The New Paradigm for Human Resource Management - Assignment Example

The New Paradigm for Human Resource Management 1 INTRODUCTION Graduate attributes and discipline specific skills are qualities which empower me to become qualified to serve in the capacity of human resource management professional. In my sphere of work, communication skills, cultural competency, team work skills and team building can be seen as motivators which furnish the employee with opportunity to correspond and collaborate with their fellow workers and management. We are in “a world in which Human Resources is to organizational effectiveness, as accounting is to finance, and as sales is to marketing… it would recognize the critical role that decisions concerning the acquisition, development, and organization of human capital play in determining the effectiveness of organizations” (Lawler, 2004). As a Human Resource Management student, I developed skills in the fields of finance and accounting, employment/labor law proficiency by internalizing theories of management, procedural models and ethics. Rather than dictating instructions, quotas and goals from above, human resource managers follow philosophy that includes employees in strategic decision-making. Human resource management forms the backbone of any establishment as it channels its human resources to fulfill customer and employer expectations, while respecting the legal rights and privileges of employees. With human resource management, ineffective decision making will cause a company to lose its most valuable property and resourceful for progressive growth. 2 GRADUATE ATTRIBUTES 2.1 Communication Skills I believe that my communication skills cemented in me will aid in laying the foundation to a healthy professional relationship with faculty and fellow students now, and later on with peers, superiors and subordinates in the world of work. Communication skills empower both the student and the professional to clearly and articulately present ideas and information both verbally and in writing. Communication involves the sharing of information with others on a timely basis using appropriate and easily understood language. Belief that courses with a solid focus on language drove me to improve my communication skills for I realized that a good command of language also makes keener analytical skills and also sharpen sensitivity to human needs and qualities. I have developed strong and professional communication skills as reflected in my exposure to regular oral presentations, written correspondences and research papers. Aware that I would be required to carry out oral presentations, submit reports, and draft correspondences, attributes which have supported me in communication are eloquence, confidence, enunciation and conciseness. In the realm of class discussions, my effective communication skills are demonstrated in the conveying of my perspectives through pertinent and provocative questions to gain the right information. Likewise, I am also well able to respond with focused, yet comprehensive answers to posed questions. My communication skills give me voice so that I can equally argue in persuasion for or oppose passionately a particular standpoint. The large knowledge-base in literature, history, education, business, humanities, sciences and technology also boost my conversation skills so that I can speak informatively and even authoritatively on certain subjects. In communication, the possibilities are limitless where undoubtedly, the power of the pen has inherent influence which can effectuate change, alter outcomes and touch individuals permanently. Through my formal university education, I have developed the ability to take careful notes and document key data. Through academic writing, business writing and research assignments, I have become proficient in formally communicating, enhancing immeasurably reading, writing and speech skills. As a result, I gained hands-on experience in detecting script errors as I edited my papers. As a Human Resource Management major, I have concentrated on text analysis, form, style, and perspective. These elements are intriguing because of diversity in purpose and interpretation. Writing, editing, proofreading are fulfilling experiences for they have the potential to not only convey knowledge in the exchange of thought and ideas, but also have their own intangible rewards which stimulate the intelligence and enlighten the mental faculties. I have also been able to be exposed to some rules in language that would better outcomes such as grammar, spelling, punctuation, and vocabulary. Paying attention to the target audience is also essential in effective communication so that the communicant has to bear in mind the predominant ideologies, background, cultures and expectations of those persons whom he or she addresses. My undergraduate education has also expanded my scope to include a diversity which I had not yet before experienced. Through the integration of foreign languages in the curriculum, I have obtained a higher appreciation of international culture and consequently, I feel able to interact with those of various linguistic and cultural heritages. 2.2 Cultural Competency My education has also bettered my cultural sensitivity and competency so that I am able to participate in cross-cultural dialogue. Understanding the belief systems and backgrounds of various ethnicities prepare me to embrace culture to develop a competency in which I can relate with those coming from distinct sectors of society. Hence I realize that, cultural competence is defined by the Office of Minority Health as “a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enables effective work in cross-cultural situations.”4 Culturally competent care has been linked to improved health outcomes and the elimination of disparities (Haack, 2012 ). This aptitude, in the end, opens the door for me to have a heightened cultural consciousness and should close up openings for discrimination to occur. Sometimes, taking a look outside one’s own cultural framework is best to understand and identify with another. Also, knowing that in all public spaces that I would be introduced to others of diverse cultures and backgrounds, I have taken the time to learn about cultural expressions through music, dance, and religion. It is a useful mechanism to be culturally competent and sensitive in my dealings, especially in this era where globalization is making the world smaller. Cultural competency helps me be internationally oriented so that I am adapted to social values, historical and political movements and philosophy that impact on culture. Pursuing my undergraduate degree has familiarized me with other cultures so that my experience, in turn, becomes internationalized. Also, one of the objectives of study in undergraduate programs is provide students with language learning through knowledge of both language and culture. To this end, I have groomed myself, even learning some Spanish and some French along the way. This interdisciplinary scope globalizes worldviews, furnishing me with broadened perspectives on culture instead of being satisfied with projected stereotypes through media. Coursework has enabled me to know myself and others better by learning and getting a thorough insight into the lives, traditions and history of many cultures that transcend provincial limits. In particular, at a time when the buzz word, but also the reality, is the “global village,” I see myself endowed with the responsibility to incorporate new diversity. Cultural competency is an indispensable capability since it is a skill that endorses flexibility and inclusion in a world melting pot of cultures. In addition to the global market, other dynamics such as immigration, Western hegemony and urbanization place me in a strategic position to respond to and collaborate with those of different cultures. Clearly, my cultural competency, developed in the classroom has worked in my favor as I have been able to function well on a multicultural campus and soon on an international stage which only stimulates personal development and teamwork ethnics. 2.3 Team work Skills Team work ranks among the key graduate attributes that I possess. One must be able to work not only independently, but also interdependently, cultivating teamwork skills that would simplify collaboration and engender conviviality among team members in the class and in the workplace. In the professional arena, it is critical to get along with colleagues, managers and hired staff. In association with team work skills, I have developed the attitude that would enhance cohesion within a unit to forge and work towards unity. An expected outcome of my teamwork skills is the realization of specific objectives as team player performs his or her part to promote them. One cornerstone principle in production and operations management is the working in teams. People must work in teams to tackle problems that may be encountered with every department. Indeed, teamwork is a necessity if one is to succeed at anything. Team work describes the interaction of business functions, ensuring efficient execution. The team environment as a result must be conducive to an easy interchange of ideas. With this structure, teams are able to consult with one another to guarantee a higher quality of product and general satisfaction. Team work is based on the ethics of egalitarianism, mutual respect and impartiality; therefore every member has equal rights and shared responsibility in the group. It is found that “In most teams, social interaction with colleagues (should) promote a friendly atmosphere that encouraged trainees to ask questions and to seek help when they were carrying out their work; but when a team was not working well together, or a trainee was left to work alone for long periods, they could feel isolated” (Sceptre University of Surrey, 2008). Here one sees that to maintain the togetherness of the team communication has to be retained. The interconnectivity of these graduate attributes must be underlined since one is tied into another. On the other hand, an unwelcome intruder in the dynamics of team work is that of tackling conflict so that it challenges members to implement with problem-solving techniques. Humans are born with a natural cognitive sorting mechanism which separates ‘us’ and ‘them,’ engendering prejudice and in the long run, conflict. This perspective is typical to the Self and the Other concept in which groups are constructed to exclude any entity that is perceived as foreign and a threat. This concept breeds the antagonization which may turn one person or group against the other, deepening rifts and sharpening rivalry. This hostile mindset advantages one person or unit over another and as a consequence, resentment embitters the relationship among participants. With demonized motives, each member/group continues to drift apart, become alienated and produce friction that causes a split up. But if one utilizes conflict resolution skills, one would find that ideas and feelings can be shared to increase interpersonal effectiveness and steps negotiated that builds understanding and functionality. Personalities matter especially as it relates to the formation of team relationships among co-workers, employers and clients. Different types of personality work best executing certain tasks, managing certain projects or interfacing professionally with clientele hence team work skills demand a proper delegation of duty according to ability and demeanor. In the end, team work reaps bountiful rewards, since more significant accomplishments are achieved. During my own course work, I have been assigned to groups in which I have had to work along with different personalities, however, we pulled together to realize the aim of the project. Group projects exposes the level of difficulty in working together; nevertheless, the yield is the production of a large volume of work at the end of the term which one person alone could not do. As a team player I have encouraged the other’s input and realize the other’s contributions in an effort to put in practice democratic ideals. In my future career, I anticipate that my team work skills would be used in light of the fact that more and more organizations are dependent on team building and team effort to carry out goals, centering their mission and goals on the essence of teams – human resources. 3 DEGREE-SPECIFIC SKILLS - Human Resource Management As a Human Resources Management major, it is my privilege to build discipline specific skills that prepare me for the world of work. Degree modules such as employment/labor law, leadership and organizational skills and marketing and finance are paramount to my education. A firm grasp on these components facilitates greater efficiency and confidence when handling job duties. Here, leadership strategy, labor and employment laws and finance and accounting skills represent the key fields that mold my skills development. 3.1 Leadership Skills In my coursework where I learn to manage human resources, I have been indoctrinated in leadership and management modules that entail planning, organizing and directing company functions. A leader possesses formal authority by virtue of his or her position or office, on the contrary, leadership, principally talks of influence (Bush 2008). As per definition by many studies, leadership is the process wherein one exerts his or her social influence to solicit the assistance of an individual or a group in order to carry out a task and is “ultimately about creating a way for people to contribute to making something extraordinary happen” (Chemers, 2002). Hence, leadership cannot be taken lightly since it stands as an influence relationship between the leader and followers that come together to effect change through common objectives. Further, leadership skills represent an extension of team building and team work skills for a manager-headed team. My leadership courses exposed me to acting the part of a manager and leader in a business setting so that I received first-hand experience on the role and responsibility of a leader. A few projects have put me in a position to make decisions that would affect others. By this practical activity, I realize that no longer does one leader have all the answers and the authority to make significant and extensive changes, instead, leadership fosters an environment where several individuals take part in leadership. Further, I got acquainted with a range of leadership theories based on the factors of organizational structure, social characteristics and environment. I discovered the qualities connected to success as a leader, understanding that effective leadership springs from capacity, achievement, responsibility, participation, status, and situation. Threshold traits, such as reliability, hardiness and attitudes favorable to a global way of thinking, interpersonal and intercultural skills play a most important role in management. Managing change, spanning boundaries and making principled judgments number among a leader’s job specifications. I have found that “leaders who are adaptable can juggle multiple demands without losing their focus and energy” (Goleman, 2002). As a leader, I have been called to multitask while expected to remain centered on projects at hand to fulfill. Working along with other members challenged me to rediscover the necessity of delegation since attempting a one man show often backfires. I learn to perceive of management as another type of government in which putting in practice democratic ideals would augment the smooth working of the unit. Goleman (2002) cites that “the democratic style builds on a triad of emotional intelligence abilities: teamwork and collaboration, conflict management and influence.” In other words, the more diverse an establishment, the more the leader has to employ equal opportunity, tolerance, freedom of speech (opportunity for input) and fairness for all workers to better mesh together. As workers partner together to cause profits to materialize, questions touching on finance and accounting must be tackled by the HR representative. 3.2 Finance and Accounting Skills Money management and human resource management are inextricably intertwined. Human resource leaders… must learn how the strategic “decision sciences” of finance and marketing evolved from the professional practices of accounting.., finance and marketing decisions about money and customers. In parallel, human resource professional have to ‘spend’ their resources, people, as intellectual capital (which is) critical to organizational strategic success (Boudreau, 2005). Developing strategies to make best use of assigned funds and capitalizing on opportunities to enlarge the business through calculated organization of human resources. My finance and accounting skills are acquired from courses studied at the undergraduate level as Human Resource Management major. As one entering this field, being accountable requires that I master and implement concepts that would enable me to deal with compensation issues and competitive financial packaging to fund specific projects. When I apply financing concepts, theories, models and tools, I am managing the financial resources earmarked for workers and contractors. In the same way, human resources have to be organized so that resources that are categorized as assets are treasured and kept whereas the liabilities are discharged. As a human resource management professional, finance strategies and marketing development would aid me in learning new techniques to propel the business enterprise by maximizing the potential in human resources. As a result, the company’s ability in furthering the product through its representatives – the people is amplified. Constructing long-term and short-term strategies in finance and accounting is also one of my key strengths. With the vision to assist the company in minimizing production costs (input) and yet, harvesting the most from the expenditure (output), I see myself harnessed with the acumen to extract bargains. Submitting financial data for budgets to the accounts department counts. To upkeep a cutting-edge level of accountability, I am familiar with data systems which compile information on higher education institutions and students. My knowledge on cash flow, income/revenue and expenditure, balance sheets, financial statements and finance policies help me to effectively steer the company in economically turbulent waters. As an HR management officer, I understand that the earning of income has to be done within the confines of employment and labor laws which serve to protect parties and preserve the harmony and legality of the professional relationship. 3.3 Employment/Labor Law Before the dawn of the capitalistic multinational company, mercantilism, slavery and bourgeoisie-led enterprise exploited the workforce. As a consequence, courts have instituted employment and labor laws as an intervention on behalf of the trampled rights of workers. These labor regulations, hammered out by lawmakers, “are defined and enforced through collective efforts of workers…(while) the employment laws…are established by statutes and granted to individual workers regardless of collective organization or strength” (Dau-Schmidt, 2008). My knowledge proficiency in these human resource policies inform me on torts, contractual procedure and standing laws with regard to labor such as the Wagner Act, National Labor Relations Act, the Fair Labor Standards Act, trade union laws and employer-employee agreements. The goals of employment and labor laws are both to act for the wage worker and resist the often exploitative and inconsiderate interests of establishment owners. Conforming to Marx’s definition, the wage worker represents that class of individuals who must work daily to survive. In contrast, business owners occupy a more elite, affluent position gotten by their enterprising ventures. These laws seek redress for the wrongs perpetrated against laborers and protest against oppressive, capitalist regimes. Adam Smith, the founding father of capitalism declared that the owner aims to “the most advantageous employment for whatever capital he can command…he intends only his own gain” (The Wealth of Nations). Put differently, he confesses that the driving force behind establishing a business undertaking is not for public good, but mainly for self interest and lucrative profit. In the midst of these parties (employer and employee), the human resource management officer acts as a bridge between the two. Because I possess the capabilities in these areas, I would enact and implement policies that would be palatable to workers and also further, the employer’s objectives to realize gain. The management of the employer-employee relationship facilitates better production of work through departmental codes, policies and protocol. Every organization must devise and enforce a manual code of ethics by which the workforce must comply. This step ensures order, discipline and standard organizational behavior that promote ideals of professionalism. Contracts are also an overriding ingredient in formulating legally binding terms and conditions that each employee upon introduction into the organization must subscribe. These employment laws and policies only stem from enacted agreements through the action of workers who fought for certain rights and employers who also countered these claims. In all, graduate attributes and discipline specific skills are qualities that shape my professional identity. These learnt abilities will not only help me become better in my chosen career path, but it would pave the way for personal development and self-actualization References: Boudreau, J. W. (2005). Talentship and the New Paradigm for Human Resource Management: From Professional Practices to Strategic Talent Decision Science. Human Resource Planning, 28(2), 17-26. Bush, T. (2008). Leadership and Management Development in Education. Hawker Brownlow Education Press. Chemers, M. M. (2002). Meta-cognitive, Social, and Emotional Intelligence of Transformational Leadership: Efficacy and Effectiveness. Multiple Intelligences and Leadership. Dau-Schmidt, K. G. (2008). Meeting the Demands of Workers into the Twenty First Century: The Future of Labor and Employment Law. Cardozo Law Review, 29(6), 2685-2709. Goleman, D., & Boyatzis, R. E. (2002). Primal leadership: Realizing the Power of Emotional Intelligence. Massachusetts: Harvard Business School Press. Haack, S., & Phillips, C. (2012). Teaching Cultural Competency Through a Pharmacy Skills and Applications Course Series. American Journal of Pharmaceutical Education, 76(2), 27. DOI:10.5688/ajpe76227 Sceptre University of Surrey. (2008). Realizing the Power of Immersive Experience. Surrey Centre for Excellence in Professional Training and Education, UK. Maguire, P. (2002). Key Communication Skills and How to Acquire Them. British Medical Journal. Burns, J., & Hopper, T. (2004). Management Accounting Education and Training: Putting Management In and Taking Accounting Out. Qualitative Research in Business and Management, 13(4), 56-63. Lawler, E. E. (2004). From Human Resource Management to Organizational Effectiveness. Center for Effective Organizations (CEO) Publication Journal, 4-9(461). Retrieved from http://ceo.usc.edu/pdf/G049461.pdf Read More