Teaching reform of salary management course in undergraduate colleges and universities
Abstract Talent cultivation in application-oriented undergraduate colleges and universities has its particularity, and course teaching is the key to the cultivation of application-oriented talents. The research on curriculum reform has always been a hot and difficult issue. Salary management is one of the important modules of human resource management and the main course of this major. In view of years of teaching thinking, this paper discusses the teaching reform of salary management course in application-oriented undergraduate colleges.
Keywords salary management; Curriculum teaching; Reform
Salary management is one of the core work contents of enterprise human resource management. Some enterprises even incorporate salary management into enterprise strategy. A scientific, reasonable and effective salary management system is not only beneficial to employees' stability, stimulating work enthusiasm and improving performance, but also beneficial to the healthy and sustainable development of enterprises and enhancing their competitiveness. Salary management course is one of the core courses of human resource management major in colleges and universities, and it is also an important module of professional ability training. It is necessary to cultivate students' professional theoretical accomplishment and strong practical application ability. Especially for applied undergraduate colleges, the cultivation of applied talents will be more welcomed by employers. However, there are many aspects that need to be improved, such as the positioning, curriculum design, teaching methods, practical teaching and so on. This is also the starting point of this paper's thinking and discussion.
1 Current situation and shortcomings of salary management course teaching
At present, salary management course is a professional backbone course for human resource management majors in schools at all levels. Salary management is a course that pays attention to both theory and practical operation, and it is highly applied. The traditional classroom teaching method can no longer meet the practical requirements, especially the pure theory and full-time irrigation has been seriously incompatible with the application-oriented undergraduate teaching method. According to the research of educational psychology, students' interest in learning new knowledge is great in the early stage, and then it will gradually weaken, and gradually feel that learning knowledge is boring, even if it is closely related to their future careers, it will still be of no help. Therefore, the teaching design of this course is particularly important.
1.1 theory teaching is seriously out of touch with practical application
The nature of salary management course determines that it is highly practical, and students are required to learn specific practical operation methods on the basis of mastering certain theoretical knowledge. Many knowledge points in the course of salary management are not enough only by simple memory and understanding, but also by repeated exercise in practice in order to master and apply them skillfully. However, in fact, the proportion of practical teaching hours in the teaching plan is very small, and there is basically only one week of simulated training in the school, lacking practical experience in enterprise practice. Influenced by inertial thinking, it is common for teachers to attach importance to theory and neglect practice in course teaching, and many theories are too complicated and divorced from practical needs. Students' understanding of the course of salary management is too one-sided, and they think that salary management is about assessment, salary, accounting, table making, etc. within the company, but lack of in-depth research and analysis of this course, which leads to the boring teaching process.
1.2 single teaching method
most colleges and universities adopt traditional classroom teaching methods, sometimes combined with audio-visual teaching, and use multimedia to play corresponding videos to start teaching. The traditional classroom teaching method is based on teachers, and students simply attend classes. Although the traditional theoretical teaching can ensure the systematization and coherence of knowledge, a large number of practices have proved that the effect is not ideal. Because too much attention is paid to the simple classroom teaching method, students are in a passive position, lacking the ability of active thinking and practical operation, unable to master the skills needed by modern enterprises, and incompatible with the purpose of talent training in application-oriented undergraduate colleges, which is not conducive to the cultivation of students' application ability.
1.3 assessment method can't reflect the requirements of teaching and training
At present, the assessment methods of many theoretical courses in application-oriented undergraduate colleges are composed of two parts: the usual scores (attendance and homework scores) and the final exam scores. According to the nature of the courses, there are three grades: 4:6, 3:7 and 2:8, and the assessment methods are open-book and closed-book. The salary management course is the core course of human resource management major, which is relatively theoretical. Naturally, it is a closed-book exam, and the test questions are selected by the course teachers from the assignments or books. Therefore, there is a phenomenon of "marking the scope and focusing on the circle" in the closed-book exam, and students are forced to memorize knowledge points to cope with the exam. After the exam, they often feel that they have little gain, and the mentality of "Long live 61 minutes" is more common. The biggest drawback of closed-book examination is that it can't effectively bring the practical teaching content into the assessment category, which is inconsistent with the goal of cultivating applied and innovative talents. Although the test method of examination paper can measure the depth of students' knowledge, it can't assess students' practical operation ability and theoretical knowledge application ability in salary design and management, which is out of line with the requirements of enterprises for salary managers.
2 Analysis of the causes of the problems in the teaching of salary management course
Based on the goals of social development, enterprise demand and personnel training, colleges and universities have carried out a lot of exploration and practice in course content and teaching methods. Due to the differences in teaching philosophy, teaching objectives and school teaching resources, the teaching of professional courses in colleges and universities is different, so there are various reasons for the problems in salary management courses.
the teaching content of 2.1 course can't meet the needs of society in time
The requirements of society for human resource management professionals are constantly changing, which is no longer limited to the knowledge and ability of this major. However, the talent training mode of this major in colleges and universities has not changed in time, and it is still dominated by theoretical literacy. The professional knowledge and skills accepted by students lag far behind the needs of society, and it is also common that a textbook has been used for many years. Many application-oriented undergraduate colleges offer salary management courses. Due to various reasons, once a certain teaching material is selected, it will be used for many years, and the courseware and knowledge content are rarely updated, which is somewhat out of touch with the needs of social reality. The content involved in the salary management course has developed very rapidly on the basis of a lot of practice, so the traditional teaching method based on teaching materials can no longer meet the actual needs, and even the knowledge spoken by teachers in class is not used at all or has been eliminated in practical work.
2.2 weak links in practical teaching and weak improvement of application ability
Although in recent years, various application-oriented undergraduate colleges have intensified the cooperation between schools and enterprises and the combination of industry and finance, the effect is outstanding for engineering majors, but for many business majors, the practice is still a serious injury. Although some on-site visits are difficult to have real practical opportunities, they can only see some fur. As the saying goes, "What you have learned from books is shallow, and you never know that this matter needs to be put into practice." Although school-enterprise cooperation has signed many contracts, many of them just stay at the level of agreements and have not been implemented in specific actions, so in many cases, we can only make up for the lack of practical links through simulated training in schools. The course of salary management should not only master the necessary theoretical knowledge, but also have more opportunities to participate in practice. Simulation is important, but the effect is greatly reduced because of the lack of real situational stimulation. Many details about salary management are still half-understood, such as salary strategy can only stay in concept.
2.3 Teachers lack practical experience in enterprises
Talents in application-oriented undergraduate colleges train advanced applied talents, which objectively requires that courses should be taught mainly with practical ability. However, at present, many teachers in undergraduate colleges teach in schools after graduation, and their professional experience in enterprise work is blank, which shows that they have more theory than practical experience, so they naturally tend to teach in theory during the teaching process. At present, many schools encourage teachers to take advantage of the winter and summer vacations to go deep into the enterprise to take up their posts and exercise, and also invite some enterprise executives or technicians to come to the school to guide the practice, but many times it is a cursory tour and the effect is not good. These are all difficult problems in reality. In addition, because salary management is the core course of the major, it is difficult to deal with the problem of the allocation of practice teaching and theoretical teaching hours, and it is not a good choice to neglect either one.
3 Suggestions on teaching reform of salary management course
3.1 Combination of theoretical teaching and social practice
The cultivation of economic and management talents in application-oriented undergraduate colleges should pay attention to practical teaching, increase investment in practical teaching, and combine theoretical teaching with extracurricular practical teaching to cultivate students' practical ability and improve specific operational skills in professional fields. Encourage students to participate in social investigation and social practice, strengthen the combination of industry and finance and school-enterprise cooperation, and build a comprehensive training base. At the initial stage of the construction of the training base, we can cooperate with some localized large enterprises, and take turns to let students enter the enterprises and participate in the practical work by means of internship, so that we can not only understand the business management of enterprises but also the situation of the production line, and we can learn from the standardized management of enterprises and cultivate professional quality, so that theory and practice can be truly integrated. In the later stage of training base construction, some start-up companies or companies with imperfect human resource management system can be selected. Students can diagnose the salary system of enterprises through the practical ability cultivated in the early stage, and put forward some reform plans and measures to truly achieve the purpose of applying what they have learned.
3.2 Optimize the course content to stimulate students' initiative
The course content of salary management should reflect the advanced concept of keeping pace with the times, and teachers should optimize the course content according to the post responsibilities of modern enterprises for salary-related work, and teach students specific and practical professional knowledge to meet the actual needs of enterprises. Teachers can obtain salary-related jobs and their responsibilities from enterprises or graduates who have been engaged in salary-related work in previous human resources management majors, sort out their work processes and extract their typical tasks. Teachers should take salary-related work processes and their typical tasks as teaching objectives, so that students can have clear learning objectives of salary management courses. In specific teaching activities, teachers can adopt a variety of teaching methods, such as group discussion, scenario simulation, role-playing and case analysis, to stimulate students' learning enthusiasm, guide students to actively participate in experiential practice activities, and cultivate students' ability to analyze, judge and deal with problems.
3.3 increase research topics to enhance students' sense of participation
setting research topics in the teaching process of this course can enhance students' understanding of salary management and prepare for graduation thesis design. The specific process is that teachers give topics and corresponding references, and students browse a lot of documents, make slides, show in class and answer questions in class. This link is also included in the final assessment results to assess students' personal practical operation ability. In the course of teaching, pay attention to the connection with other courses, such as recruitment and selection, performance management, training and development, employee relations and other courses, so that students can understand the relationship between courses from a systematic perspective.
3.4 Diversification of teaching methods and emphasis on ability training
The cultivation of applied talents needs to increase the construction of hardware and software for practical training, increase investment, actively build a human resources training room, purchase teaching software for salary management, increase the proportion of training hours, and intensify operational links such as salary design and salary calculation. For the teaching of theoretical knowledge, in addition to classroom teaching, case teaching and project teaching, we can combine experimental teaching, social practice investigation, scientific and technological activities in schools, online teaching platform and literature review to let students participate, give play to their subjective initiative, and flexibly use various teaching methods, so that students can understand the implementation status and existing problems of real enterprise salary in many aspects, and at the same time exercise their ability to analyze and solve problems. Salary management is a very practical course. While consolidating theoretical knowledge, we should strengthen practical teaching, give full play to the role of school-enterprise cooperation platform, provide more practical opportunities for students, and cultivate applied talents that society really needs. Curriculum reform needs constant exploration and innovation.
References
[1] Sun Jing, Shu Chang, Liang Huanhuan. Innovative design of project-based teaching of human resource management courses —— Taking Salary Management as an example. Education and Teaching Forum, 2113(4).