Sample essay on human resource management

Human resource management has become an advocate and promoter of corporate change. Below are the papers on human resource management that I have compiled for your reference. Paper Sample 1 on Human Resources Management: Human Resources_ Analysis of the Role of Social Insurance in Management

Abstract: As market competition becomes more and more intense, the competition for talents around the world becomes more and more fierce. As employees, as The main factors of enterprise production are also increasingly valued by various enterprises. For small and medium-sized enterprises, if they want to further accumulate strength in the future, they should pay more attention to the management of talents. In the process of human resources management in small and medium-sized enterprises, social insurance is an indispensable and important component. This article analyzes the human resources in small and medium-sized enterprises from four aspects: motivating employees, improving production, stabilizing the team and reducing burdens. In management work, social insurance plays an important role.

Keywords: small and medium-sized enterprises; human resources management; social insurance; role

Small and medium-sized enterprises are characterized by small scale, weak competitiveness, low production efficiency, and competitive pressure in the market Therefore, when hiring people, small and medium-sized enterprises will consider more the practical characteristics of talents and examine the contribution rate they can make to the enterprise. But talents also have requirements for enterprises. If enterprises want to retain talents, they must not be stingy in investing in the human resources management process, and social insurance is an important part of it. It has a lot to do with the human resources management of small and medium-sized enterprises. great promotion effect.

1. It has the function of motivating employees

In small and medium-sized enterprises, salary and benefits are an important means to attract talents, and social insurance is an indispensable part of it. If small and medium-sized enterprises want to build a sound human resources management system in the development process, they need to take "people-oriented" as a development principle and give full play to the role of social insurance. When enterprises use social insurance in the human resources management process, they can link employees' work conditions with the relevant benefits provided by the enterprise to employees, thereby stimulating employees' work enthusiasm and giving full play to their subjective initiative. In addition, employees may have some negative emotions in their daily work. Social insurance can also adjust employees' work psychology to a certain extent and eliminate negative emotions, thereby improving work efficiency and creating a good working atmosphere.

2. It has the effect of improving production

The use of social insurance can create a better working atmosphere. In a good working atmosphere, employees can easily feel a sense of belonging to the company. At the same time, it can also stimulate employees' sense of self-identity and help enterprises cultivate employee loyalty. In addition, a good working atmosphere can also reduce disputes during work to a large extent. Enterprises can also appropriately adjust the social insurance payment base based on relevant laws and employees' length of service and qualifications. This is also equivalent to adjusting employees' wages sideways. For employees, this method plays a good motivating effect, not only reflects the It has promoted the "people-oriented" development concept of small and medium-sized enterprises in human resource management and promoted enterprise production.

3. It has the function of stabilizing the team

If small and medium-sized enterprises want to maintain their position in the fierce market competition and achieve further development, having a stable team is the foundation and guarantee. Social insurance is the embodiment of the company's long-term plan when conducting human resource management. From the perspective of employees, the social insurance paid by the company can generally only obtain corresponding economic compensation after retirement. However, if during the employment process of the company, the employee unilaterally wants to terminate the labor contract with the company, the social insurance paid by the company will Insurance will also be terminated, and employees' personal interests will also be harmed. Therefore, many employees will be more cautious about leaving their jobs due to this consideration. With the "shackles" of social insurance, the turnover rate in small and medium-sized enterprises can be effectively reduced, the turnover of personnel will be small, and the stability of the corporate team will be improved.

In addition, for some talents with lower qualifications but higher contribution to the enterprise, small and medium-sized enterprises can also reward them by appropriately adjusting the social insurance payment base to balance the psychology of these people, which not only retains talents, but also It does not increase the limited human resource costs of small and medium-sized enterprises, and is also of great significance for maintaining the stability of the enterprise team.

4. It has the function of reducing the burden

Small and medium-sized enterprises have relatively few funds in the development process, and their profitability is not strong. In the process of facing business risks, they are not It has strong resilience, so if the company makes mistakes, it is likely to face the risk of bankruptcy. Social insurance includes medical care, pensions, unemployment, maternity, work-related injuries, etc., covering almost every aspect of employees' lives and work. Enterprises pay social insurance for employees. Once an employee has problems such as maternity or work-related injuries, all insurance should be covered by the insurance. A large part of the expenses incurred by enterprises is shared by social insurance. This part of the expenses is transferred from enterprises to insurance companies, which greatly reduces the burden of human resources management on small and medium-sized enterprises and helps small and medium-sized enterprises to use their limited resources. Funds are invested in economic activities, thereby enhancing the competitiveness of enterprises in the market and promoting further development of enterprises. To sum up, in the increasingly fierce market competition, if small and medium-sized enterprises want not to be eliminated by the market, they must adjust their own management methods with the times, establish a "people-oriented" management concept, and truly stand on the Consider issues from the perspective of employees and enhance the interests of the company while ensuring the interests of employees. At this stage, social insurance has become an indispensable and important means in the human resources management process of small and medium-sized enterprises. The scientific and reasonable use of social insurance can attract talents in small and medium-sized enterprises, stably develop teams, and promote the development of enterprises. production, laying the foundation for the further development of the enterprise.

References

[1] Shi Hongying. Research on the reform of human resources management mechanism of small and medium-sized enterprises from the perspective of social responsibility transfer [J]. Business Economics Research, 2015(8): 118-119

[2] Luo Exiang. Research on the contingency impact of normative human resource management practices on the innovation capabilities of small and medium-sized enterprises [J]. Industrial Technology and Economics, 2015(9): 94-98

[3] Guo Haiying. Empirical research on the current situation of human resources management consulting for small and medium-sized enterprises in Chinaamp;mdash;amp;mdash; Taking X enterprise as an example [J]. China Business, 2013 (35): 4-7 Sample paper on human resources management 2 : Collaborative application of case teaching in human resources management

[Abstract] Through a survey of college teachers in Hunan Province, it was found that there are two types of problems in case teaching in the "Human Resources Management" course. One type can be solved by improving teaching. Management problems that have been solved by management, and problems that need to be solved by improving and perfecting case teaching methods. The advantages of cooperative learning can be used to make up for the shortcomings of case teaching methods. Case teaching and cooperative learning can be organically combined and used collaboratively in the teaching process of "Human Resources Management" courses, which can maximize strengths and avoid weaknesses and increase efficiency through coupling. The collaborative application of case teaching method and cooperative learning in the "Human Resource Management" course requires simultaneous attention to the three interrelated parts of pre-class preparation, classroom application and post-class summary.

[Keywords] Human resources management; case teaching; cooperative learning; collaborative application

1. Case teaching and existing problems in the "Human Resources Management" course

Human resource management is a highly practical subject. In teaching and research, whether teachers can simulate actual human resource management activities so that students can have an immersive experience is crucial to the success of teaching. The case teaching method is an autonomous, exploratory, open teaching model and method with students as the main body. It organically combines teaching and learning and greatly improves students' practical ability to analyze and solve problems. However, teachers currently have some problems and confusions about implementing case teaching in the "Human Resources Management" course, which seriously affects the teaching effect of the course and teachers' enthusiasm for adopting case teaching methods.

In order to analyze this problem in depth, this research group used personal interviews and questionnaires in January and March 2014 to analyze the problems and causes of problems in the case teaching of the "Human Resources Management" course. Conduct investigation and analysis. First, 10 teachers from three universities, Hunan Normal University, Hunan Business School, and Hunan University of Science and Technology, were selected to conduct open-ended personal in-depth interviews, and then 47 teachers from universities in Hunan Province were selected to conduct a questionnaire survey. Statistical analysis shows that there are two common types of problems in implementing case teaching in the "Human Resources Management" course. The first category is management problems that can be solved by improving teaching management, mainly including: backward teaching concepts and teaching methods (84.3); insufficient case resources and lagging case library construction (79.6); low professionalism of teachers and low level of case teaching (70.1); lack of teaching infrastructure and teaching investment (69.4); insufficient leadership attention and rigid teaching management system (53.2), etc. The other type is the inherent unsolvable problems of the case teaching method itself, mainly: insufficient communication and cooperative learning between students during case discussion and collective learning process (84.9); ignoring the non-cognitive qualities of students and the cultivation of cooperative learning skills (75.0); there is a lack of interaction between teachers and students during the teaching process, and students are not very enthusiastic about participating in case studies (67.3); etc. The latter type of problem needs to be solved by improving and perfecting case teaching methods.

2. Coupling mechanism of cooperative learning to case teaching method

Cooperative learning takes the learning group as the basic unit and dynamically utilizes the interactive relationship between the subjects. A cooperative and mutual-aid learning strategy system under the incentive mechanism to obtain individual and group learning results. In the teaching process of the "Human Resources Management" course, if it is used in conjunction with the case teaching method, it can be coupled with the case teaching method and exert a linkage effect. First, cooperative learning focuses on highlighting the affective function of teaching. The traditional teaching model often only focuses on the cognitive function of teaching and cares about students' academic performance. The cooperative learning teaching model not only enables students to obtain cognitive development, but also allows students to gain trust, recognition, and a sense of accomplishment, satisfies students' emotional needs, and highlights The affective function of teaching. Second, cooperative learning advocates teachers to be good "directors" and students to be good "actors", focusing on students' "learning". In the cooperative learning classroom, the role of teachers has undergone a fundamental change. They mainly play the role of activity organizers and no longer directly interfere with students' learning methods and content. They only ensure the effective progress of learning through intervention and guidance in organizational forms. Teachers act as "managers", "consultants" and "participants" of activities, while students are the "protagonists" of the entire learning activity. Third, cooperative learning is based on class teaching, with learning groups as the basic learning unit. Its basic teaching model is: learning target design→ target presentation→ collective teaching→ group activities→ Quizzes→ feedback and remediation. The lectures in cooperative learning are jointly designed by teachers and students. They strive to be concise and clear, have strong value of inspiring inquiry, and are conducive to improving students' curiosity and interest in learning. Fourth, cooperative learning involves multilateral interactions between teachers and students, between students and students, and even between teachers and teachers. The traditional teaching model is limited to the mutual influence and interaction between teachers and student groups, while cooperative learning builds the entire teaching process on the basis of multilateral activities, which is conducive to improving the interaction between students and their enthusiasm for learning participation. In short, cooperative learning fully develops and utilizes the human resources in the classroom teaching system and pursues the balanced achievement of cognitive goals, emotional goals and skill goals of course teaching. This is helpful for overcoming the shortcomings and shortcomings of the case teaching method and improving students' learning enthusiasm and Comprehensive quality is of great significance.

3. Organization and implementation of the collaborative application of case teaching and cooperative learning in "Human Resources Management"

The collaborative application of case teaching and cooperative learning in the "Human Resources Management" course requires simultaneous Pay attention to the three interrelated parts of pre-class preparation, classroom application and post-class summary.

(1) Pre-class teaching design and preparation

First of all, teachers need to make clear that they should make some preparations, such as setting teaching goals and basic principles, and preparing teaching cases. and selection, selection of cooperative learning methods, preparation of venue facilities and preparation of auxiliary tools, etc. In the teaching of the "Human Resource Management" course, the teaching goals are diversified, including not only academic goals, but also social skill goals for students to interact with others. Academic goals include cognitive goals such as theoretical knowledge and professional skills, and emotional goals such as emotions, attitudes, and values. The choice of cooperative learning methods needs to consider the respective advantages, disadvantages and applicable conditions of different learning methods. For example, if the teaching goal is to focus on academic goals and allow students to learn a large amount of new knowledge through free inquiry, the group investigation method and the jigsaw method can be used; If you are reviewing and consolidating the old knowledge you have learned, you can use methods such as group game competition or group auxiliary teaching. In addition, teachers must guide students to make some necessary preparations, such as reading cases, self-study relevant theoretical knowledge, psychological preparation before discussions, drawing up speech outlines for group discussions and classroom exchanges, learning how to cooperate with others, and mastering some Essential collaborative learning skills.

(2) Application and management of classroom teaching

The basic process of classroom application mainly includes the formation and management of cooperative learning groups and the organization and implementation of case classroom exchanges. Under normal circumstances, a group size of 2 to 6 people is more appropriate. This can not only ensure that each group member has sufficient opportunities to participate and can better assume personal responsibilities, but also can help students establish good interpersonal relationships and promote the group's development. Active interaction. Of course, when specifically determining the group size, actual circumstances such as class size, classroom space, study time, and the amount of available learning materials also need to be taken into consideration. In addition, teachers also need to comprehensively consider the differences in individual characteristics of students such as grades, abilities, gender, thinking patterns, and learning styles to group them. The basic principle is to increase the heterogeneity among members within the group and improve the homogeneity between groups. . Classroom communication is the central link in the case teaching process and the climax of the entire cooperative learning. In the process of group cooperative learning, teachers need to observe, supervise and coordinate students' cooperative learning behaviors, provide guidance when necessary, and properly handle existing problems and special situations. For example, some group members who have relatively good grades or usually perform well like to have the exclusive right to speak during group activities. When encountering this situation, teachers need to deal with it promptly, such as assigning different roles to students and rotating them regularly; using speaking cards or speaking sticks to limit the number and time of each person's speech. Some students do not listen carefully to the group reports and concluding remarks. In this case, the teacher can stipulate that after each group report, other groups must ask 1 or 2 questions, and the students in the reporting group will answer the questions.

(3) After-class teaching summary and evaluation

After the summary speech, the teacher should summarize and evaluate the common problems and key issues that emerged in the discussion, expand and extend appropriately, and Guide each group to complete a written report on the case study in order to digest and absorb the results of the case study. Generally speaking, teaching evaluation should not only evaluate the completion of academic goals, but also examine students' mastery of social skills. The evaluation content should include knowledge, cognitive skills, social skills, emotions, attitudes, values ??and other aspects. The evaluation method includes two aspects: formative evaluation during the teaching process and summative evaluation after the teaching. The purpose of formative evaluation is to understand the extent to which students have achieved learning requirements during cooperative learning, and the problems and defects that exist in the teaching process, so as to continuously adjust deviations and improve teaching; while the purpose of summative evaluation is to determine student performance and examine the organization of teaching materials. , the appropriateness of the choice of learning methods, the arrangement of teaching activities, etc., and the overall effect of cooperative learning. In addition, teachers must promptly collect students’ evaluation and feedback information on teaching to adjust and improve teaching content and methods.

4. Conclusion

In short, the comprehensive use of case teaching methods and cooperative learning strategies to teach the "Human Resources Management" course can greatly improve students' learning interest and mobilize students' learning It can promote the comprehensive improvement of students' comprehensive quality and achieve the best results of classroom teaching. It is a new model of human resources management teaching worth trying. Of course, in the specific practice process, teachers should also pay attention to new situations and problems that arise during the teaching process at any time, and find ways to solve them in time.

References:

[1] Wang Tan. Principles and Strategies of Cooperative Learning amp; mdash; amp; mdash; amp; mdash [M]. Beijing: Xueyuan Press, 2001.

[2] Wu Xinchun, Guan Lin. Cooperative learning and classroom teaching [M]. Beijing: People's Education Press, 2010.

[3] Lei Zhizhu. Research on cooperative learning model in human resource management case teaching [J]. Modern Enterprise Education, 2011(2).

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