HR, Culture, and Business results

HR, Culture, and Business results Surveys show that Human Resources (HR) can add value and affect firms’ performances in other organizations than in others. HR may help a firm in several ways depending on changes in economic activities, employees’ challenges, employees, and other factors.Advertising We will write a custom case study sample on HR, Culture, and Business results specifically for you for only $16.05 $11/page Learn More According to Evans, and Pucik, HR has three faces in enhancing an organization culture and performance (Evans and Pucik, 2002). HR has the face of a builder. HR has to get the basics of managing human resources right and at the same time, ensure internal coherence. HR also serves the function of realignment. This ensures that the firm meets the demands of dynamic external environment. Changes in market activities, competition, or technological innovation require strategic realignment in an organization. In this regard, attention shifts to HR so as to adjust to the new techniques and strategies. This requires partnership with various departments. HRs third role is navigation or steering an organization. HR must focus on developing the capabilities of the firm and its workforce in order to excel in a dynamic business environment. This is a crucial and delicate role. HR must manage competitive forces of an organization in relation to long-term and short-term results, global realignment, and local changes. Mathis and Jackson note that HR must be at the center of enhancing a firm’s culture (Mathis and Jackson, 2011). Firms have the ability to use their employees as their core competency depending on the organizational culture. Employees must share values and beliefs that enhance meaning and behavior so as to promote the organizational culture. We can notice a firm’s culture in its values, behavior, ideologies, and symbols. Culture of an organization takes time to evolve and stabilize.Advertising Looking for cas e study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More There are HR values and cultures of an organization that are present in ways an organization treats it members both inside and outside the firm. These values and culture must exist among the senior executives of an organization. The firm may use its values to define business strategies, opportunities and focus on operational issues. Organizational culture becomes stable over time. Employees learn these cultures from senior management. We must note that values and cultures of an organization may or may not promote business results, and at the same time, may affect employees’ morale and performance, particularly in resolving conflicts. Organizational culture must enhance competitive advantage of the organization. Employees, executive and firm’s external customers must experience the culture of an organization. Organizational culture affects its servi ces, quality, productivity and business results (financial). Employees view culture of an organization as a factor that may influence attraction and retention of employees. In this regard, HR must align the organizational culture and its performance in the selection and retention of competent workers. Most organizations thrive on a culture of creativity and innovation as indicated by Google, UPS and Scripps Networks. Innovation and creativity can enhance an organizational culture. Organization should develop new products, acquire new businesses and strive to achieve globe presence with its competitive advantage. Google, Scripps Networks and UPS all have cultures of productivity. HR plays the essential roles in creating a culture that focuses on productivity and effectiveness. Organizations must reduce the cost of producing it services and products through effective processes. This way, productivity becomes a competitive advantage by enhancing business revenue growth. HR must recogni ze that productivity does not depend on a reduced number of employees. However, HR must look at productivity in terms of unit labor cost i.e. â€Å"dividing the average cost of workers by their average levels of output† (Mathis and Jackson, 2011).Advertising We will write a custom case study sample on HR, Culture, and Business results specifically for you for only $16.05 $11/page Learn More This helps the HR notice that relatively high wages still can make a firm economically competitive provided that the firm maintains high productivity levels. In order to create competitive advantage and business growth through productivity, HR should focus on a strategy of low unit labor cost. Firms with the regional and global presence like Google, UPS, and Scripps must evaluate their productivity and unit labor costs in all levels i.e. individual, departmental, organizational, country and global levels using HR metrics or key performance indicators. Google Lazio Bock, Google HR insists on enhancing business objectives through its works and creativity. Google HR focuses on the company’s organizational culture and business objectives. Google enables its employees to focus on productivity by being flexible to allow them work on various jobs. The company considers every employee a contributor. Google HR has innovative strategies that enhance the performance of the HR department by eliminating errors, and encouraging communication. Google encourages open innovation by encouraging every employee to be open and share ideas and opinions. Open innovation comes from the company culture of encouraging open communication. HR at Google encourages ability over experience in the selection and recruiting employees. The global presence also forces the company to focus on selecting a team that reflects global customers of the company. HR insists on selecting a team that aims at creating perfection. Google also encourages leisure activities when emplo yees are not at work. Google HR communicates organizational strategies, business results, and information of benefits to the employees regularly. Most of the company’s employees are also shareholders.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, they continuously want to know the company’s business results. Google’s HR shows how aligning the company’s objectives and strategies with the organizational culture can enhance performance and business growth. Scripps Networks This firm has a strong HR culture. The HR is responsible for creating the firm’s strategic goals and business efforts. HR of Scripps Network, Christopher Powell says that the company culture is â€Å"very inclusive, collaborative work place, with core values that include diversity, openness and shared responsibility†. In addition, Powell adds that â€Å"we pride ourselves on fostering an entrepreneurial environment. We work closely with leaders across the company to create opportunities for new approaches and new ideas to surface, including providing financial rewards to employees who offer creative solutions to problems or initiate new ideas that pay off†. The company also insists on enhancing leadership a t all levels. At the same time, the company strives to inculcate work-life balance by using technology and flexible schedules. UPS UPS focuses on customer service and attention to details. Mathis and Jackson notes that the company has corporate integrity, culture combined with the HR and employees. UPS strives to link its business objectives with the HR. the company has enhanced its communication by intranet to keep employees informed art all time. The company has a trend of creating a well-rounded management team, maintain its culture, and its customer service. The HR culture ensures that the employees review code of conduct relating to ethical difficulties and how they may respond in such circumstances. The three firms have different approaches in of using HR effectively to enhance business productivity. However, they also share aspects of innovation and creativity in enhancing productivity and business results. These firms also demonstrate how HR department is increasingly becomi ng vital for a success of an organization. References Evans, P. and Pucik, V. (2002). The Global Challenge: Frameworks for International Human Resource Management. New York: McGraw-Hill. Mathis, L. R. and Jackson, H. J. (2011). Human Resource Management, 13th ed. Mason, OH: South-Western Cengage Learning.

Exemplar Lesson Plan and rationale Essay Example

Exemplar Lesson Plan and rationale Essay Example Exemplar Lesson Plan and rationale Essay Exemplar Lesson Plan and rationale Essay Three objectives have been chosen connecting knowledge and awareness, with understanding and then extending into enhancement of personal resilience skills. This progression of knowledge to conceptual understanding and then skills development is constructivist in design (Piaget 1952) and also equips children with strategies to cope with loss as well as awareness of it, a key principle of effective loss education (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011) They include awareness of feelings associated with the death of parent, which could be challenged as too sensitive for Y4 children, yet the reality is that many children are bereaved of a parent or experience similar emotions through separation and divorce by the time they are eight or nine (Childhood Bereavement Network 2009). The context here is softened by the use of fiction characters, allowing for empathy and transference of emotions (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011) but this objective would be reconsidered if there was a child in this class who had been bereaved within the previous two years. In this situation I would consult with the child on the content and give the option of alternative work outside the classroom. Choice and involvement in planning for children who are affected by bereavement is critical to their coping success in these situations (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011, Jigsaw4u 2011). In addition, Christs (2000) extensive research identified that children of the Y3-4 age range who are bereaved often want to talk about their situation and their lost parents.  The objectives are simple but require both imagination and some recognition of emotions/ feelings. These can be expected from Y4 pupils (DfES SEAL 2005, DfEE 1999, Antidote 2008) but individual class composition and stage of development would need to be a factor in the selection of objectives and in the differentiation of work (Kyriacou 2007, Pollard 2008). Curriculum Links The objectives and content link to the DfEE (1999) National Curriculum Non-statutory Guidelines for PSHE for Key Stage 2 which are currently in use in schools. These require children to communicate their own ideas and views, to use their imagination to identify with other peoples experiences and feelings and to now where support can be obtained for themselves or their family and friends. In addition it has drawn on the SEAL unit on Changes (DfES 2005) which identifies the need for coping strategies in times of life change such as parental loss. Content and Teaching and Learning Approaches  The content has been selected to meet the learning objectives (Kyriacou 2007). It involves interactive group storming of ideas to clarify the orphan status of the fiction character Harry Potter. However the storming in groups then feeding back to the class on all we know about Harry Potter is a way of briefing those children unaware of this character and his situation. The use of the word orphan (written on the board to assist visual recognition of the word and support visual learners (Kyriacou 2007) will focus attention on the main objective of the lesson and context for the following activities. The lesson then adopts a visual stimulus, (again supporting visual learners and introducing variety into the lesson input (Kyriacou 2007) showing an extract from the fist Harry Potter film when Harry is still of primary school age. This is done because this extract The Mirror of Erriseg deals directly with Harrys longing to know and meet his dead parents, something which the extract establishes is impossible. This, whilst sad, reflects the reality of the world the children live in and presents the truth rather than wish fulfilment, a factor which assists adjustment to real events in later life (Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011. The development through question and answer addresses how and from whom Harry Potter gets help when he is feeling this sad or miserable moves the lesson onto the issue of strategies for support and also develops pace in the lesson (Kyriacou 2007).  The final activity asks children to draw around their own hand on paper and consider who they could go to if they are feeling sad or miserable. It is designed to help identify multiple support sources in their own life, and is both kinaesthetic in learning approach, developmental, in extending recognition of help and crucially takes the child from a fiction character to themselves all of which assist learning (Kyriacou 2007, Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011). Careful supervision of this activity is needed, with those struggling to think of help sources supported by the teacher (who can at least add themselves to a finger on each of these hands (Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011, Jigsaw4u 2011). The important point is that the children do have at least someone to turn to and thus should add a positive end to this lesson. Reference List Antidote (2008) The Emotional Literacy Handbook, London: Fulton  Child Bereavement Charity accessed at www.childbereavement.org.uk on 3/9/11  Brown, E. (2000) Loss, Change and Grief: An Educational Perspective, London: Fulton  This book provides a really practice and insightful guide to the support of children with bereavement needs in primary school. It addresses age related needs and responses and practical activities for teachers and support staff to use. It includes a detailed application of grief theory and offers advice on professional support outside school.  Childhood Bereavement Network National Childrens Bureau (2009) Key Findings from new CBN and NCB research in bereaved children, London: CBN/NCB

Impact of WWI on European Society Essay Example | Topics and Well Written Essays - 750 words

Impact of WWI on European Society - Essay Example This paper briefly analyses the impacts of WW1 on European society. The total deaths of all nations who fought in the WW1 are thought to have been 8.5 million with 21 million being wounded.  Alongside these statistics, was the fact that vast areas of north-eastern Europe had been reduced to rubble. Flanders in Belgium had been all but destroyed with the ancient city of Ypres being devastated. The homes of 750,000 French people were destroyed and the infrastructure of this region had also been severely damaged. Roads, coal mines, telegraph poles had all been destroyed and such a loss greatly hindered the area's ability to function normally (The Treaty of Versailles). Apart from the 116,000 American soldiers, all the other soldiers killed in the WW1 were from Europe. In other words, Europe suffered heavy casualties as a result of WW1. It should be noted that along with the loss of lives, Europe faced a lot of destruction of its properties. The return of war prisoners after WW1 caused many social problems in Europe. Millions of Europeans were in jails after WW1. They forced to spend longer periods in jails even after the end of WW1. Decades after the end of WW1, they got freedom and their return caused new social problems in Europe. â€Å"Emaciated and physically broken, they experienced psychological and material difficulties adjusting to normal life. Their spouses had often remarried. The state aid they received after the release was insufficient and they failed to get new employment† (Paxton, & Hessler, p.472) â€Å"The birth rate in Northern and Western Europe declined by one half after the WW1† (Paxton & Hessler, p.18). It should be noted that the birth rate reduced considerably after WW1 since European couples were either separated after the war or failed to engage in sexual activities because of the physical and psychological trauma caused by this war. Moreover, European women forced to come out from kitchens and work in the factories just l ike men after WW1. They started to lead a more independent life after WW1 (Paxton & Hessler, p.20). Such free life helped them to avoid pregnancy and forced sexual activities. The 1919 Treaty of Versailles was instrumental in ending WW1. It was signed on 28 June 1919. This treaty created a lot of controversies in Europe, especially in Germany. It puts the entire blame on Germany for causing WW1. It forced Germany to concede many of its lands and pay heavy compensation to certain countries. The "Big Three" (David Lloyd George of Britain, Clemenceau of France and Woodrow Wilson of America) were responsible for the preparation of the clauses of Treaty of Versailles. The Big Three were keen on humiliating German feelings as much as possible. In fact, they were concerned about the rise of communism in Europe and they tried to block the spreading of communism in Europe through this treaty. Some people believe that the controversial clauses in the Treaty of Versailles were the exact reason for the occurrence of WW2. Hitler, through his inspirational speeches, injected nationalism in the veins of Germans. He argued that German culture is superior to other cultures and hence Germans have the right to rule the world. He had pointed out that the allied powers caused shame to Germans while forcing them to accept the responsibilities of WW1. In short, the end of WW1 actually prepared a way for WW2.