The HR Manager Essay Example for Free

The HR Manager EssayIntroduction In this country, and even in the counterbalance of the institution, the practice of Human Resources Management is rapidly evolving to h nonagenarian a more pervasive role in the society. We are in the era of organizational revolution. off time is marked with rapid shifts in the demography of our manpower, changing corporate culture, and changing organizations. Organizational forms take a crap become more complex and new forms fuck off been developed (Block, 1981). The management of masses has never been as important and crucial than ever before. Today, it is considered a central figure and the key to productivity and quality oddly in a very competitive society.The Need In the light of the rapid shift in todays organization, the skills required of compassionate election managers, beginners in the profession and even aspiring students in the discipline, rest on the foundation of knowledge on the whole gamut of human imagerys management, specifi forebodey management theories employ in our setting (Kline Saunders, 1993). The need for a more efficient, economical and equitable management of the human resources in business industry has never been as enounce as it is today. This need has never been brought about by factors which inevitably affect not only the established structures and ways of doing things indoors the personnel area plainly also by the more meaningful and substantial task of managing the organizations most important asset the human resource.Among these factors are stiffer competition in business rapid changes in technological, competitive and economic environments the explosion of technical and managerial knowledge spiraling wage and benefits cost and so many others. These factors defecate no doubt been responsible for the emergence of the personnel travel as a vital area in the implementation of corporate strategy (Bruffee, 1993). The incline of behavioral science has resulted in a humanistic orientation for personnel management that is geared toward attainment of organizational objectives. Traditional functions in personnel much(prenominal) as hiring, wage and benefits administration and record keeping are still being performed. However, the scope of personnel management has been expanded to include strategic concerns much(prenominal) as, among others, career planning, organizational development and community dealing. This linking of personnel management with the process of achieving the organizations strategic goal defines the qualitative leap into human resource management (Demick, 1993).III. Defining our terminology What are acquire theories and what are the implications of these to the matter at hand? How do we know that these are in operation? What activities should be secured in an organization that will encourage the knowledge of these theories? As we were just pondering on the grave need for the upliftment and maximum utilization of our workforce by address ing several factors inherent in the profession, we want to first look into these erudition theories and analyze about their contribution to a difficult year. Atkinson (1993) best summarizes what education theories assume cultivation pervades our lives. It is involved not only in mastering a new skill or academic subject but also in emotional development, social interaction and even personality development. We learn what we fear, what to love, how to be polite and so on. Given the pervasiveness of attainment in our lives, it is not surprising that we have already discussed many instances of it how for example, children love to perceive the world around them, to identify with their own sex, and to control their behavior according to adult standards. Learning as prop superstarnts birdcall them to be, maybe delimitate as a relatively permanent change in behavior that results from practice behavior changes that are due to maturation (rather than practice), or temporary conditions o f the organism (e.g. fatigue, or drug-induced) are not included. All cases of larn are not the same, though. Learning is defined by Craig et al as a process through which ones capacity or disposition is changed as a result of experience. Apparently, while learning groundwork be defined as a process and a product, most definitions stress learning more as a process. Changes resulting from development and experience are emphasized.III. The Concepts of Learning at that place are three kinds of learning. These three different kinds may be distinguished as classical conditioning, operant conditioning, and cognitive learning. In the study of behavior, concepts in learning are differentiated and defined. In classical conditioning, the conditioned response often resembles the normal response to the unconditioned stimulus. Concepts such(prenominal) as, acquisition, extinction, discrimination, extinction, generalization, spontaneous recovery, and higher order of learning are all associated with classical conditioning. is portrayed by our independent yet harmful. Much of real-life behavior is like this though response is learned because individuals operate on, or effect the environment. Concepts like instrumental conditioning, reinforcement, shaping, extinction, punishment, biofeedback, token economies, and political platformmed learning are essential notions in the theory (Atkinson et al, 2000). While classical and operant conditioning are two relatively simple forms of learning, Cognitive learning, on the other hand, involves mental processes, such as attention and memory, that may be learned through observation or imitation it may not involve any external rewards or require the person to perform any observable behaviors. Concepts in cognitive learning include Insight learning and observation learning. Insight learning is a mental process marked by the sudden occurrence of a resolve whereas observational learning, say theorists, may account for most human learning . It occurs, when we observe people around us, as early as a year old and even below, doing things and we learn those tasks they do (Atkinson et al, 2000). Modern management theories employ these concepts in specific and specialized forms. Its psychology applied in the industry and organization. They call these self-learning and continuous learning. Self-directed preparation includes the learner initiating the learning, making the decisions about what training and development experiences will occur, and how. The learner selects and carries out their own learning goals, objectives, methods and federal agency to trust that the goals were met. Probably the most important skill for todays rapidly changing workforce is skills in self-reflection. The highly motivated, self-directed learner with skills in self-reflection can approach the study as a continual classroom from which to learn. Supervisors and employees who work together to accomplish formal, self-directed learning in the wo rkplace also accomplishes continuous learning for proceed productivity and learning.The Nature of the Work. Attracting the most qualified employees and matching them to the jobs for which they are best suited is significant for the success of any organization. However, many enterprises are too bragging(a) to permit close contact between top management and employees. Human resources, training, and labor relations managers and specialists provide this connection.In the past, these workers have been associated with performing the administrative function of an organization, such as handling employee benefits questions or recruiting, interviewing, and hiring new staff in accordance with policies and requirements that have been established in conjunction with top management. Todays human resources workers manage these tasks and, increasingly, consult top executives regarding strategic planning. They have moved from behind-the-scenes staff work to conduct the company in suggesting and c hanging policies. elderly management is recognizing the significance of the human resources department to their financial success. In an effort to enhance morale and productivity, limit job turnover, and help organizations increase performance and better business results, they also help their firms effectively use employee skills, provide training and development opportunities to improve those skills, and increase employees satisfaction with their jobs and working conditions. Although some jobs in the human resources field require only limited contact with people outside the office, dealing with people is an important part of the job. The educational ranges of human resources, training, and labor relations managers and specialists vary considerably because of the diversity of duties and levels of responsibility. In filling entry-level jobs, many employers debatek college graduates who have majored in human resources, human resources administration, or industrial and labor relatio ns. different employers look for college graduates with a technical or business background or a well-rounded liberal arts education (Maccoby, 1998). Many colleges and universities have programs leading to a degree in personnel, human resources, or labor relations. Some offer degree programs in human resources administration or human resources management, training and development, or compensation and benefits. Depending on the school, courses leading to a career in human resources management may be found in departments of business administration, education, instructional technology, organizational development, human services, communication, or public administration, or at heart a separate human resources institution or department. Because an interdisciplinary background is appropriate in this field, a combination of courses in the social sciences, business, and behavioral sciences is useful. Some jobs may require a more technical or specialized background in engineering, science, f inance, or law, for example. Most prospective human resources specialists should take courses in compensation, recruitment, training and development, and performance appraisal, as well as courses in principles of management, organizational structure, and industrial psychology. other relevant courses include business administration, public administration, psychology, sociology, political science, economics, and statistics. Courses in labor law, collective bargaining, labor economics, labor history, and industrial psychology also provide a valuable background for the prospective labor relations specialist. As in many other fields, knowledge of computers and information systems also is useful. The management of human resources or to put it simply means the management of people who come from different backgrounds, differing worldviews, age and cultural distinctiveness. Any person who will be handling such diversity is in for trouble. Hence, a solid knowledge of human behavior is prerequ isite (Bohm, 1998).Why the need for learning theories? And how to promote it in the context of HR management? Understandably, the HR managers role is one of leadership not just of management. When he/she leads people he/she takes into account the individuality and the complexity, the patently unpredictability of behavior. Why seemingly, because at one end we think of the difficulty in truly expecting people to follow the way we want them to follow.However, we also see the other end, that for reasons that we too are human, we know to a certain extent what makes people tick, or what makes people squirm and so on. If we have sufficient background on the learning theories (i.e. insight learning or observational learning), we bring with us an arsenal to help us create change, and move people within our leadership (or influence) to create the change we believe (or our employers believe) should happen in the workplace (Morecroft Sterman , 1994). When we are equipped with the knowledge of learning theories we come with a knowledge of people. For example, we can employ the information by crafting our goals and mission statements by involving our people in the process. Learning theories teach us that by involving people in goal-setting gives them ownership by itself (the involvement) is a form of reward (intrinsic). In general, the spirit of learning is the spirit of desiring knowledge above and beyond the current abilities a grouchy individual possesses. It means creating the appetite for change, positive and better change for the person and for the organization where he/she belongs. Promoting learning in the workplace is both easy and difficult. Easy because if we are experts on human behavior we use influence to help us towards that direction and difficult, usually when we dont take time to study the kind of people our organization has.What are our strategies? In the workplace, we can employ several strategies. An HR manager may choose from a variety of methods or line of barrage so to speak. One is self-learning, which is a combination of insight, observational and classical /operant learning. Self-learning occurs when the individual reflects on his/her encounter or experience on a particular day and learns something from it. It is informal and most often the typical kind of learning that occurs. Self-directed learning programs possess abundant advantages over traditional variety of classroom instruction for employees in the workplace, whether they are leaders, managers, or individual contributors. Bouchard (Self-directed Learning in Organizational Settings (a working paper), Concordia University, Montreal, Canada) clarifies, Over the years, it has become increasingly clear that traditional approaches to program design and delivery in the workplace and in associative organizations present some important weaknesses.Problem areas include coping with the short life orthodontic braces of useful knowledge passing down acquired competencies to succeeding cohorts accommodating the demands of productivity while providing for a continuity of learning and enabling learners to pursue activities that correspond to their learning styles and needs (p. 1). Carl Rogers, pioneer of self-directed therapy, claimed that anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior (1961, p. 276). He contends, The only learning which significantly influences behavior is self-discovered, self-appropriated learning (p. 276). Continuous Learning is the ability to learn to learn. It goes beyond linear learning. Learning need not be a linear event where a learner goes to a formal learning program, acquires areas of knowledge and skills about a system or process, and then the learning terminates. If the learner can view life (including work) as a learning program, then the learner can continue to learn from almost everything in life. As a result, the learner continues to expand hi s or her capacity for living, including working (Bridges, 1991). Peter Senge, well-known systems theorist, elucidates that continual learning and individual mastery are very alike. In continuous learning, the learner carries on to1. Distinguish priorities or overall value about themselves and how they want to live and work they have a personal vision. undergo a dynamic function in the world and work.Keep on reflecting on their encounters in the world and work.Inquire about current feedback about the world (including work) and their activities in itContinue to be as receptive as possible to the feedback (which entails a considerable level of personal maturity).Create continuing regulations and modifications, based on constant feedback, to the manner they live their lives and perform their work in order to meet their goals and priorities.Consequently, the primary features of continuous learning include Having some basic values in a person life or priorities in his/her work. owning r esponsibility in the world relating with the new information and skills pausing to make inquiries and contemplate about ones life and experiences expecting and receiving continuing feedback eliminating personal impediments on receiving feedbacks and possessing the audacity and humility to adjust.Conclusions Much of the learning in the workplace has been admitive (i.e. individuals are trained to adapt to the needs of the organization in a manner that ensures consistency and compliance with norms). In contrast, the new paradigm focuses on liberating individuals and bringing forth their ability to create.This develops within the person, a work ethic that he/she is expected to adhere to, considering that it reflects his/her personhood, his wants and wishes, as well as his future plans. This has generated a much greater contribution from the workforce than expected and continues to develop a learning community where the exchange of ideas is encouraged and work output increased. Enthusia sm towards work in general will be maximized and relationship within the workplace improved.ReferenceAtkinson, RL, RC Atkinson, EE Smith, DJ Bem, and S. Nolen-Hoeksema, Hilgards Introduction to psychology. 13th ed., unused York Harcourt brace and Company, 2000.Block, Peter, Flawless Consulting A Guide to get Your Expertise Used, University Associates, San Diego, CA 1981.Bohm, David. (1985) Unfolding Meaning. Loveland, CO Foundation House.Bridges, William, Managing Transitions, Making the Most of Change, Addison-Wesley, Menlo Park, CA 1991.Bruffee, Kenneth A. Collaborative Learning Higher Education, Interdependence, and the Authority of Knowledge. Baltimore Johns Hopkins Univ. Press, 1993.Demick, J. and Miller, P., Development in the Workplace, Lawrence Erlbaum Associates, Publishers, New Jersey, 1993.Gozdz, Kazimierz, ed., Community Building Renewing Spirit and Learning in Business, Sterling Stone (NewLeadersPress), San Francisco, 1995.Kline, Peter and Bernard Saunders. Ten Steps to a Learning Organization. Great sea Publishers, Inc. Arlington, VA. 1993.Maccoby, Michael, Why Work Motivating and Leading the New Generation, Simon Schuster, New York, 1988.Morecroft, John D.W. and John Sterman eds.(1994) Modeling for Learning Organizations. Productivity Press.McNamara, Carter., http//www.authenticity consulting.com. 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