HR strategic initiatives of managing HR globally

 

Analyze HR strategic initiatives of managing HR globally, diversity and inclusion, risk management, and social corporate responsibility that impact an organization’s strategic goals. Prompt: First, read Chapter 15 in your text, the Harvard Business Review article Managing People from 5 Generations, and the SHRM resources Sexual Harassment Policy and Complaint/Investigation Procedure and Socially responsible human resource practices: disclosures of the World’s best multinational workplaces. Refer to the chapter readings and module resources to support your responses to each of the four critical elements below. Carefully read and address each critical element as written, using detailed and informative analysis that conveys critical thinking. The four critical element are aligned to the workplace technical competency within the HR knowledge domain. Specifically, the following critical elements must be addressed: • Diversity and Inclusion: Explain generational differences within the workplace, and describe appropriate strategies for managing a diverse workforce. • Risk Management: Determine appropriate proactive HR activities and policies for mitigating risk, and explain how these strategies can be used within the organization. • Corporate Social Responsibility: Describe HR’s role in creating a culture of social responsibility within the organization and the organization’s community. • HR in the Global Context: Determine appropriate strategies for properly preparing employees for an expatriate assignment, and explain how these approaches ensure ongoing engagement

Sample Solution

ocabulary learning is a very important task of second language learners- maybe the most important one. As McLaughlin points out, vocabulary development is the “prime task of adult L2 learners” (1978:324). This is why adults carry dictionaries, not grammars, when they travel in foreign countries (Hatch 1978, cited by McLaughlin 1978). One can keep the communication going provided one knows the content words needed.

The existence of “foreigner talk” and “baby talk”, in which a lot of grammar features (not the content words) are simplified (Ferguson 1971), shows the importance of vocabulary from a different angle. Scientific investigation of learning the foreign language vocabulary, the building blocks of communication, has been largely neglected in the favor of research in other areas of language acquisition in the first three decades of the second half of the century. Holley (1973) observes the role of vocabulary learning in foreign language education, which is held to be secondary. That is because of the first language acquisition research findings, which have misled the teachers. In fact, in first language acquisition, children start acquiring with a small range of vocabulary until structural patterns are mastered; so by relying on these findings, the role of vocabulary is pushed into the background (Carter & McCarthy 1988).

According to Eeds and Cockrum (1985) while there exists a wide variety of ways to deal with vocabulary, the use of dictionary as the conventional method of instruction, in both first and second language learning, has been triggered. Marckwardt (1973), for example, comments: Dictionaries often supply information about the language not found elsewhere. Dictionaries often supply information about grammar, usage, status, synonym discrimination, application of derivative affixes, and distinctions between spoken and written English not generally treated in textbooks, even in a rudimentary fashion (cited in Bensoussan, Sim & Weiss, 1984: 263). Laufer (1990), similarly, believes that when word looks familiar but the sentence in which it is found or its wider context makes no sense at all, the learner should be encouraged to consult a dictionary (p.154)

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