Has the development of Human Resource Management practices replaced the need for trade unions Essay Example for Free

Has the development of Human Resource Management practices replaced the need for trade unions Essay According to Phelan (2007, pp. 45-47), trade unions were the most powerful organizations after the industrial revolution. During the 19th and 20th century, management was largely mechanistic and the position of workers was not felt unless the force of the numbers was employed. As a result, the membership to the trade unions increased steadily to 1979 after which a sharp decline is evident. During the 20th century, Donna, Stephen and Roderick (2007, p. 832) report that over one third of all employees belonged to trade unions by 1979 before declining sharply o 13. % by year 2000. In their view, Gurpreet (2007, p. 85) and Hearnshaw (2007, p. 76) argue that the trade unions decline is an indication of the critical period that change must be embraced to create greater value of the production systems. According to Tove, Hammer and Bayazit (2009, pp. 405-406), the unions lacked the needed sensitivity to their members and held their views towards salaries and job security only. Under this model, unions failed to recognize the fact that if employees were guaranteed what the unions provided, they would lack their value. From their view point, Coca-Stefaniak, Hallsworth and Bainbridge (2005, pp. 361-363) argue that trade unions’ mandates lacked clear definition and therefore kept overlapping between political delineations to employees protection. Consequently, many leaders used them to settle political scores and stepping stones to power. Indeed, Marlow (2006, p. 54) points an accusing finger to this vagueness in executing their mandates that employees sought to distance themselves. A major question that arises at this point is what is indeed the future of the unions? Though many analysts appear to avoid answering the question directly, Pencavel (2003, p. 21) and Blanden and Machin (2003, pp. 121-122) suggest that the unions will indeed not fully die, but resilience of their roles will be evident when major problems occur. Comparison of human resources managements and trade unions Comparison of trade human resources and trade unions brings out the picture of two negating forces but geared towards achieving the same objectives. To begin with, trade unions were run politically and therefore involved a very wide spectrum of employees they dealt with. As a result, Gill (2009, pp. 41-42) explains it was very hard to address the demands of the different members with ease. On the other hand, human resources management is a discipline defined by clear cut professional outline that have key objectives. Redman and Wilkinson (2009, p. 121) explain that apart from this clear objectivity, human resources managers have a narrower spectrum, for instance, one company or institution, which makes it easier to address concerns of their subjects. The approach and consideration of trade unions as Marchington and Wilkinson (2005, p. 114) pointed out in their study, was based on a competitive model that was viewed as a major achievement for specific leaders. As a result, other options were locked out; a consideration that created controversy with economists and political elites. Marchington and Wilkinson (2005, p. 117) further point out that human resources managers consider conflicts to be critical aspects that must be addressed carefully in defining a better relationship and ultimately greater productivity. Though Jose and Fernando (2002, pp. 181-182), use of the term ‘militant’ when referring to trade unions has received sharp criticism, it is perhaps the correct term. Trade unions main method of addressing conflicts was use of strikes and demonstrations. As a result, they resulted to great losses to particular institutions, companies and even nations. Human resources managers however, balance between critical human qualifications, existing infrastructure and overall returns as dictated by the demand and supply of resulting products. Gill (2009, pp. 41-42) therefore concurs with Marlow (2006, p. 78) that everybody has his own niche and stands a better chance of advancing with ease. Modern roles of human resources a) Staffing and selection The roles of human resources have over the years changed with the rising demand to view employees as a responsive system as opposed to a rigid consideration Farber and Western (2002, pp. 398-399) explains that this role therefore creates a harmonic platform that proactively addresses key problems that necessitated the need for trade unions. Staffing and selection is done on the basis of merits; a consideration that give employees great security both locally and internationally. By conducting effective selection, the employees do not feel threatened, but are given a chance to improve on their skills which the organization they work for strongly struggles to retain while others remain opportunistic to outsource (Blanden and Machin, 2003, pp. 126-127). Unions are therefore rendered less essential as job security is indeed very high and payments highly sustainable. ) Rewarding compensation and motivation management To concur with Gill (2009, p. 90) conclusion, poor rewarding systems formed the basis of unions in the mid-twentieth century. At this time most production were privately owned, but most importantly, they lacked effective competition to trigger better compensation and motivation of their workers. Human resources managements’ greatest roles are indeed to assess performance, initiate the needed improvement ef forts and most importantly reward the best performers. In his theory of human needs, Robert Maslow argued that when employees are guaranteed the needed capacity for progression towards self actualization, other systems are easily foregone (Gill, 2009, p. 48). Unlike the trade unions that provided only raising the salaries, human resources create a roadmap for sustainability; a factor that Brewster (2004, p. 371) indicate directly disrupts their consideration for unionization. c) Employee’s development and modelling When refereeing to the current replacement of trade unions roles with human resources management, one cannot fail to focus on the modelling and development roles. Though trade unions train their members on different aspects of their relationship with their seniors and the employers, greater credit as Jose and Fernando (2002, p. 189), suggests, is given to human resources managements. As indicated earlier, trade unions lack the necessary specificity on their members who are highly diverse. Due to their smaller nature of operation, human resources have proved to be more effective in that employees are continuously modelled with close supervision with an aim of improving their place in an organization. Jose and Fernando (2002, pp. 188-190) add that modelling sets a clear role model and a definite roadmap to follow in addressing their concerns and issues. d) Negotiating and change management Unlike during the period of the trade unions, negotiations have taken a central position for all the employees. Brewster (2004, p. 368) explains that human resources management eliminates key bureaucracies and therefore brings the employees closer to the top leadership. Furthermore, human resources management facilitates teamwork to encourage involvement of all the workers in negotiating their views in an organization. To infer greater need for negotiations, Coca-Stefaniak et al (2005, pp. 366-367) argue that internal and external change agents often propose changes towards improving the welfare of the employees and ultimate productivity of the company. As a result, the need for trade unions to create either a rise in payments or even improved working conditions does not arise. Counterarguments In his view, Phelan (2007, pp. 4-75) suggests that trade unions roles will remain critical despite the current decline. He further points out that though many workers have shifted from the trade unions; their need will always be rekindled during the periods of major crisis. During the 2007-2008 financial crises, many workers turned to trade unions for protection of their jobs. Pencavel (2003, p. 25) cites the political interference in reducing the relevance o f the unions. As a result, strength of trade unions will always recur when new political elites with favouring views rise to power. However, the two counterarguments fail to acknowledge the great advancements in technology that facilitate easier detection of workplace problems, faster communication and precise assessment that assists in making the correct decisions to avoid major issues (Hearnshaw, 2007, p. 69). Conclusion and recommendations From the above discussion, this paper supports the thesis statement, ‘the critical roles played by human resources managements that greatly satisfies the customers, improves their earnings, secures their employment, and maintains the correct organization cultures have increasingly replaced the need for trade unions. Trade unions came out as strong movements that were very vibrant during the 20th century when clear professionalism lacked in running businesses and organizations. Human resources management came in with great specialization that is highly proactive and employees driven; a consideration that surpassed the major roles of the unions. However, counterarguments presented in the discussion are true and their roles will often recur during periods of major crisis in organizations.

Essay on Language and Mores in Sherwood Andersons Winesburg, Ohio

Language and Mores in winesburg, ohio Language and literature lead parallel lives. What changes most often and most dramatically is the language we use to describe events and feelings that are common to all times. Language shifts, stretches, adopts, and absorbs -- it drops antiquated terms and picks up a few new ones, and you don't have to look far to find novels and short stories grown stale from shaky, outdated prose, from too many neo-tropisms, catch-phrases, and slang with a short shelf-life. Literature, though inseparable from language, endures. Sherwood Anderson's Winesburg, Ohio encapsulates both the changes that have swept up language from 1919 till the present, and the endurance of certain themes. The question concerning language is, at heart, a question of mores: How do you talk about yourself and others? What are we allowed to say, and how? The question posed by literature is moral in nature, but it is phrased differently: What is it about myself and others? The constraints in literature reflect the constraints in language, but the former apply to morality, the latter to mores. Morality, broadly defined, refers to a sense of decency inherent in everyone. Mores refer to the set of constraints, a sort of value table, that a society has placed on itself and on its members. Morality and literature have hardly changed -- their central concerns remain the same (man's place in the universe, death, love, everything in between). Mores and language have changed -- their central concerns have adapted to suit the shifting times. It's no surprise that morality often comes into conflict with mores (segregation was never moral, but it was, for a time, a more), and that literature often comes into ... ...being human. Winesburg seems less threatening now mostly because of its language, its timidity and overuse of euphemisms (particularly the word "adventure," used throughout to designate a sexual escapade, and Anderson's proclivity to drawing the blinds on his readers when things get too hot), not because it is any less a work of literature. Our mores have changed in much the same way. There is a tendency these days to spell everything out, moles and all, the more explicit the confessional the better, and this tendency will most likely pass. Our current mores are consistent enough with morality -- they are, in fact, outward signs that we are moral people -- but they are not inflexible. It is through the filters of language and mores that we look at literature and morality. And Anderson's Winesburg seems to be doing fine on both counts. It's still standing.

A study on the methods of Teaching

Albert Einstein one time said: â€Å" It is the supreme art of the instructor to rouse joy in originative look and cognition. † Indeed, being a instructor is really ambitious. Teaching, as a profession, it is both a scientific discipline and an art. It is a scientific discipline because you have to do certain that the methods and contents used are all backed by sound scientific research. It is besides an art because you have to excite and be originative in act uponing your pupils to larn. As a instructor, my chief aim is to help the pupils be taught and develop while fostering their ain â€Å" creativeness and wonder † ( Sliva, 2004 ) .A By learning the pupils the conventional course of study in a non-traditional, I want to give them the inspiration to larn, open up their heads to fresh thoughts, and allow them detect these thoughts on their ain. Harmonizing to Highland Council Education, Culture and Sport Service ( 2010 ) , instructors are indispensable and do a differentiation. The value of instruction is a of import factor in promoting efficient larning in schools. Successful instruction entails individuals who are academically capable and who be concerned sing the wellbeing of kids and young person. Educational psychologist Albert Bandura emphasized societal cognitive theory as a extremely important combination of behavioural, cognitive and social factors where the procedure of experimental cognition in which a scholar ‘s actions alterations as a consequence of detecting others ‘ workss and its costs ( Schunk & A ; Hanson, 1985 ) . I think a schoolroom like this will advance a kid ‘s capacity to be inventive, self motivated, and to detect societal accomplishments that are of import in the existent universe. To congratulate this doctrine, the deliberate usage of hand clapping and wagess to update pupils on their public presentation instead than as a step of commanding pupil actions is a really good wages system in learning. In order to exert wagess to edify pupils about their workss, instructors must emphasize the worth of the actions that is rewarded and besides clear up to pupils the definite skills they established to have the wages. Teachers ought to besides back up â€Å" student coaction in choosing wagess and specifying appropriate behaviours that will gain wagess † ( Bear, 2005 ) . An experiment by Schunk and Hanson, that considered grade 2 pupils who had beforehand encountered problem in larning minus, point up the manner of research inspired by societal larning theory. Students who observed equal illustrations scored better on a minus post-test and besides accounted greater confidence in their minus accomplishment. The result were translated as behind the hypothesis that supposed similitude of the theoretical account to the scholar raises self-efficacy, taking to added helpful acquisition of sculptural public presentation. It is thought that equal mold is largely utile for pupils who have dwindling self-efficacy. I consider that each instruction doctrine has its first-class characteristic and associating all doctrines will be most valuable for my scholars and for my schoolroom. However, I think that utilizing a blend of the Social Reconstructionism and Essentialism doctrines will be the most impartial attack to use in my schoolroom. One may inquire how it is assuring to use Essentialism and Social Reconstrutionism, but I have faith in the major end of Essentialism are of import to planing a composed schoolroom. Through existent experience or a simulation, instructors who use Social Reconstructionism challenge their pupils to believe and feel-and to get strong moral values. Through a talk and presentation, instructors who use the Essentialist attack focal point on giving their pupils a sound apprehension of basicss despite of the assorted background factors of the pupils. These factors comprise the scholar ‘s developmental status, the sensed stature and ability of the theoretical account, the effects received by the illustration, the significance of the theoretical account ‘s public presentation and effects to the scholar ‘s nonsubjective, and the scholar ‘s self-efficacy. I do besides see that it is important for pupils to detect the necessities of instruction. If the rudimentss of acquisition ( reading, authorship, and arithmetic ) are taught in a agency that incorporates the attacks of Social Reconstrucionism, pupils will be more likely to do a relationship with what they learned. If pupils retain information and do a association with what they learn they will be more able to tackle it and use it in existent life fortunes. As a instructor, I will advance pupil part in the class of job resolution, asking, argument and â€Å" bombilation group † events. I will besides be treat all students ‘ questions candidly and make non scare or laugh at. Questioning, observation and hearing in will be used as regular informal appraisal schemes. Since persons understand at different rates and in different ways, a mixture of activities, undertakings, and gaits of work will be emphasized. The usage of interruptions and activities to link students ‘ thought and concentration will be fostered by turning to reading and research for new penetrations and linking these to their schoolroom and school and if possible, to their ain lives. It is besides my rule that the schoolroom should be taught environing the pupil, non the educator.A Inquisitive pupils should be responded and their inquiries explored.A Teachers can originate by learning the critical information and can let pupils minds develop in other trend.A Students will be more overzealous about topics they benefit from ; therefore pupil ‘s mentality and public assistance in the capable affair should be one of the highest chief concerns in a schoolroom. In my head, the bottom line is it is of import for pupils to larn and turn. If it means I need to alter the manner I teach every twelvemonth and work really hard at it, so that is what I will make. I feel it is necessary for instructors to non acquire caught in a rut. Teachers need to seek new things and research new possibilities by supplying scholars with apprehensible undertakings, ends, and conditions so update them of development because a cardinal proficiency in instruction is the capacity to edify and exemplify things clearly. I will besides stress and promote my students to reflect, to do connexions, to pattern and strengthen, to larn from other scholars and to see that if they make mistakes, they will non be derided or treated depressingly. On the other manus, it is besides important to use preventive attacks to classroom supervising that engages in making a optimistic schoolroom individuality with shared fear affecting instructor and pupil. Teachers with the preventive attack present heat, acknowledgment, and assistance unconditionally. â€Å" Fair regulations and effects are established † and pupils are given regular and changeless advice about their actions ( Bear, 2008 ) . The most influential individual facet that improves success is feedback – optimistic, constructive, clearly targeted. Effective instructors make ground and content clear, program carefully, utilize organized appraisal and response, make associations, support kids to believe about thought and be theoretical accounts what they want the kids to make, merely as William Arthur Ward says: â€Å" The mediocre instructor Tells. The good instructor explains. The superior instructor demonstrates. The great instructor inspires. † Bear, G, Cavalier, A, & A ; Manning, M. ( 2005 ) . â€Å" Developing self-discipline and preventing and rectifying misbehaviour. † Allyn & A ; Bacon. Bear, G. ( 2008 ) . â€Å" Best patterns in schoolroom subject. † Bethesda, MD. National Association of School Psychologists Schunk, D. H. , & A ; Hanson, A. R. ( 1985 ) . Peer theoretical accounts: Influence on kids ‘s self-efficacy and achievement behaviour. Journal of Educational Psychology, 77, 313-322. Zimmerman, B. J. ( 1998 ) . â€Å" Developing self-fulfilling rhythms of academic ordinance: An analysis of model instructional theoretical accounts. † From learning to self-reflective pattern ( pp. 1-19 ) . New York: Guilford. Hattie, J. , Biggs, J. , & A ; Purdie, N. ( 1996 ) . Effectss of larning accomplishments intercessions on pupil acquisition: A meta-analysis. Review of Educational Research, 66, 99-136. Sliva, K. ( 2004 ) . â€Å" Teaching Doctrine. † Accessed on December 20, 2010 at hypertext transfer protocol: //csmstu01.csm.edu/students/ksliva/Philosophy/Philosophy.htm Highland Council Education, Culture and Sport Service ( 2010 ) . â€Å" Learning and Teaching should be Inclusive and Enjoyable: What makes a good instructor? † Accessed on December 20, 2010 at hypertext transfer protocol: //www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/teacher.htm

Child Abuse- Social Problems Essays - 870 Words

Social Problems Child Abuse Child abuse is the physical, sexual, emotional mistreatment, or neglect of children. In the United States, the Centers for Disease Control and Prevention, or also known as CDC defines child abuse as any act or series of acts by a parent or other caregiver that could result in harm to a child. Most child abuse occurs in a childs home, but it could also be found within organizations, schools, or communities that the child interacts with. There are four major categories of child abuse: neglect, physical abuse, psychological/emotional abuse, and also sexual abuse. In the story I selected, it shows many signs of sexual and physical abuse within a little girl and her older brother. Of course the mother†¦show more content†¦It also says that he would bully the daughter by telling her if she told their parents that no one would believe her. This action really affected the child and confused her, making her shy and scared to confront the problem. Along with violence, poverty, inadequ ate housing, gender is also another issue that has become important and associated with child abuse, especially if the parent is single and/or poor. Unfortunately, more children are being raised in highly stressed families. Consequently child abuse and neglect is increasing dramatically. In the story, it says that in the beginning the parents were together. But during the summer, they had gotten a divorce. So during the summer, the children would spend summers with their dad. Of course, the little girl didn’t want to stay because she knew her dad barely paid attention to her because he would always be at work. So the little girl would claim she had a stomach ache, urinate on herself, throw up or become unattractive to avoid her brother touching or abusing her while they were alone. Still the parents didn’t notice the signs that their daughter was trying to reach out to them. 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