Human Resource Management Trends in the USA - Essay Example

Running: HRD of 21st Century for effective schools Student’s Name: Instructor: Course Code and Name: Institution: Date Assignment is due: Conclusion is very general and is not applied to main topic, please go throw it and try to make it clear that the topic related to HRD of 21st Century for effective schools Introduction Globalization is a representation of the making of the real world structurally characterized by a proportional free flow of resources across national boundaries, which includes proliferates of Information Technology and the media presenting an aggressive and ever-changing environment for conducting business. The article details particularly the practical results from globalization on resource management of organizations. It is particularly about the 21st Century HRD for effective organizations majoring in schools. Globalization makes precisely culture of nations an increasingly issue that has to experience proper management. The problem comes in when an organization has to attain a balance in the global trends with resource management particularly with the culture of the broad nation influence because aspects of HRM experience paramount effects by national culture differences (Delahaye, 2005). The paper looks into trends adopted in the HRD to cope with the globalization effects. These are trends to globalization, technology and competition. Lastly, the paper looks into the potential for application of the HRD trends in a way that will add value to an organization, with a bias on a high school in the kingdom of Saudi Arabia. Globalization calls for a consideration of “more than transacting businesses in many countries globally but also entails expanding and preparing for competition for all operating organizations presenting human resource management with the challenge to facilitates various practices in diverse cultural settings” (Delahaye, 2005). O’Keeffe contends that the beginning of the economy globally has made businesses aware that the only lasting advantage is all operating organization’s ability to exploit resources (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). Four trends seem extremely of value to HRM future including companies’ globalization, particularly seeking for jobs globally, the rise of high organizations’ competition will affect many countries’ economies’ ability to invest within the fast developing economic markets, education and age are crucial in the developing qualified workforce and technology to enhance more developments in organization’s and companies. The respective trends act as enormous challenges to global and domestic companies with respect to respective labor force development, recruitment and retention (Delahaye, 2005). Programs of organizations in the 21st century will need value the development of workers encouraging the continuous skill development and training as well as education to meet the respective needs of the fast technology as well as expansions beyond borders. These trends influence management and over the next years, they will experience a drastic turn. Lundy & Cowling (2001) highlighted several of the trends with the identified trends similar with issues around the world as well as within any country. Having the knowledge of the respective trends helps resource management of organizations to foresee changes within any given environment (Delahaye, 2005). The trends also mark noteworthy hardships to global and domestic organizations with respect to a given labor force development, and retention of employees. Globalization is affecting companies to use resources precisely globally as well as take advantage of available labor, which is cheap in foreign countries or relatively conduct business in other countries beyond the border. For instance, Western companies, including Fiserv, Inc, who outsource from the development of their companies, for instance Citigroup attempt to gain a stand, are taking advantage of respective markets. Additionally, some of the companies use a combination of principles (Delahaye, 2005). Lundy & Cowling (2001) highlighted that developing countries for instance India were, at a time, taking away just less paying jobs, but for now they are relatively taking more highly skilled and collar jobs as well as higher paying jobs directly from the countries, which are by far industrialized. In addition, a skills gap in respective companies in countries across the world causes organizations to as well as hires immigrants and practice various tasks in the respective industrialized world. The immigrants, after they spend time in the West and gain knowledge and skills, return to own countries with the training (Deborah, 2004; Michael, 1992). In addition, companies, particularly crucial tech firms, open development centers and laboratories in foreign countries taking advantage of the available skilled labor at a lower cost within the location. Lundy & Cowling (2001) suggested that this actually the reason for a relative decline in computer science graduates. Globalization puts research at a higher precedence as well as development then as more companies and countries particularly gain professional individuals who build new technology. Globalization requires global companies hold the ability to manage teamwork effectively in worldwide and maintain effective communications throughout the companies’ operations (Delahaye, 2005). It also demands that the management understands or accepts varying types of cultures, which is critical for any given successful company (Davies, 2008; Deborah, 2004; Michael, 1992). High Competition is emerging because of globalization processes. Evans (2005) reflects that due to the processes and routines of globalization, the Pacific Rim countries are experiencing a greater influence upon resource management, arising from the relative complex nature of the operations, several sizes (physical geography and population) of the markets, as well as different governments. Lundy & Cowling (2001) reflects that China’s economy has been experiencing new developments and growth remarkably fast in 2006 with 40 million jobs in the process of creation every year to reduce the number of unemployed people (Davies, 2008; Deborah, 2004; Michael, 1992). In addition, more educated countries for instance south Korea, already, have developed management systems in which countries such as China are developing perfect management procedures. Asia shows an admirable example of the developing service sector comparing to other markets globally but seeing faster decline in sectors including agriculture. The respective sectors compete with countries, which are by far industrialized world precisely for educated labor (Delahaye, 2005). Again, China is seeing more development in the number that is meaningful in productivity as well as growth of respective markets, and therefore, a growing sector of service in China soon will overshadow those in greater and more developed countries for instance Taiwan. The State involvement in organizations such as State-owned enterprise (SOE) is slowly going away in percentage actually even in less developed countries. The role of the State as per Lundy & Cowling (2001) is appearing to have been going down in trend, but they actually do not expect democracy from western countries to replace the current systems (Dowling, 2005). The State, mostly in China, has encouraged investment from foreigners as well as the development domestically in forms of joint ventures with established wholly owned enterprises within the domestic operations (Deborah, 2004; Michael, 1992). Therefore, the State remains as a viable entity that can be a tool to encourage or “guide” development of economies and management development (Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). Asia management also sees a change in the labor development of the youths especially in the Southeast Asia areas for the past years (Evans, 2005). Unemployment rates of the youth have been increasing in the world but enormous mostly in the Asian countries, and therefore, youth participation within the markets have fallen steadily as well (Davies, 2008; Deborah, 2004). This may be because of the attitudes, which the youth have towards established systems as well as a stronger desire to be the principal organizers rather than the worker. This is particularly in communities where only few people are employers with the rest being salary workers (Delahaye, 2005). Asia, partly because of the global changes, rises in significance to management systems because of substantial investments by foreigners within the region. They may take up Western style management correlating to their investment from foreigner’s dependence (Davies, 2008; Deborah, 2004; Michael, 1992). Asian regions provide for problems with respective law enforcements as well as implementations. Mostly, as Lundy & Cowling (2001) notes, global organizations are due to follow the local culture as well as value systems in place. With the wide difference in political styles between the West and Asian countries, it is evident that culture will be diverse (culture diversity) as well. This difference requires study by management of organizations in facilitating various techniques, which will avoid negative reactions relatively to the investment by foreigners (Delahaye, 2005). Racial ethnicity also has great effect on my company in this year. We are 15 black teachers compared to 30 whites, and this is forcing the management to adopt means of cohesion. Dowling (2005) describes a conceptual model that highlights the impact of diversity in cultural changes in any kind of company (Davies, 2008; Deborah, 2004). Due to the processes of globalization, there have been changes in diversity of cultures relating to issue on racial ethnicity, age as well as other areas of diversity in creating the model and tying to explain how it works (Evans, 2005). The diversity model shows that individual group relationships for instance age and gender analysis can happen in three distinct levels including individual, group and company organization. The analysis of the three collectively defines the diversity of cultures in a given company, which is of the essence in determining the changes in the management of the respective companies (Davies, 2008; Deborah, 2004; Michael, 1992). This cultural climate in my institution is tremendously weighty, and it influences the management as well as other staff. The principal effects experienced from these effects in my institution as reported by the management include productivity and work quality. Due to some level of discrimination, my institution’s management is facing challenges because black teachers experience problems from the discriminatory acts against them by the whites (Warner, 2007; Selmer, 2001; Parker, 1998; Konrad, 2001; Dowling, 2005). The two are known to experience motivation or discouragement by the state of the diversity of culture in a particular organization (Deborah, 2004; Michael, 1992). Globalization influences companies to use global resources and take advantage precisely of the labor from many foreign countries. The previous section also notes that workforce education influences where an organization hires qualified individuals. This is becoming an increasing problem with skilled labor force growing older and retiring leaving the labor force without “direction” (Lundy & Cowling, 2001). The baby boomer generation is retiring taking experience with them to retirement. The enormous difficulty for companies is efforts to keep the respective experience as much as possible well before this individuals leave. Because of the less loyal workforces, organizations gain knowledge with “knowledge transfers” within the labor force (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). A recent McMenamin (2007) argument outlined the issue of the increase numbers of H1B visas issued particularly to workers immigrant from other countries to complete respective technology projects with the use of workers from within the domestic companies rather than hire permanent employees in supporting the respective established projects (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). While Dobbs pressed the issue of “abuse” of these H1B visas, organizations in America attempt to hire qualified and educated employees, but mostly, they cannot actually find available employees within the domestic supply. This may be because of a general decrease in the engineering, graduates’ numbers within the domestic market in the US and increased graduates in foreign countries such as China, India and South Korea (Lundy & Cowling, 2001). This may relate to a possible relocation resistance to where jobs are easily available. Governments have to encourage more engineering and science graduates to help maintain the technology qualifications in the country and around the world. Governments can help encourage retention of science expertise in the country offering grants or scholarships requiring recipients to remain in the region (Deborah, 2004; Michael, 1992). Management will also need to adjust training in meeting the company’s goals probably by offering education assistance, which requires commitments in remaining with the organization after graduation (Delahaye, 2005). There is an enormous trend that advances in technology are drastically quickening in pace since the early 1940s (Lundy & Cowling, 2001). They argue further that what we dearly know currently in terms of knowledge in practice will represent an approximated 1% of what the developed advances in technology will be in 2050. This trend may as well accelerate more enormously as more regions continue to train more qualified engineers as well as technicians (2008; Deborah, 2004; Michael, 1992). These trends will relatively require well-informed and more flexible companies. Technology is particularly changing the way companies work and how the organization’s management controls the situations. The past elections in the U.S. received heavy influences by the use of Internet (Evans, 2005). Other influences were from the virtual socialization networks, which are rising like MySpace. Podcasting is exceedingly allowing people to take lectures with them rather than succumb to force into a precise place to benefit from the respective presentations (Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). Telecommunications allows more people to work some long distance apart from the office, and the technology allows for more flexible scheduling, in which more, flexible trends, in management schedule are of use, as the discussion by McMenamin (2007). Management in organizations will also have to develop a considerate of the consequences of use of technology (Delahaye, 2005). My institution also has developed many changes in the task development especially with the introduction of new technology. Konrad (2001) reflects that because of the global change, the changing nature of the global competition has forced management to transform. High developments in technology are a normal feature in the modern-day companies. This is bringing in different cultures in the way, of relations, much of it has become easier and, therefore, cultural relativism has dwindled becoming of no use in institutions because it discourages and affects integration within institutions (McMenamin, 2007). It is supremely evident from my institution that the teaching practices changed, and new methods of teaching are among others computers and white boards (Davies, 2008; Deborah, 2004; Michael, 1992). My institution’s culture faces a problem of integrating with other useful practices from other cultures that when used well could be of help for people. The positive attributes include easy problem solving approaches relevant in companies and institutions (Konrad, 2001). With global changes and the existence of a diverse culture there have been some noteworthy implications as well as challenges that the management has to deal with (Delahaye, 2005). Further to this, many regions now invest heavily in the field of Internet growth to their respective constituents. Therefore, the growth of Internet is slowing actually since its inception in the early 1990s and countries develop broadband systems online. Cetron and Davies (May 2008) argue that the America is by far lagging behind countries for instance South Korea in the field of growth of internet, but they fail to note that America has quite a larger land mass than any of those countries (Deborah, 2004; Michael, 1992). Africa has developed the potential for growth in the Internet since the earlier inventions is just single digit percentages comparing to the West countries (Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). Therefore, any institution, which relies upon Internet communications or on e-commerce, will certainly have to require inventions in the vast African continent if they dearly wish to conduct e-business effectively there (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). The youth, particularly in western countries, have adapted to innovations with them growing accustomed to the fast development of devices. Youth have also become more able to actually multi-task as well as filter unusable data even more than experienced colleagues filter. Expect changes in instant messaging that take advantage of this respective adaptability reducing the confusion of immaterial information that pervades the respective innovations (McMenamin, 2007). The main challenge is for the professionals to adapt to better innovations and to transfer vital data to the newer technological systems in respective ways that the emerging younger workforce will not particularly filter critical data (Deborah, 2004; Michael, 1992). This allows for “lifelong learning” an element of requirement to any given position (especially those organizations, leading in technological prowess) (Delahaye, 2005). For associates to maintain relative knowledge of current innovations, companies will need to encourage growth of technology. Additionally, governments can as well give support, or “guide” just as the Asian countries do (Konrad, 2001) to aid in diminishing the risk of “brain-drains”. From these trends, management in organizations has noteworthy trends in global changes, with markets influences from diverse regions, with education, and as well, with fast technology advances. Management programs will need catering to innovations of many younger workers as well as encouraging continuous training to meet the needs of the fast technology and many other global changes (Deborah, 2004; Michael, 1992). All Trends in Resource Management require communication particularly between cultures in making sure that suitable people are more aware of issues with respect to the recruiting process, development and retention of workforces (Warner, 2007; Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). In this context, the application of the new trends in the global world is relative to all kinds of organizations. For this case, the application for the topic is relative to a high school in the kingdom of Saudi Arabia. Gauging from all the prospects of the HRD organizations need approaches better applied in supporting the recruiting of employees, development and retention of teachers in the school administration (Delahaye, 2005). Adding value to the school means having the best approaches, which will give immense support to the three concepts relating to the HRD. In going as per the applications of this topic, the HRD of my school ought to develop strategies, which will facilitate all these processes and develop further retaining, recruiting and developing teachers and the entire school administration (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). As a high school teacher in the boy’s school in, Saudi Arabia, there is, a lot derivative of what globalization is doing to the human resource development in my organization. As Dowling (2005) says, a sizeable impact felt by organizations because of globalization in the changing cultural environment is HRD restructuring. My school has experienced this impact a vast deal (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). This intervention has featured in my organization’s HRD distinguishing implication to the HRD activities. Lately last year and in the begging of this year, my school HRD expanded assignments, new roles, and corporate culture, overseas posting, changing the rewarding system of the school owing to the pressures from the global trend in schools. Interventions in the HRD feature in several ways with my school sending their managers abroad to acquire new managerial skills and at the same time learn new ways of workplace interactions and in processes increasing their efficiency and ability to manage different cultures (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). It has been a different case in my organization because the managers have introduced new managerial approaches. This is what effective HRD should practice in respective organizations (McMenamin, 2007). With the increase in competition many companies are been forced to produce products with an aim to satisfy almost all cultures, in so doing the people at the work place are made to learn new technologies. Some of them might be forced to compromise their cultural beliefs (Dowling, 2005). With regard to the cultural diversity and its impact on HRD, there is an evidence of the changing nature of the work force (Goode man, 1999). From my organization, this is a cause of meaningful impact on the policies change, practices, and values because of the change in nature of work (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). One critical thing about the changes is the introduction of more women in the teaching practice. Some images are idolized in some cultures and if used in the work place can affect people from this cultural background (McMenamin, 2007). Cultural diversity is also exhibiting consequential effects in my organization HRD by affecting teachers of the organizations in their respective tasks. Because of the high integration of diverse cultures in my organizations, teachers experience exposure to varying types of cultures a singularly common phenomenon in everyone within them (Delahaye, 2005). It has been so difficult for me together with fellow teachers to cope with teachers from all corners of the world. The HRD has introduced new teachers from foreign countries to teach in different departments (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). Having known that there is a fantastic competition for work force owing to issues related to globalization, application of Incentive compensation would be ideal in retaining the employees of the school in all fields of work (Warner, 2007; Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). In addition to major issues and well-established incentives that will allow equal pay for employees both men and women, there are strong certainly difficult processes of organizations to move away and abandon the standard pay scales as practiced normally and embark on other payment systems considering individual performance of particular labor markets. The school needs to adopt such a strategy to help generate contention among the school employees to enable them work towards the goals of the organization in delivering quality education and many other services (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). Despite the 1970 Pay Act and a similar act in 1983 after amendment, which had elements of equal value, there is still a gap existing between females and males in my school. For example, in 2009 difference in average hourly earnings between women and men’s was an average of 20 percent (Delahaye, 2005). Therefore, there is a need for our school’s HRD to hold monitoring of equality in opportunities based on race, disability making it better for the school’s management professionals (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). The continued use of pay per performance presents a challenge to the school’s management professional, because the routine, while it motivates the teachers and workers who receive the payments, is having a substantial negative effect on the way teachers commit themselves at work including the school’s employees motivation who do not have any privilege to receive them (McMenamin, 2007). No matter how the approach appears to be good, the school does not have sufficient resources to give as rewards to all the hard working employees meeting their targets (Warner, 2007; Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). Owing to he changes in the global world, many schools in the Saudi Arabia have been driven by need for greater productivity; therefore, they end up downsizing of the workers. Maintaining productivity when an employee’s relatives have been downsized is almost impossible. A thoroughgoing way that my HRM practitioners in schools responded to this dilemma is practicing approaches that allow and contribute to the development of outplacement programmes. They provide details in schools particularly of other job opportunities to the teachers within the fields of teaching and for other diversified fields. The school enhances the development of skills for teachers to easily, search jobs outside the firm (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). Another key challenge that arises from globalization has literally been investment by the foreigners in Saudi Arabia. In the education sector, almost one-fifth of teachers in Saudi search for employment in foreign schools. The investment by foreigners in the education sector has brought in new management practices that can help all routines in the domestic forms (Warner, 2007; Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). For instance, Japanese schools are providing many chances from 5000 to the 60 000 within 15 years (Konrad, 2001). Saudi Arabia has a fast ageing population just like other countries and this is a fact. Estimations indicate that by 2040, approximately two in ten people will be pensioners and the country’s largest population will be under 45 (Goode man, 1999). Hiring teachers above 50 is a strategy in Saudi already adopted by schools including mine and is doing relatively well. The rate of employment of teachers over 45 years old increased from approximately 56.5 percent in 2002 to approximately 59.4 percent in 2008 (Konrad, 2001). Saudi Arabia employees work longer hours in a week than other employees in diverse EU countries do. The average working per person in a week is 44 hours with only 28 days’ holiday in a year. To make it better and create a favorable environment for everyone, breaking the long hour’s culture might be an enormous task for the organization’s HRM professional. My school needs to take advantage of the October 2010 changes in the Saudi Arabia work permit system to make it easier for immigrant teachers to fill the gaps in the schools employee requirement from the broad and competitive labor market (Delahaye, 2005). The new Act sets out a progressive policy that will welcome immigrants to help Saudi Arabia’s economy, therefore, the school HRD needs to take advantage of the situation and fetch from the available work force within the shortest time possible (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). A particular interest in Saudi Arabia has been the heated debate about the new forms of working that includes accommodating working patterns, and the new forms of work emergence (Warner, 2007; Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). The move towards the double-jointed firm has seen a trend of the organization towards the activities outsourcing from outside (Goode man, 1999). This may take the outsourcing of organization’s suppliers or even changing employment contracts to hire individuals specifically as consultants better than as employees. Increasingly, too, Saudi institutions are competitively externalizing management activities. For instance, a period of downsizing often sees the hiring of outplacement specialists. Recently, further externalization of the school’s HRM activities is possible through the information technology development (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). The application of the school’s HR also features most strikingly in new workplaces called centers (Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001). These are celebrated in the location where costs of work force are relatively low. Because of the newness in them, they have employed many females’ employees with little experience of office work. Tele working is also another superb trend (Deborah, 2004; Michael, 1992). In Saudi Arabia, the number of Tele-workers is in estimation now to be more than 1.5 million. Management practitioners should develop skills appropriate to motivation and recruitment of the labor force of an “effective office”. The use of the Internet relatively as a recruitment tool is also on the rise in Saudi Arabia, predominantly for large organizations. Institutional Web sites and Generalist are streaming the recruitment process perfect for any HRD. The commonest screening process is the traditional employment interview (Warner, 2007; Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). Averagely, the recruitment process demands three long interviews, and the final decision to hire is from the manager who has the responsibility for the employee’s performance. A rather controversial feature in Saudi Arabia is the use of graphology. Mandatory, want ads demand a handwritten cover letter together with a printed CV (Celia, 2007; Davies, 2008; Deborah, 2004; Michael, 1992). The organization’s HR managers face eventually the low predictive validity that of graphology. Between 70 percent and 80 percent of employers particularly teachers in Saudi Arabia resort to the handwriting study to help place and screen job applicants (Dowling, 2005). With the global increase in using of the Internet to recruit, the use of graphology is diminishing as a screening tool during recruitment unless organizations specifically demand handwriting samples. My school HRD should take note of this and as well adjust to the situation and start the approach instantaneously (Warner, 2007; Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001; Dowling, 2005). Saudi labor laws strongly influence the training practices in Saudi Arabia. Saudi Arabia organizations with over ten people on the relative payroll experience a mandatory contribution of at least 1 percent of the bill for adequate training (Delahaye, 2005). With fewer employees in an institution, the contribution is 0.20 percent that of the bill. Averagely, institutions approximately spend more than the actual minimum legally required in the training contribution of at least 4 percent of the total bill (Davies, 2008; Deborah, 2004; Michael, 1992). The access rate to employee training, that is, the number of employees participating in respective programs in one year, is averagely 39 percent and 65 percent for large companies. The rate varies with the levels of education qualification. It is from 15 percent particularly for unskilled workers to over 65 percent for technicians (Selmer, 2001; Parker, 1998; Lundy & Cowling, 2001; Konrad, 2001). The trend in effective employee training is for institutions to help tailor their operational programs to their needs. With the government laws reducing working hours, employers strive in delivering employee training especially outside working hours (Goode man, 1999). However, employee training is of value, needs serious handling, which is why my institution should seek for a better approach, and facilitates effective teacher’s and other staff training (Warner, 2007; Selmer, 2001). Conclusion Globalization makes precisely culture of nations an increasingly issue that has to experience proper management. It is affecting the HRD of 21st Century for effective schools . The problem comes in when these institutions have to attain a balance in the global trends with resource management particularly with the culture of the broad nation influence because aspects of HRM experience paramount effects by national culture differences (Delahaye, 2005). For the HRD of 21st Century for effective schools, they now have to consider more than transacting businesses in many countries globally but also expanding and preparing for competition from all operating organizations of the same kind presenting human resource management in these institutions with the challenge to facilitate various practices in diverse cultural settings. Four trends seem extremely of value to HRD of 21st Century for effective schools. They include institutions’ globalization, particularly seeking for jobs globally, the rise of high institutions’ competition will affect many countries’ economies’ ability to invest within the fast developing economic markets, education and age are crucial in the developing qualified workforce and technology to enhance more developments in these institutions. These trends act as enormous challenges to the HRD of 21st Century for effective schools with respect to respective labor force development, recruitment and retention (Delahaye, 2005). The HRD of 21st Century for effective schools experiences influence and over the next years, they will experience a drastic turn. It is therefore the duty of the HRD of 21st Century for effective schools to observe the trends as well as how possibly they could affect the institutions to get ready for proper management and increase an institution’s productivity. References Celia, V. (2007). Managing Diversity in the Global Organizations. 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