The use of ICT on Languages 3

Processes, Performance Drivers and ICT Tools in Human Resources Management

In order to be able to act appropriately in this new role, HR managers are highly dependent on correctly setup processes (i.e. “sets of activities, transforming a set of inputs to a set of outputs (goods or services) in order to fulfill other peoples’ or processes’ needs, using specific actors and tools” (Řepa, 2007)). This rationale is based on the currently predominant process ap-proach to management, presented among others by Kaplan and Norton (1996). In accordance with the above listed definitions from Armstrong (2009) and additional hints from Marques (2010) and Brooks (2006), we consider HR managers to be accountable and/or responsible for the following business processes:

·         Oreparing and reviewing capacity planning, interviewing and recruiting, managing personnel evidence, instituting programs for retention and growth (job trainings, certifications),

·         Journal of Competitiveness | Issue 2/20110

·         Setting up motivation programs (including management of benefits), evaluating employee efficiency, establishing tools and guidance for management reviews, designing administrative and supportive processes, outplacement and discharge.

Firstly, a modern approach to HR management was characterized, and, on its basis, a set of business processes, commonly handled by today’s HR managers, was defined. Following the identification of main fields of HR management responsibilities, a concept of performance drivers was introduced as an instrument to indicate areas with performance improvement potential. 

CONCLUSION

This article presented authors’ contemporary insight to processes, performance drivers and ICT tools in human resources management.

A set of generic performance drivers, governed by HR managers, was identified later on, providing answer to the first research question: support of advanced strategic decision-making tools and simplification of administrative were indicated among the best candidates for HR-driven performance improvement in any and all organizations.

The results of con-ducted survey confirmed the latter performance driver, but also indicated that from practical perspective, HR activities related to internal communication are very important. The fact that support of strategic decision making tools was not so highly appraised is in our opinion caused by lower ambition level and prevailing down-to-earth approach to HR management in Czech companies.

TRANSLATION AND TECHNOLOGY: STUDY OF UK FREELANCE TRANSLATORS

Translator's workstation​ document production, managing terminology, storing and retrieving segments of previously translated text, and automated translation.​
Locke cities: Budgeting, pricing, and hardware and software acquisition.​
Austermühl's ‘process-orientated’ view of the translator's workstation.​ translation as a business’ as well as translation ‘as a linguistic and cultural process’.
Covering general-purpose software, translation-specific software, other specialised software (financial management packages), web-based language resources, online tolos and communications technologies.

CONCLUSION

The use of ICT by UK freelance translators is a timely and relevant subject of inquiry, given the high proportion of the translator community now working on a freelance basis.​

The results of a statistical analysis suggest that general-purpose software applications are widely used, but there is less evidence of translation-specific tools being adopted.

UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

‘learning to live together’, ‘learning to do’, and ‘learning to be’​

The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in new ways, to merge new technology with a new pedagogy, to develop socially active classrooms, encouraging co-operative interaction, collaborative learning and group work.

2.     How ICTs sopport? selecting and applying basic tools​:

3.     Given a specific learning activity, identify the required hardware and devices​
Use the internet and browsers to support learning activities

Using ICT to create and manage students’ collaborative, project-based learning.​
The teacher:

·         Selects or creates suitable software and resources​

·         Uses ICT to communicate and collaborate​

·         Uses ICT to manage and monitor student projects.