Learning Outcomes Report
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According to Armstrong, (2012) Researches and studies on human resources have expanded over the years, with people introducing new theories and models while others are pursuing further studies in the field. There are different aspects encompassing human resource that every manager and company need to understand and exploit for better performance. The human resource management practice is related to business performance, quality of products and services and the employee job satisfaction. According to Martineau, Raven, & Roome, (2014) theories and practice of human resource are also evolving over the century with 21st Century presenting and requiring new and more advanced methods to enable businesses survive and perform in the current environment.
Every session or research offered new perspective or advancements on the topic, with others expanding the scope of research and challenges demanding further research. The studies and even class learning process raise questions about issues that need expansive understanding. Zuber-Skerritt & Teare, (2013) argue that students’ expectations at times are met by the course objective, but also may run parallel to the objectives or not fully met. Courses extensively meet students’ expectations on many occasions, but shorter learning periods may not allow for the full achievement of the course objectives more expansively. There is a need however always to answer the fundamental questions raised.
Barbuto, Bovaird, Luthans, & Story, (2014) argue that the modern human resource management that the course presents gives advanced concepts applicable to the current practice within organizations and companies. Questions may be raised if human resource is any different from the previous personnel management, or it is a borrowed practice that constitutes the personnel management principles within it. According to Nilson, (2010) HRM can be viewed differently by various methods even as must-unified understanding of the practice. Human resource managers need to be advanced, competent, and strategic in the functions to ensure the importance of human resource department is realized in an organization.
The course research project presented study on knowledge management, on how modern industries experience loss of knowledge when experienced and skilled employees retire or quit a job. It suggested need for plans to mitigate loss of knowledge and skills when the employees leave the job before the documentation of their experience. The loss of core competencies and tacit knowledge is because of ineffective models of knowledge management in transfer of information among employees. The research purposed to find a better generic model of knowledge management for the commercial organization to prevent the current loss of knowledge skills from industries before their documentation.
With proper understanding, the research purposed to examine the current knowledge management situation and develop a knowledge management procedure. The process will help to retain, transfer, share and use mission-critical knowledge using a constructed oriented approach to mitigating the significant loss of skills and tacit knowledge from organizations before such skills are documented. Ezeukwu, (2012) argues that understanding of the true meaning of education would help benefit both public and private organizations in the management of knowledge for better economic growth. The research proposed that actual meaning of education could accelerate the development of a better retention of explicit or tacit knowledge when the most experienced and skilled employees retire or quit a job due to the demographic shift. Integration of various concepts in the research was to enable to determine the validity of the current models of knowledge management techniques (Draghici & Draghici, 2013).
Course Learning Objectives
The expectation of the course was to achieve what is stipulated in the learning objectives. Understanding of the need for human resources in relation to the strategic direction of the business and the role of human resources management in strategy formulation is essential (Fink & Longenecker, 2013) . The course was further expected to present ideas on how human resources practices can and should contribute to business goals and help to improve the quality and effectiveness of the company’s product or services. The two expectations are common in students eyeing to practice in human resource. The course could not end without the evaluation of the characteristics of the workforce and appraisal of how they influence the practice. It would also be expected that one learn on how to appraise the practices in relation to the support of high-performance work systems of the firms.
According to Ellinger, & Ellinger, (2014) learning of and categorizing core competencies of an effective human resources manager about workplace diversity, recruitment strategies, staffing, and labor force retention is necessary for every aspiring manager. Students expect to understand the global and regional dimensions of the practice and the different roles played by authorities in influencing the legal environment of human resource management. The course also had to cover behaviors that constitute sexual harassment and proper understanding of how a company can eliminate or minimize the act or any form of discrimination, directly or indirectly.
Lowe, (2010) argues that the expectation of the course is the proper understanding of the analysis of strategic and human resources management, the process, and the various approaches to designing work in an organization. It is necessary for a human resource student at the advanced level to have knowledge of the primary functions of HRM. The functions include job analysis, recruitment and selection process, training and development needs, compensation and benefits design, and the labor relations process.
Actual Learning Outcomes
Each learning process has mechanisms of ensuring goals and objectives are achieved. The course had objectives outlined to necessitated realization of results and for the students to understand in detail all the principles, capability, competency, practice and functions of human resource in an organization. According to Chesler, Cytron-Walker, Nagda, & Zuniga, (2013) attitude has a big influence on the learning process. By a student developing positive attitude throughout the learning process, it is easier to understand and connect every aspect of the human resource.
In the actual learning outcome, the course instilled knowledge on primary functions of HRM including job analysis, recruitment and selection process, training and development needs, compensation and benefits design, and the employee/labor relations process. Just as in the learning objectives, performance measurement improvement achieved and the choice and relevance of training employees and the staffing process established. Thinking of staffing, training, and workplace performance, and ability to implement concepts effectively in line with organizational strategic goals and objectives as a student was evident.
According to Lindsay & Mcdowall, (2014) learning practices and case studies in the class provides for the realization of the actual objectives of a course practically and objectively. The lessons from the research process and the demonstration of which areas that require further studies in terms of the changing practice and roles in the human resource management had impact. The globalization of human resource and virtualization of its practices and the modern trends in the global environment provided necessity to explore the related concepts and the jurisdiction of authorities in relation to human resource. The course did not have many challenges since most of the concepts were less complicated and easy to relate to ideas in relevance to real life situation to visualize on the applicability of the knowledge I have acquired.
Application of Learning Outcomes
The learning outcomes are applicable in class context to model students to their future functions. The advancement of knowledge and skills in the field of human resource and understanding of the principles, concepts, and practice are essential in the development of ideas that would be transferred to students in the class (Aguinis & Lengnick-Hall, 2012). For the prospective career in the field, the learning outcomes assist in developing competency and aid in practice with relevance to the concepts and theories learned. Having notions of the theory learned and developing models in the mind, and the ability to apply them is necessary and crucial for company development.
Opportunities for Future Research
Human resource management, as it is, is a vast field with areas open to further research. Most unified principles and models that are globally acceptable and applicable, taking into consideration the different aspects of the different environments. There is a need to develop areas of dealing with aged employees and ensuring they are productive to an organization is necessary. It is also important there is a balance that can be developed on how employee job flexibility can be applied while at the same time the performance of the company is improved. Benchmarks on quality of performance also need to be extensively explored.
Conclusion
The course contributes substantially to the development of knowledge in and the expansion of the field of human resource management and functions. The literature and resources exploited helps connect concepts and the real practice and to expand the scope of thoughts on the subject. New models, concepts, and practice can be developed for strategic development and policy formulation that will help improve organizational performance. Full achievement of objectives and the general understanding concepts molds competency of learners.
References
Armstrong, (2012). Armstrong's handbook of human resource management practice. London: Kogan Page.
Aguinis, H., & Lengnick-Hall, M. (2012). Assessing the value of human resource certification: A call for evidence-based human resource management. Human Resource Management Review, 22(4), 281-284. doi:10.1016/j.hrmr.2012.06.015
Barbuto, J., Bovaird, J., Luthans, F., & Story, J. (2014). Meeting the Challenges of Effective International HRM: Analysis of the Antecedents of Global Mindset. Human Resource Management, 53(1), 131-155. doi:10.1002/hrm.21568
Chesler, M., Cytron-Walker, A., Nagda, B. R. A. & Zuniga, X. (2013). Intergroup dialogue in higher education: Meaningful learning about social justice. San Francisco, Calif: Jossey-Bass.
Draghici, A., & Draghici, G. (2013). Lessons Learned for ECQA LLP-LdV Projects’ Management. Procedia Technology, 9, 876-885. doi:10.1016/j.protcy.2013.12.097
Ellinger, A. E., & Ellinger, A. D. (2014). Leveraging human resource development expertise to improve supply chain managers' skills and competencies. European Journal of Training and Development, 38(1), 118-135. doi:http://dx.doi.org/10.1108/EJTD-09-2013-0093
Ezeukwu, D. N. (2012). Nurse leader competencies and their relationship to quality of nursing care: A case study. (Order No. 3491472, Capella University). ProQuest Dissertations and Theses, 123-n/a. Retrieved from http://search.proquest.com/docview/919529470?accountid=149666. (919529470).