Tag Archives: HRM

Reconceiving CSR for Business and the Labour Market

cogent
This contribution maintains that it is in the private sector’s interest to actively participate in reconceiving education for societal well being. It posits that there are win-win opportunities for companies and national governments as they cultivate human capital. Indeed, companies can create synergistic value for both business and society. Such a strategic approach can result in new business models and cross-sector collaborations that will inevitably lead to operational efficiencies, cost savings and significant improvements to the firms’ bottom lines. The CSR initiatives in education can also help organisations to improve the recruitment and retention of talented employees. This paper has reported that employees want to be part of organisations that genuinely demonstrate their concern for society. There was mention of strategic philanthropic initiatives that manifest corporate behaviours that also satisfy much of the stakeholders’ aspirations. Organisations can always make use effective CSR communications to attract the best employees and talent pool from the labour market. Ideally, businesses ought to treat employees as internal customers as it is critical for their long term success. In a sense, the organisational culture and its commitment for CSR engagement can play an integral role, in this regard. In fact, CSR and environment sustainability issues are increasingly becoming ubiquitous practices in different contexts, particularly for the youngest work force.

This research indicated that there is a business case for corporate sustainable and responsible behaviours. Besides, minimising staff turnover, CSR may lead to systematic benefits including employee productivity, corporate reputation and operational efficiencies. This implies that CSR is an antecedent for an optimal financial performance (towards achieving profitability, increasing sales, return on investment et cetera). At the same time, the businesses’ CSR engagement could create significant value to society as well. The corporations’ involvement in setting curricula and relevant course programmes may also help to improve the effectiveness of education systems across many contexts. It is imperative that businesses become key stakeholders in the provision of education and training. There is a possibility that CSR programmes could reconnect the businesses’ economic success with societal progress. Proactive companies who engage in strategic CSR behaviours could uncover new business opportunities (Lauring and Thomsen, 2008) and achieve competitive advantage (Porter and Kramer, 2006). Indeed, businesses are in a position to nurture employees by enhancing their knowledge and skill sets. This will inevitably lead to more competent staff and to significant improvements in work productivity among other benefits.

CSR can be reconceived strategically for business and educational outcomes. This research has given specific examples of how different organisations were engaging in responsible behaviours with varying degrees of intensity and success. It has identified cost effective and efficient operations. It reported measures which were enhancing the human resources productivity. Other practices sought to engage in philanthropic practices and stewardship principles. Indeed there are positive outcomes that represent a leap forward for the CSR agenda. This contribution reiterated that it is in the businesses’ self-interest to maintain good relations with employees. Evidently, there is more to CSR than public relations, greenwashing and posturing behaviours. Businesses need to engage with stakeholders and to forge long lasting relationships with them. Corporate responsible behaviours bring reputational benefits, enhance the firms’ image among external stakeholders and often lead to a favourable climate of trust and cooperation within the company itself (Herzberg et al., 2011). A participative leadership will also boost the employees’ morale and job satisfaction. This will also lead to lower staff turnover rates and greater productivity levels in workplace environments (Fida et al., 2014). Notwithstanding, there are many businesses that still need to align their organisational culture and business ethos in order to better embrace responsible behavioural practices.

Governments also have an important role to play. They can take an active leading role in triggering corporate responsible behaviours in education. Greater efforts are required by policy makers, the private sector and other stakeholders. The governments could give reasonable incentives (through financial resources in the form of grants or tax relief) and enforce regulation in certain areas where responsible behaviour is necessary. They need to maintain two-way communication systems with stakeholders. This paper posited that the countries’ educational outcomes and their curriculum programmes should better respond to the employers’ requirements. Therefore, educational programmes ought to instil students with relevant knowledge and skills that are really required by business and industry. Several governments, particularly those from developing nations ought to step up with their commitment to develop new solutions to help underprivileged populations and subgroups. New solutions could better address the diverse needs of learners and prospective employees. This research indicated that there is scope for governments to work in collaboration with corporations in order to improve the employability of tomorrow’s human resources.
Research Limitations and Future Research Avenues

It must be recognised that there are various forms of businesses out there, hailing from diverse sectors and industries. In addition, there are many stakeholder influences, which can possibly affect the firms’ level of social responsibility toward education. It is necessary for governments to realise that they need to work alongside business practitioners in order to reconceive education and life-long learning for all individuals in society. The majority of employers that were mentioned in this research were representative of a few corporations that are based in the most developed economies. Yet, there could be different CSR practices across diverse contexts. Future research could consider different sampling frames, methodologies and analyses which may yield different outcomes.

This contribution has put forward the ‘shared value’ approach in education (Camilleri, 2014; Porter and Kramer, 2011). It is believed that since this relatively ‘new’ proposition is relatively straightforward and uncomplicated, it may be more easily understood by business practitioners themselves. In a nutshell, this synergistic value notion requires particular focus on the human resources’ educational requirements. At the same time, ‘shared value’ also looks after the stakeholders’ needs (Camilleri, 2015). This promising concept could contribute towards bringing long term sustainability by addressing economic and societal deficits in the realms of education. A longitudinal study in this area of research could possibly investigate the long term effects of involving the business and industry in setting curriculum programmes and relevant learning outcomes. Presumably, shared value can be sustained only if there is a genuine commitment to organisational learning for corporate sustainability and responsibility, and if there is the willingness to forge long lasting relationships with key stakeholders.

Recommendations
The corporations’ social responsibility in the provision of education has potential to create shared value as it opens up new opportunities for business and society. There are competitive advantages that may arise from nurturing human resources (McKenzie and Woodruff, (2013), Kehoe and Wright (2013) and Hunt and Michael, (1983). As firms reap profits and grow, they can generate virtuous circles of positive multiplier effects. In a way, businesses could create value for themselves as well as for society by sponsoring educational institutions, specific courses and individuals. In conclusion, this contribution puts forward the following recommendations to foster an environment where businesses are encouraged to become key stakeholders in education:

• Promotion of business processes that bring economic, social and environmental value through the encouragement of innovative and creative approaches in continuous professional development and training in sustainable and responsible practices; including socially responsible investing (SRI), responsible supply chain management, the circular economy, responsible procurement of sustainable products, consumer awareness of sustainability / eco labels, climate change and the environmental awareness;

• Enhancement of collaborations and partnership agreements between governments, business and industry leaders, trade unions and civil society. There should be an increased CSR awareness, continuous dialogue, constructive communication and trust among all stakeholders.

• National governments ought to create regulatory frameworks which encourage and enable the businesses’ participation in the formulation of educational programmes and their curricula.

• Policy makers should ensure that there are adequate levels of performance in areas such as employee health and safety, suitable working conditions and sustainable environmental practices among business and industry.

Advertisements

Leave a comment

Filed under Business, Corporate Social Responsibility, Corporate Sustainability and Responsibility, CSR, Education, Human Resources, Stakeholder Engagement

CSR and Educational Leadership

people

Adapted from my chapter, entitled; “Reconceiving CSR  programmes in Education” in Academic Insights and Impacts (Springer, Germany).

CSR and sustainability issues are increasingly becoming ubiquitous practices in different contexts, particularly among the youngest work force. This contribution suggests that there is a business case for responsible behaviours. Besides, minimising staff turnover, CSR may lead to strategic benefits including employee productivity, corporate reputation and operational efficiencies. Therefore, CSR can be the antecedent of financial performance (towards achieving profitability, increasing sales, return on investment et cetera).

Notwithstanding, the businesses’ involvement in setting curricula may also help to improve the effectiveness of education systems across many contexts. Businesses can become key stakeholders in this regard. Their CSR programmes can reconnect their economic success with societal progress. They could move away from seeking incremental gains from the market . Proactive companies who engage in CSR behaviours may possibly take fundamentally different positions with their stakeholders – as they uncover new business opportunities. This contribution showed how businesses could inspire their employees, build their reputations in the market and most importantly create value in education. This movement toward these positive outcomes may represent a leap forward in the right direction for global education.

This chapter has given specific examples of how different organisations were engaging in responsible behaviours with varying degrees of intensity and success. It has identified cost effective and efficient operations. It reported measures which were enhancing the human resources productivity. Other practices sought to engage in philanthropic practices and stewardship principles. At the same time, it was recognised that it was in the businesses’ interest to maintain good relations with different stakeholders, including the regulatory ones. Evidently, there is more to CSR than public relations and greenwashing among all stakeholder groups (including the employees, customers, marketplace and societal groups). Businesses ought to engage themselves in societal relationships and sustainable environmental practices. Responsible behaviours can bring reputational benefits, enhance the firms’ image among external stakeholders and often lead to a favourable climate of trust and cooperation within the company itself
(Herzberg et al., 2011). This chapter reported that participative leadership will boost the employees’ morale and job satisfaction which may often lead to lower staff turnover and greater productivity in workplace environments. However, it also indicates that there are many businesses that still need to realise the business case for responsible behaviours. Their organisational culture and business ethos will inevitably have to become attuned to embrace responsible behavioural practices.

Governments may also have an important role to play. The governments can take an active leading role in triggering corporate responsible behaviours in the realms of education. Greater efforts are required by governments, the private sector and other stakeholders to translate responsible behaviours into policies, strategies and regulations. Governments may give incentives (through financial resources in the form of grants or tax relief) and enforce regulation in certain areas where responsible behaviour is necessary. The governments ought to maintain two-way communication systems with stakeholders. The countries’ educational outcomes and curriculum programmes should be aligned with the employers’ requirements (Walker and Black, 2000). Therefore, adequate and sufficient schooling could instil students with relevant knowledge and skills that are required by business and industry (Allen and De Weert, 2007). The governments should come up with new solutions to help underprivileged populations and subgroups. New solutions could better address the diverse needs of learners. This chapter indicated that there is scope for governments to work in collaboration with corporations in order to nurture tomorrow’s human resources.

It must be recognised that there are various business operations, hailing from diverse sectors and industries. In addition, there are many stakeholder influences, which can possibly affect the firms’ level of social responsibility toward education. It is necessary for governments to realise that it needs to work alongside with the business practitioners in order to reconceive education and life-long learning. The majority of employers that were mentioned here in this chapter; were representative of a few businesses that hailed from the developed economies. There can be diverse practices across different contexts. Future studies could investigate the methods how big businesses are supporting education. Future research on this subject could consider different samples, methodologies and analyses which may obviously be more focused and will probably yield different outcomes. However, this contribution has puts forward the shared value’ approach. It is believed that since this relatively ‘new’ concept is relatively straightforward and uncomplicated, it may be more easily understood by business practitioners themselves. In a nutshell, this synergistic value proposition requires particular focus on the human resources’ educational requirements, at the same time it also looks after stakeholders’ needs (Camilleri, 2015). This notion could contribute towards long term sustainability by addressing economic and societal deficits in education. A longitudinal study in this area of research could possibly investigate the long term effects of involving the business and industry in setting curriculum programmes in education. Presumably, shared value can be sustained only if there is a genuine commitment to organisational learning for corporate sustainability and responsibility, and if there is a willingness to forge genuine relationships with key stakeholders.

Recommendations
This contribution contends that the notion of shared value is opening up new opportunities for education and professional development. Evidently, there are competitive advantages that may arise from nurturing human resources. As firms reap profits and grow, they can generate virtuous circles of positive multiplier effects. Many successful organisations are increasingly engaging themselves in socially responsible practices. There are businesses that are already training and sponsoring individuals to pursue further studies for their career advancement (McKenzie and Woodruff, 2013; Kehoe and Wright, 2013; Hunt and Michael, 1983). It may appear that they are creating value for themselves as well as for society by delivering relevant courses for prospective employees. In conclusion, this chapter puts forward the following key recommendations to foster an environment where businesses become key stakeholders in education.

  • Promotion of business processes that bring economic, social and environmental value;
  • Encouragement of innovative and creative approaches in continuous professional development and training in sustainable and responsible practices;
  • Enhancement of collaborations and partnership agreements with governments, trade unions and society in general, including the educational leaders;
  • Ensuring that there are adequate levels of performance in areas such as employee health and safety, suitable working conditions and sustainable environmental practices among business and industry;
  • Increased CSR awareness, continuous dialogue, constructive communication and trust between all stakeholders;
  • National governments ought to create regulatory frameworks which encourage and enable the businesses’ participation in the formulation of educational programmes and their curricula.

References

Allen, J., & De Weert, E. (2007). What Do Educational Mismatches Tell Us About Skill Mismatches? A Cross‐country Analysis. European Journal of Education, 42(1), 59-73.

Camilleri, M.A. (2015) The Synergistic Value Notion in Idowu, S.O.; Capaldi, N.; Fifka, M.; Zu, L.; Schmidpeter, R. (Eds). Dictionary of Corporate Social Responsibility. Springer http://www.springer.com/new+%26+forthcoming+titles+%28default%29/book/978-3-319-10535-2

Herzberg, F., Mausner, B., & Snyderman, B. B. (2011). The motivation to work (Vol. 1). Transaction Publishers.

Hunt, D. M., & Michael, C. (1983). Mentorship: A career training and development tool. Academy of management Review, 8(3), 475-485.

McKenzie, D., & Woodruff, C. (2013). What are we learning from business training and entrepreneurship evaluations around the developing world?. The World Bank Research Observer, lkt007.

Walker, K. B., & Black, E. L. (2000). Reengineering the undergraduate business core curriculum: Aligning business schools with business for improved performance. Business Process Management Journal, 6(3), 194-213.

Leave a comment

Filed under Corporate Sustainability and Responsibility, Education