About Human Resources Management:
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External and internal context of organization
The same organization itself can think as an entity that possesses an atmosphere or environment in which employees are involved. Therefore there is an
external and internal contextthroughout organization.
Context external: the environment external contains the conditions local (national and international) that are interrelated with an organization. The specific elements of the
external context are:-economic globalization. -Political landscape - the dynamics of the industry - labour - market culture of the other 2 important aspects of the
external context country are legal institutions and trade unions. Although the external context clearly influence how organizations manage their template, not determines completely their approach.
Internal context organizational u: refers to the conditions within the Organization itself. Also called internal context. Effective organizations seek to create an organizational environment that articulate with the external context and that is flexible enough to change to new conditions. Given that the external environment is constantly changing, often required adjustments in the domestic context. The organizations are complex systems composed by several elements. Some of the most important human resources management are: - technology - the company culture - the forces of the external context business strategy permanently stimulate companies to relocate elements of the organizational environment. Given that the external environment is constantly changing, successful companies continuously evolve. The success of an organization depends on its ability to adapt and change over time.
Because HR managers should not be to make mass dismissals
Contrary to the belief that the
managers and directors of human resources gives them the same performed massive layoffs (or rather like or suits them) the reality indicates otherwise. In the game's internal power of all organizations, mass dismissals play them against directors and managers, and many know it. Without acknowledging it publicly, ever more human resources executives are reluctant to these actions despite the fact that part of his work. The decisions to carry out
mass layoffs or
downsizing within an organization, may be due to two reasons: from external economic shocks of a major economic crisis at national or global level. Either by an internal restructuring of the company that often seeks to alleviate economic or political problems from the same company. Also be produced during mergers and acquisitions. Professionally, the layoffs are harmful for the role of managers and directors of RR. HH. In all cases during and after the reorganization of the image of the
area of human resources is savaged, weakened and reduced in their roles for a long time. These are some of the reasons why politically the officials of RR. HH. you don't want them in terms of his career make mass dismissals. (1) because reduce it large numbers of staff in a short time
reduces significantly also the operations of the human resources area to support the operation of others. Also during massive layoffs, many questioned the reason for the existence of the
human resources area. (2) during the layoffs, the RR steering function. HH. It boils down to 'fire', to manage conflicts, conducting exit interviews, suspend works with consulting firms, hire frequent consultants to advise the dismissed workers and to cut back on expenses. Bitter tasks that serve the function of carrying out restructuring but not leave no added value as on the contrary leave training, development programmes, or pay-per-performance policies. (3) the
traditional human resources actions takes time since long and they are well oiled as the management of the domestic environment, corporate voluntary work, processes of selection of personnel, training and development of potential, internal communication must be interrupted, budgets cut for a long time in order to focus on the wave of dismissals. 4) as well as in policy, when it is reduced in number and functions area, also
its voting power is reduced. Although many human resources managers are part of the Executive Committee whose voice and votes are the same as other executives, in practice, in times of layoffs the prominence the leaders of the financial areas, who are relegated to a last place the needs of the area monopolize it human resources which become 'expenses'. (5) the ground won in 'spreading' traditional actions, in the areas of human resources, gain the acceptance of all both internal as external (
stakeholders) is consumed by the restructuring. 6) Finally, and as a corollary of the foregoing, if the functions of the area human resources are reduced to a minimum and to do the 'dirty work' of the company call it somehow, to eventually the directors of human Resources also is often obliged to dispense with some of its valuable equipment partners , because suspending their traditional activities of RR. HH. their jobs no longer have a raison d ' être. (7) many times during or after the massive layoffs the directors of human resources is also dismissed by the same restructuring, you may not know it from the beginning. Why at this point the majority of the directors of human resources know that does not favor them from any point of view the task of carrying out mass layoffs, while often undertaken this task.
Payment by performance of short term
• Every compensation plan should take into account the culture of the organization. • The compensation plan designed must have economic justification. • Participants must know in advance the criteria against which will be measured and potential compensation that is derived. • The participants to clearly show the link between their performance and the amount of compensation (
line of the sight). • Those participating must perceive a high grade of control on them variables that measure your performance. • Participants should - to the extent possible - participate in goal setting. • Variable compensation should achieve significant amounts-4 to 6 basic salaries for top management • levels - 2-4 basic salaries to levels of management - 1 to 2 basic salaries to levels of supervision/professional • - 0.5 to 1 base salary levels of employee/operator • plans should be integrated to the compensation program total according to the defined competitive position • the plan should be easy to understand and calculate • plan should leave little room for the discretion • variable pay should not become eun an 'acquired right' and losing the status of joint venture. • The objectives should be challenging but achievable • as a rule, objectives should be set so that: - in about 5% of the cases is not paid anything • - in around 10% of cases is paid close to minimum • - in around 70% of cases is paid around the 'target' • - in around 10% of cases pay near the maximum • - in about 5% of cases the maximum pay
The model of Integral compensation
Compensción Integral model is based on 4 dimensions: 1. compensation 2. Benefits 3. Training and development 4. The
compensation work environment is composed of: base salary, short-term incentives, long-term incentives and special bonuses. The
benefits are: medicine, withdrawal/retirement, insurance, vacation, car company, lunch, loans, others. In terms of
training and development, are considered part of the integral compensation; training experiences for learning, performance management, career development, succession plan. The
work environment includes the work environment, organizational culture, leadership, surveys, personal work/life balance.
The nature of the components of compensation Integral model:
Transactional components: compensation and benefits • are of a financial nature • are easily imitable • are necessary to attract and retain
relational components: learning and development, work environment • are • non-financial in nature are not easily imitable • are needed to motivate and retain • establish an emotional bond Empleado-compania
Objectives strategic from a policy of compensation
The current socio-economic environment suggests that the
remuneration and benefits policies should: • optimize the investment that organizations make their human resources • maintain an appropriate balance between internal equity and external competitiveness • seek an appropriate balance between fixed costs and variable salaries and benefits • link compensation to factors key success of the Organization and the results of the business • to encourage the behaviors and attitudes you want to adopt the staff • Motivate and retain key staff, as well as to attract staff qualified • balancing objectives of short and long term • align the interests of staff with those of the shareholders • communicate the policy of remuneration and benefits from the perspective of' compensation'
Capital human
He
capital human are those resources collective intangible that possess individuals and groups within a population specific. These resources include all knowledge, talents, skills, experiences, intelligence, training, trials, and desires that have individually and collectively. Accumulating total of these characteristics of human capital, represent a form of wealth available in the Nations and organizations to achieve their goals.
Human capital aims to generate wealth in the economy or a private company. In a State Organization, human capital is a resource for providing public welfare. According to how it is managed and developed the human capital can arriving to become one of the most important economic determinants of a country or region, as well as the key factor in the performance of an organization. The concept of human capital, derived from the capitalist economic model of human resource that emphasizes the relationship between improvement of productivity or performance and the need for continued investment in the long term in the development of human resources. The concept of human capital implies qu eson investments that determine the success of a business or the economy should be Eun country as opposed to the approach that human resources are more a cost to be kept beyond the immediate needs and short-term. In the information economy, human capital is the mainstay who has intellectual capital that develops this economy based on intangibles like knowledge and specific skills values.
Learning and human brain
The brain is the most complex organ of the human body. In the brain (of approximately 1.5 kg) is where sits the intelligence, the interpretation of the senses, is where begins the movement of the body, and is the driver's behavior. Neurons are the cells that form the brain. A baby is born with at least 100 billion neurons. Dendrites (fibers) grow out of the neurons when one hears something, writes, speaks, or practice something. The dendrites only grow starting from another Dendrite that already was there, or of something that the trainee already had learned. Then is form a kind of tree of dendrites and is when the learning is constructed, each time more and more high. Thanks to this process many theoretical learning and brain scholars conclude that learning is something natural for the human being. Learning is equal to the growth of dendrites in the brain. New dendrites take time and effort to grow leads them. When two dendrites grow together in the brain, a point of contact forms. If there is a small space before forming the contact point, this space is called a synapse. Messages are sent from one neuron to another as electrical signals across the synapse. As we learn, specific dendrites grow, then certain neurons, they connect at certain synapses to create a long and complex network. There may be so much as 10,000 connections (synapses) per neuron. A real and highly complex interconnected system. Synapses can change minute by minute number. Some synapses are strong others are weaker and others not even send signals. It is proven that through learning all the synapses become a little stronger. Not matter how many synapses have a neuron, has potential to grow even more. When someone learns something, the dendrites become thicker with a fatty coating. How much thicker are dendrites, faster travel signals through neurons. The coating reduces the interference. Do you ever noticed how some people have the answer to a question much more quickly than others? Thick dendrites.
Practice builds double connections
With the sufficient practice, the dendrites built a connecting double. Double connections are fast, strong and last a long time. We remember what we have learned! If students have not had the opportunity to grow dendrites to new competition or skill base, you won't have the foundations so that they can grow dendrites to high levels of knowledge and skills. We cannot judge the students or workers as unable or less intelligent or no talent, if they have never had the opportunity to learn the basics. People can not understand anything if it is not connected in some way with what has been learned previously.
Short-term memory
If someone learns something new and it practice only an or two times, then have it learned, the connection of the dendrite will be very fragile and can disappear in few hours. Within those 20 minutes, remember the 60%. Within 24 hours you will remember only 30% of what they learned. But if the new learned within 24 is practiced hs and then again and again you will remember 80% of what they learned.
To maximize practice time
Dendrites grow only from what we are practicing. If you listen and look at how math problems are resolved, the dendrites will grow in your brain for the ability to listen and watch. If you solve the math problems, will grow dendrites to the ability to solve.
Emotions affect learning
When apprentices are feeling anxious or distrustful, certain chemicals in the brain flow through the Synapse and close them. Students mistakenly think that they have a very poor memory but are feelings that sabotage them. When learners feel confident different chemical flow within the synapses that make them work faster and well.
Problem-based learning
(ABP) problem-based learning that comes from the English Problem-Based Learning (PBL) is a pedagogical approach and methodology often used in higher education. This learning method is that Professor designed a problem that must be solved in order to develop previously defined competencies. The characteristics of the
learning based on problems are: • the learning is led through problems challenging, open without a "response correct". • Problems or cases occur in a specific context • students work as active researchers, self-directed individuals and solving problems in small collaborative groups of approximately 5 students. • Identifies a problem and is actually a solution and implements • teachers adopt the role of facilitators of learning, guiding the learning process and promoting an atmosphere of research. Students of the career of engineering biomedical of Georgia Tech in a course of ABP. This type of learning is often stimulating active intellect and is not a routine task repetition. The steps of the method
problem-based learning are as follows: 1) the teacher presents to students a situation problem, previously selected or prepared to favour certain competences in the student, establishes the working conditions and form small groups (6 to 8 members) which identifies roles of Coordinator, Manager of times, moderator, etc. 2) students identify their learning needs (they do not know to respond to the problem). ((3) students gather information, complement their knowledge and skills, redefine their own ideas, etc. 4) students solve the problem and provide a solution that presented to the teacher and to the rest of the classmates, this solution is discussed identifying new problems and the cycle repeats itself. Competences developed through
problem-based learning are: problem solving decision making work in team communication, oral expression. Review teamwork, tolerance, precision, etc. Advantages of problem-based learning: • allows to analyze and solve issues of professional practice, bringing to students • to the kinds of problems that will confront in the future. • Facilitates the learning of complex skills associated with problem solving, team work or decision making. • Puts student associates degree or even or situations close to the development of the profession, requiring of its ability to innovate, integrate, and apply knowledge and skills to other fields of knowledge; and, of course, requires you to learn to discuss and argue before people have a formation similar to yours. • Promotes interprofessional and group work.
Meaningful learning
The
learning significant is a term coined by Dr. L. Dee Fink author of "creating experiences of learning significant". Dr. Fink created a taxonomy of learning considered be the successor of the
cognitive Bloom's taxonomy that goes beyond cognitive learning and includes what Fink calls meaningful learning.
Meaningful learning refers to learning that leads to a lasting change in the learner and that becomes an important learning for life. There are six dimensions u meaningful learning objectives: foundational knowledge, application, integration, human dimension, care and learning to learn. Fink describes these six types of significant learning as synergistic.
Meaningful learning changes the way of thinking, feeling and behavior. Strong teaching experiences include strong connections with students and the recognition that the student felt that you changed thanks to the effort of the teacher. Significant learning occurs learning experiences promote interaction between different types or dimensions of meaningful learning. For example to acquire knowledge in isolation is not enough, when combined with a learning experience then the significant learning occurs. The model of meaningful learning is used much in teaching secondary and higher, these are examples of the different types:
learning to learn: learning is based on preparing students to continue learning about a topic or theme in particular once you have completed the course or even college.
Assessment: in this type of learning, the teacher is that the student worry about something new, or learn to reflect on their existing values as a result of their experiences in the course.
Human dimension: have two aspects; the personal dimension and the social. Personally, from private thoughts and about social learning.
Integration: refers to the learning in which students understand connections or interactions between two or more ideas, learning experiences and walks of life.
Application: it is learning directly in practical experience.
Foundational knowledge: is trying to determine if the students 'understand and comprehend' important concepts, terminology, vocabulary, principles, etc.
Organizational learning
Learning is the way that we create new knowledge and improve ourselves. While there is a broad debate according to them mechanisms and the scope of the learning in its form more basic the learning not is different in the organizations.
Organizational learning is based on applying knowledge for a purpose and learn from the process and the result. Brown and Duguid (1991) described as "the bridge between the work and innovation"
organizational learning . The two most prominent thinkers about organizational learning are
Chris Argrys and Donald Schön who agree that is the product of a research organizational
. This means that whenever the expected result differs from the actual result, an individual (or group) will be devoted to research to understand and resolve this inconsistency. During the research process, individuals will interact with other members of the Organization and learning will take place. Therefore, learning is a direct product of this interaction. The two hemispheres of the brain that activates the learning: creativity and logic.
Argrys and Schön emphasize that this interaction often goes beyond the rules and procedures defined by the organization. Its approach to
organizational learning theory is based on the understanding of (often conflicting) two operating modes:
exposed theory: refers to the formal part of the organization. Each company will have several policy with regard to the form in that them employees should behave is to carry to out its work (for example, the resolution of problems). These standards or guidelines are often scarce and may be insufficient. An example of exposed theory would be the following regulations: "If the equipment does not work, try restarting and then contact the IT Department."
Theory in use: this is the current way of doing things. People rarely follow the exposed theory and will be based on the interaction and exchange of ideas to solve a problem. Theory in use refers to the way in which they interact, flow and socialized the employees to solve problems and learn. An example of this would be the way in which someone actually solves a problem with your computer researching forums, asking co-workers for opinions, etc. In order to create a conducive environment for learning, the companies are encouraged to accept the theory in use, and make it easy for the individual interact with their surroundings in a way free and unstructured. Essentially the environment suitable for the investigation of the organization that will take place, without the constraints of formal procedures should be provided. Levitt and March (1996) extend further the theory of
organizational learning. These authors describe the organization based on a routine, a history-dependent and results-oriented. While the historical lessons are stored in the memory of the Organization, the event itself is lost. Levitt and March point that the lessons of the last are captured by them routines "of a way that makes that them lessons, but not the history, are accessible to them members of the organization." What often is available is the event and not the interpretations on the same. Organizational learning is transmitted through socialization, education, imitation and so on, and can change over time as a result of interpretations of history.
Theory of organizational learning: three types of learning
Argrys and Schön (1996) identified
three levels of learning that can occur in an organization:
individual learning: consists of a feedback loop when the strategy is modified in response to an unexpected result (correction of errors). For example when sales are down, marketing managers are investigating the causes and adjust the strategy to try to increase sales again.
Double loop learning: learning that results from a change in the theory in use. The values, strategies and assumptions that govern the action changes to create a more efficient environment. In the previous example, administrators could rethink all the marketing or sales process so that there would be no major fluctuations in the future.
Deuteroaprendizaje: Learn about the improvement of the learning system itself. This is contains components structural and of behavior that determine how the learning is carried to out. The deuterolearning means, "learning to learn". These theories must be associated with the concept of Senge's learning, in particular in order to improve the process of learning and understanding organization / change mental models.
Legal aspects related to the assessment of performance
Periodic performance evaluation shows progress (or regression) of an employee over the course of his career within an organization. The performance evaluations must be kept by the company either in paper or digital format. As for the legality the performance evaluations since they are a document often used as evidence in cases of judgements against the company for example when the reason for the dismissal is for just cause. The performance evaluations are legal in most of the laws, the company is which carries out the Organization's work. In the case of a judgment by the employee, assessments of performance often are used by the area of work or legal relations, to show different facts, which may be the low performance of the employee or called attention to repeated direct boss, for example in cases of repeated absenteeism, low performance, little or much predisposition, opinions of other managers about the employee Miss conduct, etc. The performance evaluations must be signed by the evaluated employee and his direct boss and often the company tends to make them 1 or 2 a year.
Theory of the expectation
The
theory of expectation explains the mental processes that guide choices and behaviors. Expectancy theory proposes that individuals decide to act in a certain way based on his expectation for the end result. The
theory of expectation explains the process behavior of why individuals are encouraged to choose one behavior over another. It also explains how individuals make decisions to achieve a result that perceive most valuable. In
organizational behavior, theory of expectation relates to the
definition of motivation of Victor Vroom. Vroom suggests that a person decides to behave in a certain way by choosing one behavior on others, based on the expected result of that behavior. For example, people want to work harder if they think that the extra effort will be rewarded. The important
theory of expectation is the cognitive process of how an individual processes different motivational elements. The process is done until the individual make the final choice. The expected result is not the sole determinant and the decision on how to behave because the person must predict whether the expectation will be fulfilled or not. The
expectancy theory can help managers to understand why individuals are motivated to choose among several behaviors. Commanders use systems of compensation that tie compensation to performance well to improve the connection between performance and results. Commanders must ensure also that offered rewards are deserved and desired by their recipients. To improve the connection between performance and performance managers must use training to improve the capabilities of the employee and help them believe that extra effort will lead to a better performance.
Vroom and the expectation theory
In 1964 Víctor Vroom, defined motivation as a process controlled by the individual who manages their choices depending on the result that you want. In theory Vroom in the
organizational behavior, the basics of motivation is composed of three dimensions: • the expectations of the individual that the effort will lead to the expected performance. • The instrumentality of this performance is based on the achievement of a particular result. • The desirability of the outcome (known as valencia) for the individual. Vroom introduces three variables within the
expectancy theory: Valencia (V) expectation (E) and instrumentality (I).
Valencia: Measure the value that a person gives to certain reward
expectation: measuring the confidence of the person to be able to get the expected results. It is a purely subjective measure of what believes the individual in its own right.
Instrumentality: It measures the extent by which an individual believes that his manager u organization distributed the rewards that were promised.
Overview of the theory of expectation:
An individual is motivated if you think that: there is a positive correlation between effort and performance. Outstanding performance will result in a desired reward. The reward will satisfy a need important desire to satisfy the need must be sufficiently strong to make an effort that is worthwhile.
Productivity and competitiveness
High productivity is improving competitiveness.
Productivity and competitiveness are two concepts that go hand in hand. The companies are competitive when its labor productivity and all the factors of production grow consistently, and as a result reduces the unit costs of production. A high
productivity provides funds for the plans of expansion of a company. Short term benefit citizens by products of higher quality and lower price available on the market. And in the medium term they benefit from employment growth. Another effect or consequence of an
high productivity and improving competitiveness is the steady growth of wages in real terms. As a result, the standard of living of a country rises when the growth of productivity (in macro-terms) is held. Therefore, a company plays the main role in the generation of income and employment, and contributes to sustainable and balanced economic and social development.
Productivity growth depends on a number of factors which include investments and innovation in production and services and the development of human resources. Economic development and the growth of productivity occur as a result of an educated workforce. Particularly in the technological sectors human capital makes to grow productivity with the accumulation and dissemination of knowledge. He knowledge and the capacity of your application efficient are the key of the competitiveness of the economies. In consequently high productivity determines both the improvement of the competitiveness of the economy as a whole and balanced social and economic development. One of those factors determinants basic of the competitiveness of a company and the productivity is the strength of work. The most important component of a company's total productivity is labor productivity which shows the efficiency and effectiveness of the management of human resources. Plays a special role in terms of the competitiveness of a company manager who deals with the productivity improvement with the implementation of technological processes for continuous improvement and encourages workers to increase productivity. The creativity of the management is the key factor behind labor productivity in a company.
Labor productivity
It
labour productivity is a measure of eficienciade a person, machine, factory, system, etc. in the conversion of inputs into useful products. The management should establish control processes to maintain or improve
labor productivity which is that tied to the performance of people and the relationship of labor cost vs. benefit. Construction workers installing railroad tracks in the U.S., 1974.
Productivity in enterprises it can be oriented to achieve a number of objectives or a good working environment by taking certain action and the use of factors as time and resources. To get a good
business productivity is necessary to carry out a good business management combined with the most appropriate techniques for thus, achieving sustainability and viability of the company's future. In today's economy are present continuously terms such as
productivity and competitiveness because one depends on the other in real terms. Although is related, different productivity and competitiveness; While
productivity is an indicator that helps measure the optimal use of resources to produce goods and services,
s competitivenessand defined as the capacity that the company, having a series of resources and duty cycle limited, to achieve higher profitability than other companies competing in the same sector. It can be said that competitiveness is an indicator that allows us to study a company's productivity and the productivity of the company in relation to other companies.
Labor productivity factors are a series of actions that affect the performance of the companies. Some of these factors can be identified as absenteeism, indices of turnover, operating machines, and other factors of the internal and external environment of the company affecting the rates of productivity. Other prominent factors affecting
labour productivity an organizational culture that does not offer rewards, benefits and incentives, mergers and acquisitions, layoffs or restructuring processes. On the other hand speaking of
productivity are given two concepts that are different: labor productivity and efficiency, which implies the objectives of the company in a certain way, using financial, human and infrastructure available resources in the best possible way. The
quality and productivity in companies are closely related. An improves in the quality can give place to an improves in it productivity, and can get it through a reduction in costs or to the increase the units produced. This allows the decrease of costs having less reprocesses and a much more competitive company.
Internal environment of an enterprise
The internal environment of a company will be made up of elements that are inside of the Organization, including current employees, the management and especially corporate culture that defines the
behavior of the employee. While some elements affect the company as a whole, others affect only the manager. The philosophy of the management or
leadership style directly impacts on the employees. The company's strategy should be in line with the
environment internal and vice versa. The estimation of the proper amount of internal resources in the internal environment is needed to go ahead and have a project or otherwise the project may lead to unintended consequences. Internal environment includes culture and other intangible aspects such as teamwork, coordination, efficiency of employees, salaries of employees and costs of monitoring. The strategy for the competition also should be in tune with them resources internal especially the atmosphere internal. Other elements that are part of
a company internal environment are: • the principles about mission and vision. Why and for what there is the company. It explains the purpose and includes the attributes that distinguish it from other organizations. • Corporate policies. The guidelines laying down the guidelines to be followed in certain situations. • Formal structures. The hierarchical design of the tasks of the people. • Organizational culture. It is the personality of the organization. Are them values, those heroes, rites and rituals of each company that it differentiates of other. • Organizational climate. Attitudes of workers, the daily relationships and interactions are indicative of the domestic environment. • Resources. People, information, infrastructure, equipment, installations, materials, etc. • the management philosophies. Personal beliefs, values and conception of how it should work for every manager.
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