Creating-entrepreneurial-mindset

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V. Marcinovádevelopment. It is evident that human resource development evaluations should bealigned with organizational performance and effectiveness. Through evaluation of ahuman resources development is possible to understand its impact on the organization.Each action within HRD needs to be identified as a solution for certain identified gapin organization´s performance. The evaluation helps to determine the effectiveness ofthis action. Any research has not explicitly exploring the reasons why organizationsrely primarily on reaction data and do not invest in evaluations that are providing financialimpacts and returns. Furthermore, the literature is weak in its attempt to enhanceour understanding of measuring human resource development actions, which isuseful for organizational decision-making (Holton & Naquin, 2005; Mattson, 2003).Intellectual capital theory (according to Urbančíková, 2006) uses financial ratios todetermine the return on human capital. One of the key indicators is the difference ofthe market value and the book value or modern indicator:Return on investment into Human Capital =Market ValueCosts for reproducing assetsHowever, it also has limited applicability due to the uncertainty in assessing themarket, which can vary significantly from actual performance and results of the company(Urbančíková, 2006).Another indicator based on the theory of human capital (Cascio, 2000) defines theperiod executing in the company as an indicator of accumulated skills and competencies.Executing the same position in the company is a kind of substitute for obtainedspecific qualifications, which includes knowledge and experience and consideres wagespaid to workers as expression of human capital economic value.Wages can be, according to W.F.Cascia (2000) used to measure the return on investmentin the human capital development, but only in combination with a model ofeconomic value added, so that the interest is considered as the price of capital owed.The issue of evaluation of company human resources development activities hasengaged several experts (Fitz - Enz, 2000; Ulrich, Zenger a Smallwood, 1999; Becker,Huselid a Ulrich, 2001; Kaplan a Norton, 2007; Holton a Naquin, 2001). Unison concludedthat the evaluation of programs for human resources development means thecomparisson the cost of staff development with the increase of business output andsuch assessments of corporate human resources development contributes to a betterassessment of the value of other investments in human resource development. Ensure agood quality evaluation of human resource development with a subsequent recommendationof other activities can only be provided by an expert on human resource development,who also monitors the increase in employee's individual performance, company-wideperformance indicators, improving efficiency and achieving a satisfactory85
Evaluation of the employee development systemmarket share in the rapidly changing business environment. It is necessary that theevaluation of human resource development followes the trends, theory, methodologyand experience and that also recommendations leads to the improvement of activitiesof company human resources development and design effective solutions to humanresources development. (Yamnill a McLean, 2001)In managerial deciding they proceed from characteristics of human resource developmentaccording to V J. Walton (1999), who defined „strategic human resource developmentas an implementation of the processes, that all individuals and teams equipsskills, knowledge and abilities they need to be able to meet current and future tasksrequired by company” (Walton, 1999, p. 213). The aim of the processess is to ensurethe required level of human resources in the company, we can also consider that thecost items of the budget of human resources management as quantitative tools for humanresources development of the company. Many scientists in their studies tried toquantify the rate of return of investitment into the human capital development. Here,from the focus of chapter those ones with the highest explanatory power, in chronologicalorder:In the 1971 A. Kamiač (1971) tried to determine the influence of investitions intoeducation at the national income. When using data from the years 1954 to 1966 for theformer Czechoslovakia estimated that every dollar of the cost of education will increasenational income of 10.99 crowns. However, he points out that it is necessary totake into account other factors affecting the performance of the economy. N. G.Mankiw, D. Romer a D. N. Weil (1992) in the year 1992 argues that the increase ininvestment in human capital by 1% will increase employee performance by 0.6%. J.W. Kendrick (1994) a J. Mueller (1997) reported rate of return on investment in humancapital from 11.3 to 12.5%. According to their findings at 1% annual growth in humancapital, while 1% growth in physical capital increases output by 1% per year. G. M.Jenkins a R. Blundell (1999) monitors the return on investment in human capital, sothat they drawn the analogy the Okun's law: the increase in the proportion of employeeswith higher skills by 1%, annual output will increase by 0.42% to 0.63Z. Griliches(1997) a R. Blundell (1999) published that increasing education of workforce over thelast 50 years in the U.S. has increased productivity by about one third.J. Heckman v roku 1998 in his study examines the average rate of return on investmentin human capital 10%. This means that a one-off investment of $ 1000 wouldreturn $ 100 annually. In further work with these calculations, as with physical capital,must take into account time until the investment is reflected in practice and rate ofcapital depreciation. Rate of return of 10% is the average rate. Does include investmentincome to people with different amount of accumulated human capital. Previous empiricalstudies have found that investing in people with a higher amount of accumulatedhuman capital bring higher returns than investments in people with a lower amount.This happens probably due to the mechanism of himself boosting effect of human capital.One can also deduce from this that with increasing investment in human capital86
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VIA UNIVERSITY COLLEGEDENMARKCREATI
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Table of contentIntroduction . . .
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the reader toward better perception
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Enhancing the Global Classroom for
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Methodology of enterpreneurship tea
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Page 48: 9. ReferencesA. Ziółkowski, K.Zi
Page 51 and 52: Design of a learning process for SM
Page 64 and 65: T. KurbanowOERs are Massive Open On
Page 66 and 67: T. Kurbanowdictionaries, word lists
Page 68 and 69: T. KurbanowDoctor's Degree (28%). 5
Page 70 and 71: T. KurbanowFig. 3. Categorization o
Page 72 and 73: T. KurbanowThe next question was re
Page 74 and 75: T. KurbanowFig. 8. Services and sof
Page 76 and 77: T. Kurbanownation may rest in the v
Page 78 and 79: T. Kurbanow2. Britt A.M., & Gabrys
Page 82 and 83: V. Marcinovátime, tomorrow each pe
Page 84 and 85: V. MarcinováIt is difficult to qua
Page 88 and 89: V. Marcinováincreases the rate of
Page 90 and 91: V. Marcinovámaking perspective. Hu
Page 94 and 95: J. Czerna-Grygielate an organizatio
Page 96 and 97: J. Czerna-GrygielMillward Brown SMG
Page 98 and 99: J. Czerna-GrygielEducation continui
Page 100 and 101: J. Czerna-Grygielis the implementat
Page 102 and 103: J. Czerna-GrygielResearch conducted
Page 106 and 107: H. KrukOther principles connected w
Page 108 and 109: H. Kruk2014/2015 while some for pre
Page 110 and 111: H. Krukin programmes in economics f
Page 112 and 113: H. Krukplaces”, “Fuel and energ
Page 114 and 115: H. Krukuniversities of technology a
Page 118 and 119: S.BadowskaWith this approach, resea
Page 120 and 121: 4. Results and discussionS.Badowska
Page 122 and 123: S.Badowskaown professional interest
Page 124 and 125: S.BadowskaAn academics’ propensit
Page 126 and 127: S.Badowskaacademic staff will spend
Page 128 and 129: S.BadowskaSecondly, tested research
Page 130 and 131: S.Badowska13. Kruss G. (2012). Reco
Page 132 and 133: AbstractsAbstractsChapter 1. Bryan
Page 134 and 135: Abstractstransfer a certain body of
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Abstractsinclude courses concerning
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