Graduation thesis of human resource management

Science and technology are the primary productive forces, and human resources as its carrier determine the level of science and technology, so human resources should be regarded as the primary resources. The following is my graduation thesis on human resource management for your reference.

Model essay on human resource management: a case study of human resource management.

[Abstract] Through the investigation of teachers in colleges and universities in Hunan Province, it is found that there are two kinds of problems in case teaching of Human Resource Management, one is the management problem that can be solved by improving teaching management, and the other is the problem that needs to be solved by improving and perfecting case teaching methods. The advantages of cooperative learning can be used to make up for the shortcomings of case teaching method. The organic combination of case teaching and cooperative learning and its collaborative application in the teaching process of Human Resource Management can foster strengths and avoid weaknesses, and improve efficiency through coupling. The collaborative application of case teaching method and cooperative learning in human resource management course needs to pay attention to three interrelated links: pre-class preparation, classroom application and after-class summary.

[Keywords:] human resource management; Case teaching; Cooperative learning; Collaborative application

First, "Human Resource Management" course case teaching and existing problems

Human resource management is a very practical subject. In teaching and research, it is very important for teachers to simulate the actual human resource management activities and let students feel immersive. Case teaching method is an independent, exploratory and open teaching mode and method with students as the main body. It organically combines teaching and learning, and greatly improves students' practical ability to analyze and solve problems. However, at present, there are some problems and puzzles in the implementation of case teaching in the course of Human Resource Management, which seriously affects the teaching effect of this course and the enthusiasm of teachers to adopt case teaching method. In order to deeply analyze this problem, our research group conducted a survey on 20 14 1 &; In March, the author investigated and analyzed the problems existing in the case teaching of the course of Human Resource Management and the causes of the problems by means of personal interviews and questionnaires. First, 10 teachers from Hunan Normal University, Hunan Business School and hunan university of science and engineering universities were selected for open personal in-depth interviews, and then 47 teachers from universities in Hunan Province were selected for a questionnaire survey. Statistical analysis shows that there are two kinds of problems in the implementation of case teaching of human resource management course. One is the management problems that can be solved by improving teaching management, mainly: the teaching concept and teaching method are backward (84.3%); Lack of case resources, lagging behind the construction of case base (79.6%); Teachers' professional quality is low, and the level of case teaching is not high (70.1%); Lack of teaching infrastructure and investment (69.4%); The leaders did not pay enough attention, and the teaching management system was rigid (53.2%). The other is the inherent unsolvable problem of case teaching method, which is mainly: in the process of case discussion and collective learning, students' communication and cooperative learning are insufficient (84.9%); Ignoring the cultivation of students' non-cognitive quality and cooperative learning skills (75.0%); There is a lack of teacher-student interaction in the teaching process, and students' enthusiasm for participating in case study is not high (67.3%); Wait a minute. The latter problem needs to be solved by improving and perfecting the case teaching method.

Second, the coupling mechanism of cooperative learning and case teaching method

Cooperative learning is a cooperative learning strategy system, which takes learning groups as the basic unit, dynamically uses the interactive relationship between subjects and obtains individual and group learning results under a certain incentive mechanism. In the teaching process of "Human Resource Management" course, if it is used in conjunction with case teaching method, it can have a coupling effect with case teaching method and play a linkage effect. First of all, cooperative learning emphasizes the emotional function of teaching. The traditional teaching model often only pays attention to the cognitive function of teaching and cares about students' academic performance. Cooperative learning teaching mode not only enables students to gain cognitive development, but also enables students to gain trust, recognition and sense of accomplishment, meets students' emotional needs and highlights the emotional function of teaching. Secondly, cooperative learning advocates that teachers are "directors" and students are "actors", emphasizing students' "learning". In the cooperative learning classroom, the role of teachers has changed fundamentally, mainly playing the role of activity organizer, and no longer directly interfering with students' learning methods and contents. They only intervene and guide organizational forms to ensure effective learning. Teachers are the "managers", "consultants" and "participants" of the activities, and students are the "protagonists" of the whole learning activities. Third, cooperative learning is based on classroom teaching and takes study groups as the basic learning units. Its basic teaching mode is: learning goal design &; Rarr goal demonstration &; Rarr group teaching &; Rarr group activities &; Rarr testing and rarr feedback and remedy. The teaching in cooperative learning is designed by the cooperation of teachers and students, which is concise and clear, has strong inspiration and inquiry value, and is conducive to improving students' thirst for knowledge and interest in learning. Fourthly, cooperative learning is a multilateral interaction between teachers and students, between students and even between teachers. The traditional teaching mode is limited to the mutual influence and interaction between teachers and students, while cooperative learning builds the whole teaching process on the basis of multilateral activities, which is conducive to improving the interaction between students and their enthusiasm for learning. In a word, it is of great significance for cooperative learning to fully develop and utilize the human resources in the classroom teaching system and pursue the balanced achievement of the cognitive goal, emotional goal and skill goal of course teaching, so as to overcome the defects and deficiencies of case teaching method and improve students' learning enthusiasm and comprehensive quality.

Third, organize and implement case teaching and cooperative learning of Human Resource Management.

The collaborative application of case teaching method and cooperative learning in human resource management course needs to pay attention to three interrelated links: pre-class preparation, classroom application and after-class summary.

(A) pre-class teaching design and preparation

First of all, teachers need to do some preparatory work, such as making teaching objectives and basic principles, preparing and selecting teaching cases, choosing cooperative learning methods, preparing venues and facilities, and preparing auxiliary tools. In the teaching of "human resource management", its teaching objectives are diversified, including not only academic goals, but also social skills goals for students to interact with others. Among them, academic goals include cognitive goals such as theoretical knowledge and professional skills and emotional goals such as emotions, attitudes and values. The choice of cooperative learning methods needs to consider the advantages and disadvantages and applicable conditions of different learning methods. For example, if the teaching goal is to let students learn a lot of new knowledge through free inquiry, group investigation and jigsaw puzzle can be used; If you review and consolidate the old knowledge you have learned, you can use group game competition or group-assisted teaching method. In addition, teachers should also guide students to make some necessary preparations, such as reading cases, self-learning related theoretical knowledge, making psychological preparations before discussion, drawing up an outline of speeches for group discussion and classroom communication, learning how to cooperate with others and mastering some necessary cooperative learning skills.

(B) the use and management of classroom teaching

The basic process of classroom application mainly includes the formation and management of cooperative learning groups and the organization and implementation of case classroom communication. Usually, the group size is 2 ~ 6 people, which can not only ensure that each member has sufficient opportunities to participate, but also help students establish good interpersonal relationships and promote the benign interaction of the group. Of course, when determining the group size, we also need to consider the actual situation such as class size, classroom space, study time, and available study materials. In addition, teachers need to consider the differences of students' performance, ability, gender, way of thinking, learning style and other individual characteristics for grouping. The basic principle is to increase the heterogeneity among members in a group and improve the homogeneity among groups. Classroom communication is the central link in the case teaching process and the climax of the whole cooperative learning. In the process of group cooperative learning, teachers need to observe, supervise and coordinate students' cooperative learning behavior, give guidance when necessary, and properly handle existing problems and special situations. For example, some team members who have good grades or usually perform well like to monopolize the right to speak in group activities. In this case, teachers need to deal with it in time, such as assigning different roles to students and rotating them regularly; Use voice cards or language plugs to limit the number and time of each person's speech. Some students don't listen carefully to the group report and summary speech. At this time, the teacher can stipulate that after each group reports, the other groups must ask 1 ~ 2 questions, and the students in the reporting group will answer the questions.

(C) after-school teaching summary and evaluation

After the speech, teachers should summarize and evaluate the common and key issues in the discussion, expand and extend them appropriately, and guide each group to cooperate to complete the written report of the case study in order to digest and absorb the results of the case study. Generally speaking, teaching evaluation should not only evaluate the completion of academic goals, but also examine students' mastery of social skills. The evaluation content should include knowledge, cognitive skills, social skills, emotions, attitudes and values. Evaluation methods include formative evaluation in the teaching process and summative evaluation after the teaching. Among them, the purpose of formative evaluation is to understand the degree to which students meet the learning requirements in cooperative learning, and the problems and defects existing in the teaching process. , so as to constantly adjust the deviation and improve teaching; The purpose of summative evaluation is to determine students' grades, and to examine the appropriateness of textbook organization, learning method selection, teaching activities arrangement and the overall effect of cooperative learning. In addition, teachers should collect students' evaluation and feedback information in time to adjust and improve teaching content and methods.

Four. Concluding remarks

In a word, the comprehensive application of case teaching method and cooperative learning strategy in the teaching of Human Resource Management can greatly improve students' learning interest and arouse their learning enthusiasm, promote the overall improvement of students' comprehensive quality and achieve the best effect of classroom teaching. This is a new teaching mode of human resource management worth trying. Of course, in the specific practice process, teachers should always pay attention to the new situations and problems in the teaching process and try to solve them in time.

References:

[1] Wang Tan. Cooperative learning & mdash& ampmdash& ampmdash principles and strategies [M]. Beijing: Academy of Sciences Press, 200 1.

[2] Wu Xinchun, Guan Lin. Cooperative learning and classroom teaching [M]. Beijing: People's Education Press, 20 10.

[3] Ray. Study on cooperative learning mode in case teaching of human resource management [J]. Modern enterprise education, 20 1 1(2).

Human resource management model article 2: human resource management in administrative units

2 1 century is the era of knowledge economy, and talents are the basis for the long-term development of market economy. In essence, the competition between units is actually the competition between talents. Due to the particularity of administrative units, it is necessary to attach importance to human resource management and give full play to the advantages of each employee.

Keywords: administrative unit; Human resource management; Problems; path

Human resource management refers to putting the right people in the right position and giving full play to their talents. At present, many units still follow the traditional management mode, which leads to the waste of talents. In order to change this situation, we must do a good job in human resources management to ensure the maximum utilization of human resources.

First, the administrative unit of human resources management problems

1. Lack of perfect talent selection mechanism

The responsibility of administrative units in China is to manage the government. The influence of history has increased the complexity of internal structure, so there is no reasonable management talent. Judging from the current development situation, administrative units can't manage office staff well and the mobility of talents is poor, which leads to the inability to manage and allocate talents according to market rules. At the same time, many administrative units have not built a complete talent selection mechanism. When selecting talents, we still choose the way of succession. This family-style talent selection can't really achieve meritocracy, thus affecting the overall quality of employees. Some employees engage in administrative work without education, which greatly reduces the efficiency of employees and wastes labor costs. In addition, the family-style talent selection method is easy to breed corruption, which is not conducive to the long-term development of administrative units.

2. Lack of funds for human resource management

Administrative units are under pressure from society, which is manifested in two aspects: they bear the cost of management; Responsible for employees' pension insurance. Administrative units originally belong to non-profit organizations, and their own survival depends on financial allocations. Although China has invested more funds in administrative management, it has never alleviated the shortage of funds. Its investment in human resource management is relatively small, which leads to the failure of training and ultimately affects the overall quality of personnel.

3. Lack of clear personnel training objectives

At present, when training employees, administrative units have not set training objectives, and professional training courses are scattered, which affects the enthusiasm of employees to participate in training. In addition, employee training is not linked to performance appraisal, and many employees are unwilling to participate in training.

4. There are defects in the performance appraisal mechanism.

At present, the performance appraisal mechanism of administrative units is not linked to the daily performance of employees, and there is a lack of a complete reward mechanism and punishment mechanism, which makes employees' work enthusiasm low. At the same time, the relevant information of performance appraisal is not disclosed. This opaque performance appraisal will make many employees doubt, thus affecting their work enthusiasm.

Second, ways to strengthen human resource management in administrative units

1. Adhere to the people-oriented human resources strategy.

With the rapid development of information technology, the quality of talents has become a sign to judge whether administrative units can develop in the long run. Therefore, in the human resource management strategy, we should adhere to the people-oriented concept, give full play to the initiative of employees, and regard employees as the driving force to promote the healthy development of administrative units. It is very important to manage human resources well, which can reserve more talents for the reform and development of administrative units. At present, the competition between units and enterprises is essentially the competition of talents. Therefore, the unit should attach importance to every talent, adhere to the people-oriented, and tap the inherent potential of every employee.

2. Continuously improve the employee performance appraisal mechanism.

In the human resource management of administrative units, assessing employee performance is a key link. By constructing a scientific and reasonable employee performance appraisal mechanism, this can not only stimulate the enthusiasm of employees, but also mobilize their enthusiasm. In the process of human resource management, we can't use fixed standards to measure every employee, but should determine different assessment standards according to different parts. Units should combine performance appraisal with salary, bonus and personal development, do a good job in performance appraisal and manage every employee well. In addition, in the assessment process, we should ensure the openness of information and communicate with employees more, so that employees can improve their working ability invisibly.

3. Pay attention to the construction of human resources training system.

The development of administrative units is not only closely related to the system, but also closely related to the human resource management training system. Regular training activities will help to improve the comprehensive quality of employees and promote their healthy development. Therefore, in human resource management, we should attach importance to the construction of human resource training system, determine a complete training program, and determine the appropriate training mode according to the actual situation of employees. At the same time, based on the training effect, we should appropriately adjust the training content and training methods to improve the work level of employees.

4. Further reform the employment system.

There is a problem of unreasonable talent selection in administrative units. In order to solve this problem effectively, it is necessary to reform and improve the employment system. When selecting talents, the "entrance examination" should be regarded as the necessary threshold for selecting talents, and government departments and management institutions at all levels should supervise this examination to ensure that high-quality talents can be selected from it. In recent years, the employment system has become open and standardized, creating a fair and equal selection environment for more useful talents to be selected as units.

Third, the conclusion

The development of administrative units is influenced by the efficiency of human resource management. If it doesn't manage human resources rationally, it can't develop for a long time. Therefore, the role of human resource management is very important. Therefore, we must do a good job in human resources management, improve the professional quality of employees, mobilize the enthusiasm and initiative of employees, and promote the continuous development and progress of administrative units.

References:

[1] Teng Zhu Jun. How to strengthen human resource management in administrative institutions [J]. Human resource development, 20 14(20):8-9.

[2] Ye Xiujuan. How to strengthen human resource management in government units [J]. Modern Property (Interim Phase I), 20 1 1(8):78-79.

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