Human Resource Management Literature Review - 1719 Words

Week 7 Literature review HR590 Human Resource Management Literature Review - Introduction In the intensely competitive and global environments that companies of today operate in, it is very critical that a company is able to attract and select employees with the right talents and also is able to ensure that they have the skills, knowledge and abilities for effectively doing the job they have been hired for. It is essential to invest time and effort in a recruitment process to ensure that the company is recruiting the right people for the required positions in the company. From the perspective of the team or person that is responsible for conducting the hiring process as well, having well defined end to end process helps them to understand what is needed and helps in guiding them in the activity of finding the right type of candidates that should be hired for the job (Heathfield, n.d.). Given this context, it is important to have a well-defined process at every stage of recruitment planning to final selection and onboarding and these are discussed in this paper. Job Analysis Job analysis assists to identify the content of work on the basis of qualities required to undertake the job, the involved activities, and also ascertains the key requirements in the job. One of the key reasons for carrying out job analysis is to make job specifications and job descriptions that assist an organization to take into service people with the right qualities. The overallShow MoreRelatedLiterature Review of Human Resource Management, theory versus practice2101 Words   |  9 Pagesrelationship between human resource management and organizational outcomes is one of the long-standing goals of macro human resources management research. – Kaifeng Jiang et al 2011 With rapid change in the economic environment managers and scholars have been motivated to seek competitive advantages through new sources. The role of a skilled, motivated and flexible workforce has become more prominent than traditional attributes such as technology, economies of scale or natural resources. This is illustratedRead MoreStrategic Human Resources Management: a Review of the Literature and a Proposed Typology10855 Words   |  44 PagesStrategic Human Resources Management: A Review of the Literature and a Proposed Typology Cynthia A. Lengnick-Hall; Mark L. Lengnick-Hall The Academy of Management Review, Vol. 13, No. 3. (Jul., 1988), pp. 454-470. Stable URL: http://links.jstor.org/sici?sici=0363-7425%28198807%2913%3A3%3C454%3ASHRMAR%3E2.0.CO%3B2-0 The Academy of Management Review is currently published by Academy of Management. Your use of the JSTOR archive indicates your acceptance of JSTORs Terms and Conditions of Use, availableRead MoreStrategic Human Resources Management: a Review of the Literature and a Proposed Typology10845 Words   |  44 PagesStrategic Human Resources Management: A Review of the Literature and a Proposed Typology Cynthia A. Lengnick-Hall; Mark L. Lengnick-Hall The Academy of Management Review, Vol. 13, No. 3. (Jul., 1988), pp. 454-470. Stable URL: http://links.jstor.org/sici?sici=0363-7425%28198807%2913%3A3%3C454%3ASHRMAR%3E2.0.CO%3B2-0 The Academy of Management Review is currently published by Academy of Management. Your use of the JSTOR archive indicates your acceptance of JSTORs Terms and Conditions of Use, availableRead MoreLiterature Review of Recruitment and Selection in International Human Resource Management1779 Words   |  8 PagesLiterature review of Recruitment and Selection in International Human Resource Management Introduction Staffing is one of the main functions on Human Resource Management, refer to International Human Resource Management perspective, staffing will be more important on the managing by the headquartered company to their subsidiaries in order to gain more competitive advantage for them. As a company want to achieve the mind of globalization, they must choose a suitable staffing approach in orderRead MoreA Study On Refining Organizational Training Essay951 Words   |  4 Pagescapabilities is at the core front of any organization. This capstone literature review plan focuses on refining organizational training research, demonstrating an understanding of current organizational environment and limitations, and how the capstone project can fit in the global context of training. II. Describe a plan to collect and organize literature that explains the history of the topic. This capstone project literature review will consist of historic and present studies of employee trainingRead MoreDevelopment Of Human Resource Management Essay1657 Words   |  7 Pages Literature Review â€Å"Thirty-two years of development of human resource management in China: Review and prospects† (Shuming Zhao, Juan Du, 2012) is a journal paper that concentrating on the hypothetical advancements and practical applications of HRM, it first audits the move of HRM in China from planned labor force allocation to current HR management in three particular eras since China s reformation and opening-up. After, it analyzes and discusses the difficulties of human resource management researchRead MoreNursing and The Organizational Culture of Human Resource Management1495 Words   |  6 Pageseffective management of Human Resource, we are learning of the value of people, as a whole, and how they contribute to the success or failure of an organization. That’s even more so true with in healthcare organizations. Nurses play a pivotal role in the health care profession and make up the majority of healthcare workers in a hospital setting. However, there is a nursing shortage glob ally that is expected to increase as nurses from the baby boom era are set to retire. This is where human resource managementRead MoreHuman Resource Management : The Effective Methodology Of Managing Human Capital956 Words   |  4 Pagestopic is Human Resource Management: The effective Methodology of Managing Human Capital. The second topic is The Constraint of Women in Leadership Roles. The demand of a transforming world influences roles in human resource management and women occupying leadership position. Both topics depth with challenges that produce opportunities to structure organizations future. In order to sustain the advancement of the United States economy, organizations need restructure the way its Human Resource administrateRead MoreCritical Success Factors For Enterprise Resource Planning Implementation Success1740 Words   |  7 Pages Introduction This paper is a critical review of the article ‘Critical Success Factors for Enterprise Resource Planning Implementation Success’ which was published in the ‘International Journal of Advances in Engineering Technology’. In this review, the article summary is presented first before an analysis of its structure. The critique of the article then follows, focusing on the author’s authority, the accuracy of the article as a source of information, the currency of the article, its relevanceRead MoreHuman Resource Management Development Into A Prevailing Application Of Research1085 Words   |  5 PagesConsequently, is it not surprising that the literature of the 1990s points to human resource management’s development into a prevailing application of research. Marciano (1995) suggests that human resource management had practically displaced â€Å"personnel and in many schools threatening to supplant industrial relations and organizational behaviorâ €  (p. 223). Yet, at the same time defining human resource management was elusive with the inability â€Å"in identifying its boundaries, or in distinguishing it

Understand How to Create Inclusive Learning in Lifelong Learning Free Essays

|Unit Number: |CU3813: Roles, Responsibilities and Relationships in LL | |Summary/Introduction: |The roles and responsibilities of a teacher in the sector of a lifelong learning are the key relationship | | |between the learner and the teacher, the teacher is endeavoured to treat each learner has an individual, | | |practising equality and diversity among the learners always. Having effectiveness of a good communication skill,| | |and the importance of self-evaluation and feedback. The use of the training circle and the Learning Styles | | |(VAK). We will write a custom essay sample on Understand How to Create Inclusive Learning in Lifelong Learning or any similar topic only for you Order Now The completion of attendance records, induction of learner for the course to identify their learning | | |style, which would, helps a teacher to plan the session more effectively, to be able to know the learners | | |learning styles, a learning styles test or skill scan needs to be carried out on the learner. After obtain the | | |learning style, boundaries and ground rules are established between learner and teacher to know their limit. | | |Having a duty of care for the learner, carrying out a one-one feedback with learners where needs arise. | | |Maintaining a record of the learners’ progress. Referring learners to others when necessary. Be aware of the | | |different types of levels of learning, the need of a good verbal skill, intellectual skill, cognitive strategies| | |and a good attitude towards the learners and the organisation. |Learning Outcome 1: |Understand own role and responsibilities in LL | |AC 1: | Aspects of Legislation and code of practice are: | |Summarise key aspects of |Equal opportunities 2000: | |legislation†¦Ã¢â‚¬ ¦.. |Learners must be treated as individual regardless of their gender, race, ethnic origin, religion, disability, | | |sex, civil partnership, age. Treating each learner fairly and according to their needs. Rights for learner to be| | |able to attend and participate in any session. These differences create productive environments where everyone | | |feels valued, talents are fully utilised and organisational goals are met. | | |Data Protection act: | | |Processing of learners information to be kept under confidentiality, not to be disclosed to another party. | |Personal data must be accurate and kept up to date where necessary. Personal data shall be processed in | | |accordance with the right of the data under the act 1998. | | |Health and safety act 1974: | | |The responsibility to be able to protect yourself and all others around you, who may be affected, Learners are | | |entitled to learn in a safe environment. And be aware of rights as an employee to the employer. | | | | |AC 2: |Responsibilities in promoting equalities and valuing diversity; always treat the learner has an individual with | |Analyse own responsibility in |different needs and abilities, each learner is entitled to be treated with adequate respect and dignity, | |promoting equality and valuing |ensuring equal support to all learners and no favouritism, ensuring equal access opportunities to learners to | |diversity. |fully participate in the learning process. Ensuring the policies, procedures and processes are not | | |discriminating. Learners may come to an educational organisation and therefore act differently in this | | |environment from the way they would at school, all must be treated and according to various needs. Teacher has | | |to be Honest, not to say you don’t know something, but better to say I will find out, communicating effectively;| | |involving learner activity and listening to what they have to say. Giving constructive and positive feedback | | |(University of Edinburgh). | |AC 3: | Areas of work: Health and Social care. Roles of learning are; Preparing the material according to the syllabus,| |Evaluate own role and |Following ethics and values, keeping records of learners’ progress, carrying our one to one feedback/tutorials | |responsibilities in lifelong |with learners. Maintaining confidentiality and a positive learning experience. Applying lifelong learning skills| |learning. |obtained, Developing skills by outdating and regularly. When applied to benefit the organisation goals, e. g. | | |Customer service, good telephone manner, be a people person, listening and customer satisfaction been met. | | |Identify needs and deficits, working towards it. Gram training| | |PowerPoint) | |AC 4: | The organisation must provide a syllabus to use, to develop the course content on the subject to be taught, the| |Review own role and |learners needs should start from skill scan, induction/interviews, to be able to identify their styles, needs, | |responsibilities in identifying|and potentials. And be able to identify the level of assessment they are able to learn. Set a time with | |and meeting the needs of |organisation to review the learning plan, with this learning plan to set a target with supervisor, keeping | |learners. |records (portfolio) of the life long learning, having a mentor to meet regularly. Knowing your learning styles,| | |to be able to identify weakness and strengths and devise a plan on how to improve it. This plan has to be | | |measurable, realistic and achievable, Facilitating learning in a conducive environment, been a facilitator makes| | |learning enjoyable for the learner. ( Gravells A Simpson S 2008) | |Learning Outcome 2: |Understanding the relationships between teachers and other professionals in Lifelong Learning. |AC 1:Analyse the boundaries |Every organisation has professional boundaries within to work, and it’s a tutor duty to abide by the | |between the teaching role and |organisation rules, been. Unprofessional. i. e.. been too familiar with the learner. In the teaching role, | |other professional roles |ground rules are made and all learners are required to work within it, its makes the learner to know their | | |limit, their routine and be organised. In adult learning there are responsibilities to learning by them self, | | |learning by observation, discovery, evidence-based and trial by error. Contract is drawn between learner and | | |teacher, which could consist of a learning duration of 12 weeks, 1years etc. A module is followed, either theory| | |based or practical or combined. Ability and competences is required. Belbin 1996) | |AC 2: Review points of referral|Individual learning: teaching on a one-one basis, learner may respond differently then when learning within a | |to meet the needs of learners |group. A learner can be referred to another professional, if learning needs are not met in the one-one | | |learning. When learners are not responding to teaching, or the resources been used are not fully utilised. | |Explaining to learner that the other professional is more specialised in the learners learning styles. | | |(Daines JW 2006) | |AC3:Evaluate own |As a teacher working, within a value base organisation with a code of professional practice, set by an external | |responsibilities in relation to|body. hen teaching value must be added to get a good outcome, remaining professional and retain self respected,| |other professionals |been passionate about the course been taught, Helping to motivate the learners and their learning experiences,| | |not only are they learning the subject but, they are also observing the way the teacher is been conducted, | | |composed, dresses, responds to feedback and support them. Identifying their needs, planning, designing, | | |facilitating, and evaluating their learning plan and styles. Reece, walker, 2007) (Gravells, Simpson | | |2008) | |Learning Outcome 3: |Understand own responsibility for maintaining a safe and supportive learning environment | |AC 1:Explain how to establish |Suitable/Safe learning environment; | |and maintain a safe and |Preparing the presentation in advance. | |supportive learning environment|Setting up the room according to delivery metho d. | |Ensuring the venue has accessible facilities, (toilets, refreshments areas, fire exit and evacuation procedures,| | |and ventilated room). | | |Considering flexible breaks and other individual needs are met, informing learner how long the break is. | | |Informing learners the importance of learning and how what they are learning has value and meaning, giving | | |precise targets of the subject and summarising occasionally. | |Making learning interactive, by giving groups discussions, role-play. | | |Introducing yourself, and getting to know your learner by name. | | |Informing learner on any useful resource material they might need. | | |Making special requirement is any of the learners has Disabilities. | | |(Learning and skills network lsneducation. org. k) | |AC 2:Explain how to promote |Appropriate behaviour between learner and teacher must be addressed immediately with the learner, informing the | |appropriate behaviour and |learner of the ground rules and boundaries and the reasons for instigating the rules, for the learners to know | |respect for others |their limits. Learners should be engaged in an activity relating to the session to avoid boredom and class | | disruption. group discussions or role play among one another make the learner more interactive and focus, having| | |a one-one session with them to improve working as a team and good feedback being professional always, whatever | | |the feedback good or bad. Having a positive approach towards the learner and self, not losing temper at the | | |learner staying in a relaxed and positive manner. National programme for specialists of behaviour and | | |attendance) | | |(Wallace 2007) | |Evaluation: |What Have I learnt? | |The use of Planning in advance all materials needed, Identifying the needs of the learner, Facilitating the | | |learners learning styles; giving clear and precise instruction and summarising the subject regularly, | | |encouraging the learner to ask questions, treating eac h of the learners has individuals. Assessing the learners | | |at the end of the session or during the session, to ensure they have learnt the knowledge and skills. Feedback| | |from the learners to ensure how to deliver next sessions. Taking into account equality, entitlements, | | |inclusively and diversity of all learners, always having a positive and professional attitude, most importantly | | |Listening to learner, having eye contact. Making sure the Aim of teaching is delivered and reflected on the | | |sessions to develop future delivery. | |Bibliography |What text have I researched or used to answer the assessment criteria? | | |Books | | |Berlin M, Team Roles at work, (1996) | | |Gravells A, Simpson S, Planning and Enabling in the Lifelong Learning Sector, Learning Matters. (2008). | | |Daines JW, Adult Learning, Adult Teaching, (2006) | | |Reece I, Walker S, Teaching, Training and Learning, (2007) | | |Wallace S, Achieving QTLS: Teaching, tutoring and training in the Lifelong Learning Sector, 3rd edition. (2007). | |Gram Training, PowerPoint (Handout), July (2012) | | | | | | | | | | | | | | |Websites | | |City Guilds – www. cityandguilds. com | | |City Guilds 7303 – www. anqdevelopment. co. uk | | |Educational sites and resources – www. support4learning. org. uk | | |Learning and Skills Network – www. lsneducation. org. k | | |National Programme for specialists of Behaviour and Attendance – www. teachernet. gov. uk | | |University of Edinburgh – www. ed. ac. uk | | |GSS Training – www. gsslimited. co. uk | | |Ask Jeeves – www. ask. com | | | | How to cite Understand How to Create Inclusive Learning in Lifelong Learning, Essay examples

Case Study Qantas

Questions: Part AReview the statement of cash flows for the most recent year and indicate the following:a) net cash inflow (outflow) from operating activitiesb) net cash inflow (outflow) from financing activitiesc) net cash inflow (outflow) from investing activitiesd) net increase (decrease) in cash during the year Analyse the Cash Flow Statements for the last 2 years and comment on the cash position of the company.Part B Review the stockholders' equity section in your chosen company's most recent year-end balance sheet and compare that with the previous year-end balance sheet. Compare percentage increase or decrease. List the stockholders' equity account balances and number of outstanding shares from these two balance sheets and compute the increase or decrease for each during this past year. Answers: Part A a) Net Cash Inflow/Outflow from operating activities It can be observed from the cash flow statement of Qantas from 2012-2013 that net cash generated from operating activities in 2013 is $1417 million whereas in 2012 it was $1810 million. Thus it can be concluded that Qantas more cash in 2012 than in 2013. Moreover, the interest received by the company is higher in 2012 that is $170 million against 2013 that has $110 million. On the other hand, the cash payment in the course of operation is way higher to $15185 million in 2013 which was lower in $14795 million (qantas.com.au, 2015). b) Net Cash Inflow/Outflow from investing activities From the investing activities, it can be understood that total cash used is more in 2012 that is $2282 million which is down in 2013 to $1045 million. On the other hand, the payment made for plant, property, equipment and intangible assets is higher to $2129 million in 2012 whereas payment made in 2013 is low to $1247 million (Reuters.com, 2015). c) Net Cash Inflow/Outflow from financing activities In the financing activities section, it can be found that in 2012, Qantas generated net cash of $370 million whereas in 2013 the company used cash to $953 million. Therefore, it can be concluded that performance of the company was better in 2012 than in 2013. The repayment of borrowings is way larger in 2013 to $1494 million in comparison to 2012 that has only $566 million. On the other hand, proceeds from sale and leaseback were higher in 2012 to $283 million against 2013 that has $83 million. d) Net Increase/Decrease in cash during the year It can be seen from the cash flow statement that Qantas registered more decrease in their net cash in 2013 to 2829 million whereas in 2012, the company had 3398 million. Part B It can be noted from the balance sheet of Qantas is that the total shareholder in 2013 is $5954 million whereas in 2012, it was $5889 million. Therefore, it can be concluded that shareholders equity is lesser in 2012 against 2013. The equity has been increased by 1.09 percent. The issued capital of the company was $4729 million in 2012 whereas issued capital in 2013 was $4693million but the retained earnings of the company is higher in 2013 to $1171 million. On the other hand, the retained earnings were $1162 million for the year of 2012 (Gurufocus.com, 2015). Apart from that, the number of outstanding share of the company in 2013 was $2265 million whereas in 2012, the outstanding share was $2368 million. Therefore, it can be considered that company was able to decrease their outstanding share in 2013. The company was able to reduce by 4.54% outstanding share. It can be found out that the company bought back the shares from 2012 to 2013 (ltd, 2015). Therefore, it can be analyzed that almost $36 million shares was brought back in 2013 and due to that balance of equity at the end of 2013 was higher. References Gurufocus.com, (2015). Qantas Airways Ltd (ASX:QAN) Shares Outstanding. [online] Available at: https://www.gurufocus.com/term/Shares+Outstanding/ASX:QAN/Total%2BShares%2BOutstanding/Qantas%2BAirways%2BLtd [Accessed 30 Jan. 2015]. ltd, q. (2015). QANTAS AIRWAYS LTD (QAN:Australian Stock Exchange Ltd): Stock Charts - Businessweek. [online] Businessweek.com. Available at: https://www.bloomberg.com/research/stocks/charts/charts.asp?ticker=QAN:AU [Accessed 30 Jan. 2015]. qantas.com.au, (2015). Qantas: Annual Report. [online] Available at: https://www.qantas.com.au/infodetail/about/investors/2013AnnualReport.pdf [Accessed 30 Jan. 2015]. Reuters.com, (2015). Qantas Airways Ltd (QAN.AX) Financial Statement | Reuters.com. [online] Available at: https://www.reuters.com/finance/stocks/incomeStatement?stmtType=BALsymbol=QAN.AX [Accessed 30 Jan. 2015].