Challenges In Human Resource Management Of 21st Century Business Essay

Challenges In Human Resource Management Of 21st Century Business Essay With the advent of the IT revolution all over the world and globalization being the new mantra across the corporate sector, the Human Resource Management practices and policies have undergone severe changes. The challenges that are faced by the HRM today are totally new to what has been few years ago. This paper highlights the importance of HRM in meeting the new challenges. Our paper focuses on these challenges that are impacting the organizations all over the world. Challenges: Setting the uniform culture across the organization which has expanded all over the world HRM in defining the career progression and development for its employees HRM in handling the gender diversity and cultural differences Addressing the issue of employee turnover HRM and its role in implementation of the strategy with respect to the vision and mission of the organization Setting the Right Culture With most of the companies raring to expand in the international market, it has become a tough task to set th e right culture within the organization. With the hiring of employees from the global workforce, there is always a threat of diffusion of cultures and thereby losing the homogeneity in the culture of the organization. The biggest challenge for an organization is preserving its culture or maintaining the right culture for the 21st century. Therefore Storey defines HRM with respect to this aspect as: â€Å"a distinctive approach to employment management which seeks to achieve competitive advantage through the strategic deployment of a highly committed and capable workforce, using an integrated array of cultural, structural and personnel techniques†. (Deanne N.Den Hartog, 2004). According to the HRM specialists a combination of â€Å"High Performance work practices† and â€Å"High Involvement work practices† improve the performance of the organization. To determine the right mix of â€Å"High Performance Work Practices† and â€Å"High Involvement Work Pract ices† the focus model of the organizational structure can be used (Exhibit 1). Exhibit 1: FOCUS Model on Organizational Culture (Deanne N.Den Hartog, 2004) The above model divides the organizational culture into two dimensions. Dimension 1 is based on the organizational focus. It varies between extreme poles of Internal to External. In internal focus of organization the stress is laid on organization, its internal processes and people’s skill sets and attitudes etc. In external focus of the organization the emphasis is laid on the relation of the organization with the external environment. Dimension 2 focuses on the amount of flexibility and control within the organization. Based on the above dimensions four orientations of the organization can be determined. They are: Support Orientation: The concepts like co-operation, trust, cohesion amongst the group members and colleagues and growth of an individual are given the utmost importance. For such kind of orientation of o rganization high performance work practices which aim to the development of an individual are needed. Innovative: This kind of orientation is characterized by self-motivated, accepting and willingness to accept change, creativity, and risk taking kind of environment. From the management perspective it needs employees who are self-motivated, who are willing to lead, and highly flexible. Therefore the work practices should be structured which emphasize flexibility, empowerment and openness

Case Study I COnsent, Safety, and Firefighter Culture Essay

Case Study I COnsent, Safety, and Firefighter Culture - Essay Example (p. 40) As such, â€Å"they offer a secondary, reconstructed set of meanings rather than the primary ‘life world’ ones† ((p. 40). Deetz was emphasizing the effects of developed specialized institutions eroding functions of the family and the community in structuring one’s needs in life. The implications on this statement are: (1) being aware that corporations have different goals from personal goals, one should be recognize that strengthening personal aspirations would enhance the preservation of traditional family values and encourage community ties; (2) one should recognize that corporations exist to partially fulfill personal goals and should be not completely construed as the sole provider of one’s personal needs; and (3) the family remains the basic unit of community and should not be replaced by the corporation where one has recent ties. Question 2: Critical theorists claim that in order to discover the deep structures of power in the organization, an individual must look at the influences of the economy, politics, and social systems as forces that shape the organizational culture. Why is this important and what modes of thinking should be adopted by the critical researcher? A critical researcher utilizes thought processes to evaluate information and appropriately applies conclusions to guide decision-making processes. The framework applied by a critical researcher is associated with modes of accuracy, logic, depth, fairness, credibility and intellectual clarity. As such, in discovering the forces that shape organizational culture, the critical researcher must be aware of the availability and accessibility of relevant information pertaining to the following four areas, to wit: (1) advances in science and technology, (2) global redistribution of knowledge, power and wealth, (3) competing political, cultural, and religious ideologies, and (4) sustainability of

Universal Grammar in Second Language Acquisition Research Paper

Universal Grammar in Second Language Acquisition - Research Paper Example This paper is a reflective essay on Universal grammar in Second Language Acquisition. Universal Grammar is a concept appropriate to the linguistic competence issue, for instance, a notion concerning the grammatical representation nature. Although Universal Grammar affords constraints on potential grammars in the acquisition process, it is not an acquisition theory. This fact is often misconstrued, possibly owing to expressions like LAD (Language Acquisition Device) that numerous persons earlier equated with Universal Grammar. Nevertheless, it might be more correct to consider Universal Grammar as merely part of Language Acquisition Device or faculty of language. The Language Acquisition Device will as well have to encompass learning ideologies, triggering algorithms, and processing doctrines. In other terms, on top of a constraints theory on Inter-Language representation, a concept on means of acquiring that representation is needed; a developmental theory (whether it is in first Language or second Language acquisition) (Epstein, Flynn & Martohardjono, 1996). Although Universal Grammar adds to enlightenment on languages’ acquisition, this is in the manner of how learners happen to know properties, which go far past the input; how learners know that particular things are impossible, why parsing are of single sort instead of another. Universal Grammar claims that these properties about language do not require to be learned. What motivates for Universal Language? It is the assertion that, however, in the instance of L1 (first languages), there exists a rational language acquisition problem, an incongruity amid what enters (specifically, the primary dialectal data) as well as what gets out (a parsing). In other terms, the input establishes the output (Epstein, Flynn & Martohardjono, 1996). Supposing a rational problem of first languages acquisition, persons have inquired whether the case is the same for second languages. This inquiry remains dominant - do second language learners get insentient information (a psychological representation), which goes further than the second language input? If they do, can alternative causes of this information be eliminated, for instance, the first language? The solidest example for the function of Universal Grammar in Second Language Acquisition is that the second language elements cannot be acquired from input only or from input and non-domain-specific learning doctrines or from the first grammar only (Schwartz & Sprouse, 1996). Supposing that there exists indeed a rational problem of second language acquisition, investigators have enquired more Universal Grammar-specific enquiries. In the ‘80s, the Universal Grammar question seemed comparatively straight forward (as well as relatively universal): Is Universal Grammar available (or reachable) to second language learners? Do inter-language grammars show proof of being restrained by Universal Grammar principles? Several principles were explored, such as the ECP, Binding Principle A and Subjacency. The hypothesis was that if one can establish that certain Universal Grammar principle works or does not work, then this simplifies to other philosophies, hence to Universal Grammar