Model essay on human resource management: Analysis of the role of social insurance in human resource management Abstract: With the increasingly fierce market competition, the competition for talents in the world is becoming increasingly fierce. As the main factor of enterprise production, employees are paid more and more attention by enterprises. For small and medium-sized enterprises, if they want to further accumulate strength in the future, they should pay more attention to the management of talents. Social insurance is an indispensable part in the process of human resource management of small and medium-sized enterprises. This paper analyzes the important role of social insurance in human resource management of small and medium-sized enterprises from four aspects: motivating employees, improving production, stabilizing the team and reducing the burden.
Keywords: small and medium-sized enterprises; Human resource management; Social insurance; function
Small and medium-sized enterprises are characterized by small scale, weak competitiveness, low production efficiency and great market competition pressure. Therefore, small and medium-sized enterprises will consider the actual characteristics of talents and examine the contribution rate they can make to enterprises. However, talents also have requirements for enterprises. If enterprises want to retain talents, they must not be stingy with their own investment in the process of human resource management, and social insurance is an important part of it, which has a great role in promoting the human resource management of small and medium-sized enterprises.
First of all, it has the function of motivating employees.
In small and medium-sized enterprises, salary and welfare is an important means to recruit talents, and social insurance is an indispensable part of it. If small and medium-sized enterprises want to build a perfect human resource management system in the development process, they need to take "people-oriented" as the development principle and give full play to the role of social insurance. The application of social insurance in the process of human resource management in enterprises can link the work of employees with the related benefits provided by enterprises, thus stimulating the enthusiasm of employees and giving full play to their subjective initiative. In addition, employees may have some negative emotions in their daily work, and social insurance can also adjust employees' working psychology to some extent and eliminate negative emotions, thus improving work efficiency and creating a good working atmosphere.
Second, it can increase the output.
Using social insurance can create a better working atmosphere. In a good working atmosphere, employees can easily feel a sense of belonging and security to the enterprise. At the same time, it can also stimulate employees' self-identity, which is conducive to cultivating the loyalty of enterprises to employees. In addition, a good working atmosphere can greatly reduce disputes in the work process. Enterprises can also adjust the payment base of social insurance according to the length of service and seniority of employees on the basis of relevant laws, which is equivalent to adjusting employees' wages. For employees, this method has played a good incentive role, which not only embodies the "people-oriented" development concept of small and medium-sized enterprises in human resource management, but also promotes enterprise production.
Third, it has the function of stabilizing the team.
Small and medium-sized enterprises want to maintain their position and achieve further development in the fierce market competition. A stable team is the foundation and guarantee, and social insurance is the embodiment of enterprises' long-term planning in human resource management. From the employee's point of view, the social insurance paid by enterprises can generally get corresponding economic compensation only after retirement. However, if employees unilaterally terminate the labor contract with the enterprise in the process of employment, the social insurance paid by the enterprise will also be terminated, and the personal interests of employees will be damaged. Therefore, many employees will be more cautious about leaving for this reason. With the "bondage" of social insurance, the turnover rate in small and medium-sized enterprises can be effectively reduced, the turnover of personnel is less, and the stability of enterprise teams will be improved. In addition, small and medium-sized enterprises can also reward some talents with relatively low qualifications but high contribution rate to enterprises by properly adjusting the payment base of social insurance, so as to balance the psychology of these people, not only retain talents, but also not increase the limited human resources expenditure of small and medium-sized enterprises, which is also of great significance to maintaining the stability of enterprise teams.
Fourth, it has the function of reducing the burden.
Small and medium-sized enterprises have relatively little funds and weak profitability in the process of development. In the process of facing business risks, they do not have strong resilience. Therefore, if the enterprise makes mistakes, it is likely to face the risk of bankruptcy. Social insurance includes medical care, pension, unemployment, maternity, work injury and other parts, covering almost all aspects of employees' life and work. Enterprises pay social insurance for employees. Once employees have problems such as childbirth or work-related injuries, a large part of the expenses that should have been paid by enterprises will be shared by social insurance. This part of the expenses will be transferred from enterprises to insurance companies, which will greatly reduce the burden of human resource management of small and medium-sized enterprises and help them to be limited. To sum up, in the increasingly fierce market competition, small and medium-sized enterprises must adjust their management methods with the times, establish a "people-oriented" management concept, truly consider problems from the perspective of employees, and enhance the interests of enterprises on the premise of ensuring the interests of employees. At present, social insurance has become an indispensable means in the process of human resource management of small and medium-sized enterprises. Scientific and rational use of social insurance can gather talents of small and medium-sized enterprises, stabilize the development of the team, promote the production of enterprises and lay a foundation for the further development of enterprises.
refer to
[1] stone. Research on the reform of human resource management mechanism of small and medium-sized enterprises from the perspective of social responsibility transfer [J]. Business Economic Research, 2015 (8):18-119
[2] Luo exiang. Study on the Contingency Influence of Standardization of Human Resource Management Practice on the Innovation Ability of Small and Medium-sized Enterprises [J]. Industrial Technology and Economy, 20 15(9):94-98
[3] Guo. An empirical study on the present situation of human resource management consulting in small and medium-sized enterprises in China & also on the present situation of human resource management consulting in small and medium-sized enterprises in China. Mdash& ampmdash Take enterprise X as an example [J]. China commerce, 20 13(35):4-7.
Fan Wen-er on Human Resource Management: Collaborative Application of Case Teaching 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).
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