carlos wished that I live in Texas. Que tà º vivieras Mamà ¡ esperaba que tà º vivieras en una casa bonita. Mom hoped that you live in a pretty house. Que usted/à ©l/ella viviera Ana esperaba que à ©l viviera en la ciudad. Ana hoped that he live in the city. Que nosotros vivià ©ramos Papà ¡ deseaba que nosotros vivià ©ramos en una granja. Dad wished that we live in a farm. Que vosotros vivierais Juan esperaba que vosotros vivierais en Espaà ±a. Juan hoped that you live in Spain. Que ustedes/ellos/ellas vivieran Laura querà ­a que ellas vivieran en California. Laura wished that they live in California Option 2 Que yo viviese Carlos esperaba que yo viviese en Texas. Carlos hoped that I live in Texas. Que tà º vivieses Mamà ¡ deseaba que tà º vivieses en una casa bonita. Mom wished that you live in a pretty house. Que usted/à ©l/ella viviese Ana esperaba que à ©l viviese en la ciudad. Ana hoped that he live in the city. Que nosotros vivià ©semos Papà ¡ esperaba que nosotros vivià ©semos en una granja. Dad hoped that we live in a farm. Que vosotros vivieseis Juan deseaba que vosotros vivieseis en Espaà ±a. Juan wished that you live in Spain. Que ustedes/ellos/ellas vivieseis Laura esperaba que ustedes viviesen en California. Laura hoped that you live in California. Imperative The imperative, or  imperativo  in Spanish, is used to give commands or orders. There is no first-person or third-person form (singular or plural), since a person gives commands to others. The imperative form also changes when the command is negative: the word no  is followed by the conjugated verb. Positive Command Yo — — — Tà º vive  ¡Vive en una casa bonita! Live in a pretty house! Usted viva  ¡Viva en la ciudad! Live in the city! Nosotros vivamos  ¡Vivamos en una granja! Let's live in a farm! Vosotros vivid  ¡Vivid en Espaà ±a! Live in Spain! Ustedes vivan  ¡Vivan en California! Live in California! Negative Command Yo — — — Tà º no vivas  ¡No vivas en una casa bonita! Don't live in a pretty house! Usted no viva  ¡No viva en la ciudad! Don't live in the city! Nosotros no vivamos  ¡No vivamos en una granja! Let's not live in a farm! Vosotros no vivais  ¡No vivais en Espaà ±a! Don't live in Spain! Ustedes no vivan  ¡No vivan en California! Don't live in California!