Strategic hr management Essay Example | Topics and Well Written Essays - 750 words

Strategic hr management - Essay Example Taking the strategic approach to HRM obligates one to manage the practices of personnel management and focus more on the operational issues. The HRM team focuses on building a strong corporate culture that translate the company’s objectives into a specific and easy strategy (Mello 2011, p156). To support the needs of the General Electric, the newly hired HR professionals attended Human Resources Leadership Program (HRLP) (Mello 2011, 157). The main purpose of this conference was to equip the newly hired HR professional with adequate skills that would help the company achieve its set goals and objectives. Based on this analysis, it is evident that taking a strategic to Human Resource Management involves focusing on strategic issues affecting the company. It obliges one to have adequate skills to fully understand how to foster effective leadership that augment growth and increases productivity. Training is important as it helps HRs to handle strategic issues effectively that aff ect the company. 2. Explain the 4 roles that characterize strategic H.R.M. in terms of what it delivers to its internal customers. First, a HR should become a partner in strategy execution. He should be responsible for the organizational structure and its culture. To ensure that the organization is growing at a high rate, the HR should conduct an organizational audit to assist managers identify areas that need improvement and change (Mello 2011, p158). Secondly, it is the responsibility of the HR to identify methods for renovating success in the organization. In this case, a strategic H.R.M ensures that the organization operates effectively and delivers quality products and services to its internal customers. Thirdly, the strategic role of H.RM should be to strengthen the employee and employer relationship. Human resources managers should formulate a workforce strategy that highlights the organizational goals that need to be met (Fegley & Society for Human Resource Management (U.S.) , 2006).   Lastly, it is important to create a work environment that is free from hazards. The strategic development of the workplace safety obliges the need to conduct risk management and mitigate potential losses that may emerge in the workplace. The H.R.M. should work hard to increase employees’ satisfaction as this directly affects how they relate with clients. Satisfied and competent employees always look forward to serve clients with passion. Therefore, it is paramount for the H.R.M. to build a strong workforce that understands the importance of meeting customers’ needs. In this context, it is vital to create a strong corporate culture that focuses on the importance of satisfying internal customers. The H.R.M. should look forward to convert its first time clients to frequent and potential clients. This should motivate employees to work hard and give out the best services that attract a wide number of clients. It should lay a strong foundation for employees to a chieve the set goals and objectives. 3. Name and describe each of the 4 roles HR must play in a knowledge-based economy in order to build strategic credibility. A HR must be a relationship builder. He should develop

Impact of Modernism on Society

Impact of Modernism on Society What is modernism? What impact has modernism had on human society? Discuss the impact of the digital age on the social, economic and political life of societies today Modernism is a philosophical movement that, along with cultural trends and changes, arose from wide-scale and far-reaching transformations in Western society in the late 19th and early 20th centuries. Among the factors that shaped Modernism was the development of modern industrial societies and the rapid growth of cities, followed then by the horror of World War I. Modernism also rejected the certainty of Enlightenment thinking, and many modernists rejected religious belief. Modernism, in general, includes the activities and creations of those who felt the traditional forms of art, architecture, literature, religious faith, philosophy, social organization, and activities of daily life were becoming outdated in the new economic, social, and political environment of an emerging fully industrialized world. The poet Ezra Pounds 1934 injunction to Make it new! was the touchstone of the movements approach towards what it saw as the now obsolete culture of the past. Nevertheless, its innovations, like the stream-of-consciousness novel, twelve-tone music and abstract art, all had precursors in the 19th century. Modernism, here limited to aesthetic modernism (see also modernity), describes a series of sometimes radical movements in art, architecture, photography, music, literature, and the applied arts which emerged in the three decades before 1914. Modernism has philosophical antecedents that can be traced to the eighteenth-century Enlightenment but is rooted in the changes in Western society at the end of the nineteenth and beginning of the twentieth centuries. Modernism encompasses the works of artists who rebelled against nineteenth-century academic and historicist traditions, believing that earlier aesthetic conventions were becoming outdated. Modernist movements, such as Cubism in the arts, Atonality in music, and Symbolism in poetry, directly and indirectly explored the new economic, social, and political aspects of an emerging fully industrialized world. Modernist art reflected the deracinated experience of life in which tradition, community, collective identity, and faith were eroding. In the twentieth century, the mechanized mass slaughter of the First World War was a watershed event that fueled modernist distrust of reason and further sundered complacent views of the steady moral improvement of human society and belief in progress. A notable characteristic of Modernism is self-consciousness, which often led to experiments with form, along with the use of techniques that drew attention to the processes and materials used in creating a painting, poem, building, etc. Modernism explicitly rejected the ideology of realism and makes use of the works of the past by the employment of reprise, incorporation, rewriting, recapitulation, revision and parody. Some commentators define Modernism as a socially progressive trend of thought that affirms the power of human beings to create, improve and reshape their environment with the aid of practical experimentation, scientific knowledge, or technology. From this perspective, Modernism encouraged the re-examination of every aspect of existence, from commerce to philosophy, with the goal of finding that which was holding back progress, and replacing it with new ways of reaching the same end. Others focus on Modernism as an aesthetic introspection. This facilitates consideration of specific reactions to the use of technology in the First World War, and anti-technological and nihilistic aspects of the works of diverse thinkers and artists spanning the period from Friedrich Nietzsche (1844–1900) to Samuel Beckett (1906–1989) MODERISM IMPACT HAS ON SOCIETY Many modernists believed that by rejecting tradition they could discover radically new ways of making art. Arnold Schoenberg believed that by rejecting traditional tonal harmony, the hierarchical system of organizing works of music which had guided music-making for at least a century and a half, and perhaps longer, he had discovered a wholly new way of organizing sound, based on the use of 12-note rows. This led to what is known as serial music by the post-war period. Abstract artists, taking as their examples from the Impressionists, as well as Paul CÃ ©zanne and Edvard Munch, began with the assumption that color and shape formed the essential characteristics of art, not the depiction of the natural world. Wassily Kandinsky, Piet Mondrian, and Kazimir Malevich all believed in redefining art as the arrangement of pure color. The use of photography, which had rendered much of the representational function of visual art obsolete, strongly affected this aspect of Modernism. However, these artists also believed that by rejecting the depiction of material objects they helped art move from a materialist to a spiritualist phase of development. Other Modernists, especially those involved in design, had more pragmatic views. Modernist architects and designers believed that new technology rendered old styles of building obsolete. Le Corbusier thought that buildings should function as machines for living in, analogous to cars, which he saw as machines for traveling in. Just as cars had replaced the horse, so Modernist design should reject the old styles and structures inherited from Ancient Greece or from the Middle Ages. Following this machine aesthetic, Modernist designers typically reject decorative motifs in design, preferring to emphasize the materials used and pure geometrical forms. The skyscraper, such as Ludwig Mies van der Rohes Seagram Building in New York (1956–1958), became the archetypal Modernist building. Modernist design of houses and furniture also typically emphasized simplicity and clarity of form, open-plan interiors, and the absence of clutter. Modernism reversed the nineteenth-century relationship of public and private: in the nineteenth century, public buildings were horizontally expansive for a variety of technical reasons, and private buildings emphasized verticality—to fit more private space on more and more limited land. In other arts, such pragmatic considerations were less important. In literature and visual art, some Modernists sought to defy expectations mainly in order to make their art more vivid, or to force the audience to take the trouble to question their own preconceptions. This aspect of Modernism has often seemed a reaction to consumer culture, which developed in Europe and North America in the late-nineteenth century. Whereas most manufacturers try to make products that will be marketable by appealing to preferences and prejudices, High Modernists rejected such consumerist attitudes in order to undermine conventional thinking. IMPACT OF SOCIAL CHANGES ON EDUCATION Social change refers to an alteration in the social order of a society. It may refer to the notion of social progress or socio cultural evolution, the philosophical idea that society moves forward by dialectical or evolutionary means. It may refer to a paradigmatic change in the socio-economic structure, for instance a shift away from feudalism and towards capitalism. Accordingly it may also refer to social revolution, such as the Socialist revolution presented in Marxism, or to other social movements, such as Womens suffrage or the Civil rights movement. Social change may be driven by cultural, religious, economic, scientific or technological forces. More generally, social change may include changes in nature, social institutions, social behaviours or social relations. EDUCATION AND SOCIAL CHANGE The role of education as an agent or instrument of social change and social development is widely recognized today. Social change may take place when humans need change. When the existing social system or network of social institutions fails to meet the existing human needs and when new materials suggest better ways of meeting human needs. Education can initiate social changes by bringing about a change in outlook and attitude of man. It can bring about a change in the pattern of social relationships and thereby it may cause social changes. Earlier educational institutions and teachers used to show a specific way of life to the students and education was more a means of social control than an instrument of social change. Modern educational institutions do not place much emphasis upon transmitting a way of life to the students. The traditional education was meant for an unchanging static society not marked by any change. But today education aims at imparting knowledge. Education was associated with religion. EDUCATION AND CULTURE Education encompasses teaching and learning specific skills and also something less tangible but more profound: the imparting of knowledge good judgement and wisdom. Durkheim sees education as the socialization of the younger generation .It is a continuous effort to impose on the child ways of seeing,feeling and acting which he could not have arrived at spontaneously. Education has as one of its fundamental goals the imparting of culture from generation to generation. Culture is a growing whole. There can be no break in the continuity of culture. The cultural elements are passed on through the agents like family, school and other associations. All societies maintain themselves through their culture. Culture here refers to a set of beliefs, skills, art, literature, philosophy, religion, music etc which must be learned. This social heritage must be transmitted through social organizations. Education has this function of cultural transmission in all societies. The curriculum of a school ,its extra-curricular activities and the informal relationships among students and teachers communicate social skills and values. Through various activities school imparts values such as co-operation , team spirit ,obedience ,discipline etc. Education acts an integrative force in the society by communicating values that unites different sections of society. The school teach skills to the children which help them later to integrate within the culture of the society. Education in its formal or informal pattern has been performing this role since time immemorial. Education can be looked upon as process from this point of view also. Education has brought phenomenal changes in every aspect of mans life. TYPE OF SOCIAL CHANGE Civilization change It refers to the dress, food habits, production technologies, communication system, etc. Cultural change It is associated with new knowledge. Religion, rituals, arts, literature etc. Change in social relationship. It is the relationship between the father and son, teacher and student, husband and wife, etc. FACTORS RESPONSIBLE FOR SOCIAL CHANGE Geographical factors like climatic conditions that influence the climatic conditions. Psychological factors like motivation, individualisation etc Sociological factors like social conflicts, social oppressions, modernization etc. Explosion of population The environmental factors like newly built cities, industrialised and urbanised natural environment. The scientific and technological factors like technical advancements, new inventions, modern machineries, tools, etc. The ideological factors like social philosophy, political philosophy and religious philosophy. The legislative factors like legislation on temple entry, banning child marriages etc. The impact of western civilisation and cultural diffusion Contact of people with different countries The level of education and literacy attained by the society Modernisation of the society New attitudes to wealth, work, saving and risk taking War, natural calamities, revolutions, migration of people, etc RELATIONSHIP BETWEEN EDUCATION AND SOCIAL CHANGE According to V.R.Taneja Education and social change is a two way traffic. While education preserves, transmits and disseminates the whole culture, social change is the instrument and precondition of educational thought. 1. EDUCATION AS A CONDITON OF SOCIAL CHANGE. It is noted that social change is impossible without education. Education makes the people aware of the inadequacies of the existing system and creates a craze for social reform. Many of the old superstitions, beliefs and outdated customs. Which is retard social progress, can be prevented by education. It is to be noted that many progressive reforms like Hindu Code Bill and Untouchability Removal Act remained ineffective due to the illiteracy of a large number of Indian people. 2. EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE. Education is considered as a powerful instrument for social change, because it deals mainly with the thought patterns and behaviour patterns of younger generation. The axe of education can cut down the thick roots of traditional superstitions, ignorance and the backwardness. Education prepares the people for social change. 3. EDUCATION AS AN EFFECT OF SOCIAL CHANGE. In the wake of social change, people become aware of the need for educational progress. The changes caused by the political upheaval, industrialisation, technological progress and religious reform movements naturally demands more education in order to maintain social equilibrium. In India the enrolment in educational institutions has increased enormously since independence. We can summarize the following relationship between education and social change in the following way: Education initiates the social change and gives them direction and purpose. Education creates the social reformers and leaders who consciously make all the efforts to bring about social changes. Education prepares the individual for social changes. It brings a change in the need dispositions and also creates frustrations with the status quo. Education determines the nature of social changes, which ought to be brought about.

Teaching Philosophy Statement Essay -- Teaching Careers Education Teac

Teaching Philosophy Statement Knowing that you have had an impact on someone and ending the day feeling like you changed just one life could be the best job in the world. To me those feelings and thoughts can only come from one profession-teaching. I have a family full of teachers and it is exciting to see them come home and have that satisfaction of influencing someone’s life. I want to be apart of that feeling and emotion. I have chosen the route to be a Special Education teacher; I feel that this is going to be the best way to have that feeling and emotion of inspiring someone else’s life each and everyday. I want to work with children with Learning Disabilities (LD), Behavior Disorders (BD), and my favorite Autism (AU). My goal is to have each child go home everyday and for the parents to know and to see what they have accomplished each day while they are at school, and to know they have mastered that skill and are ready to move on each day. That is my goal in wanting to become a teacher. Now that I have made my decision to become a teacher there are a few things that I need to be aware of for my teaching methods in my classroom. There are a couple of ways I am going to base my classroom teaching upon. These include mastery learning, direct teaching and cooperative learning. I strongly agree with all three of those. Mastery Learning deals with an individual who has to master one task before moving on to the next. I want each and every student to understand what is going on, even if they have to ask as many questions that their minds think of, I want them to all be fully informed on what it is I am trying to get them to understand. Next is the most important to me,... ...ur classroom. Along with this method you need to also use social reinforcements, with a nod, or a smile it gives the same result in saying rewards and compliments out loud. By these two philosophies I strongly agree with them both, and I will use them in my classroom to see especially my student’s personalities. I feel that they are the ones that are most successful and I will base my day around them in the classroom. By researching all these methods, with my personality and my ways of wanting to become a teacher these methods match me to my highest standards. I want to be a teacher and a friend for my student’s who they look up to and for them to go home and to feel good about themselves and can show off what they have learned. My goal is that indeed and to me that is the best way to have an impact on someone’s life, especially your student’s.

Karmic Connections

The meaning of the term Karma differentiates depending on the school of thought/ religion utilizing it. However, if we try and look at the conceptions closely we could see the resemblances of these meanings.Karma in its simplest sense reverberates the saying, â€Å"What goes around comes around†; it is the belief that whatever we do has an equivocal effect. If we look at it from a spiritual level, it is said that Karma is a concept that constitutes our deeds, it is a universal law that governs our lives, claiming that for whatever action or decision we commit, it would reap for us a tantamount consequence in our current lifetime if not the next one.Karma does it always have to pertain to something bad, as penance for our wrong doings. We could also look at Karma as simply how our lives work. It is also the case that Karma may happen in order to teach us a lesson we have yet to realize, it may also enlighten us, guide us in our future actions. In accepting the Karmic ways in wh ich our reality works, we come to a better understanding of our free will, in a sense that we come to be autonomously responsible for what we do. The events that may happen in the course of our lifetime would be born out of causal events we have willed into existence.Come to think of it, the most important acts we commit are always towards people, it is an inescapable fact that we would at some point connect our lives with the lives of other people. Karma is present in each and every link we create in our social sphere, even if such links may be perceived as shallow for us, how we react to such connections can be well change and affect other people. This often reminds me of a similar line of thought, the chaos theory; it states that a flutter of a butterfly’s wings may result to chaos on another end of this world. Perhaps this wouldn’t make sense right now but look at it this way.People are connected in a web of networks, at some point two very separate lives would int ersect no matter how remote they are from one another based solely on a certain link they share in common. Think of it as the theory of â€Å"six degrees separation†. We could be active or passive participants in these connections, either way we’ll have our actions would have a certain effect on it. In the things that we have direct contact with people, strangers, lovers, family, or friends, we engage in the process of Karma, knowingly or unknowingly, we could change the course of other people’s lives.Connections are so powerful, underestimated to a point wherein we assume that only the closest ones are important. Take for example, not letting a person go before you at the pharmacy, even if your just buying cough syrup, and that person ends up losing someone just because s/he was two minutes late. It could also be that you were able to teach an ex-lover the value of him/herself by dumping him/her. When you meet a stranger in the park, and you offer a smile, you might have just sealed your faith with your future partner in life.The Hotdog vendor, the dime you give him might win him the lottery. There are so many ways in which we can influence and change the lives of people, as Peter Parker said in Spiderman 3, â€Å"Our lives are made of choices, and we could always choose to do what’s right†, or in this case, even if we can’t control the outcome of the things we do, we could always act to touch others with goodness of intent, faith, and will.Perhaps the sartorial indulgence bothers me a lot, simply because I personally don’t see why I worry too much about how I look. There’s always the knowledge that people shouldn’t be judged based on appearances but then again, at some point we can’t help not worrying how others perceive us, even if it’s just the jeans were wearing. Trivialities can hinder the soul.References:Ellen A Mogensen, Past & Now Forward Holistic Counseling, (2006), http://w ww.healpastlives.com/future/rule/ruescape.htm, July, 30, 2007Sadhguru Jaggi Vasudev, Life and Death: Ways to Overcome Bondage of Karma, in The Global Oneness Commitment, (2006), http://www.experiencefestival.com/a/Life_and_Death/id/218227,   (July, 30, 2007)

My Favourite Sportsman

My favourite sportsman Kimi Raikonnen is my favourite sportsman. He is a Finnish racing driver. When he joined the Sauber Formula 1 team he was only 21 and had raced in only 23 car races in his life. But he had won more than half of them. He won the Championship with Ferrari in 2007. Then he took a break from Formula 1 for a while and raced in rallies, but last year he returned back, driving for the Lotus team. Raikkonen is very calm, cool, and calculating in his race strategy and he is known for his absence of emotion which is why he is nicknamed ‘The Iceman'.Whether he wins a race or his car breaks down and robs him of certain victory, he stays cool and detached, showing little emotion of any kind. There is nothing that really makes him upset, angry or happy for more than for fifteen minutes or so. It was unbelievable how Kimi appeared already at the beginning. Before his first race – just half an hour before the start – his team was preparing the start, but Rai kkonen wasn’t there. They started to search for him and his engineer eventually found him, sleeping gently in a room at the back of the garage.He had to wake him up and he just said: â€Å"Jo, let me still sleep a bit. Give me 5 minutes. † Why do I like him so much? The answer is that he is a character and one who makes me laugh. Orszagod legnepszerubb sportja Although Hungary is a relatively small country, it has always been successful in several different sports.Football is one of the most popular sports in the country. Football is a sport played between two teams. The game is played on a football pitch. Each team has 11 players on the field. One of these players is the goalkeeper, and the other ten are known as â€Å"outfield players. The game is played by kicking a ball into the opponent's goal. A match has 90 minutes of play, with a break of 15 minutes in the middle. Players may not use their hands or arms, except the goalkeeper, who may use them within his own p enalty area.The most memorable game of Hungary was in 1953. The English team were unbeaten for 90 years at home, but in this year the Hungarian Golden Team defeated them with a final score of 6-3. Unfortunately Hungarian football is not the best nowadays. We had a very good team about forty years ago but since then we have had a bad period.Sometimes there are good times when we can beat strong teams but in general we lose. Every year we can see some individual talents but they go to foreign clubs to play. Sport event I’ve been to In 2005 I went to the Hungaroring to see the Formula 1 race. My father took me there with his car. He and my mother also came to see the race. The Hungaroring is beautiful. It is enourmous but it has a very good scenery because it was built upon a hill. Many people were there and waiting to get inside. We waited about half an hour at the gates to get in.After that, we took our places and watched the drivers’ preparation before the race. When t hey started their engines and got the green lamp to go, it was very loud. I was really enthusiastic, because my favourite driver was Kimi Raikkonen and I’d like to see him winning. I was very happy when in the half of the race he could overtake Schumacher and he lead until the end of the race. He and his team had a chance to win the world championship because of his first position, but unfortunately he couldn’t win it at the end of that year. All in all, I would say that it was a wonderful experience and I really enjoyed that day.