Innovative entrepreneurship practices are carried out in conjunction with online entrepreneurship, entrepreneurship practices and academic competitions, and are integrated into the whole process of professional development and practical teaching, with a view to comprehensively promoting innovative entrepreneurship education reforms. The concentration of practice in this profession amounts to 50 credits, or 21. 47 per cent of the total。
Through practical training in human resources management and the implementation of social practices, students' professional thinking is further strengthened, social awareness of services is raised, school distance from society has been reduced, student employment rates have steadily increased, and the human resources management profession has been characterized by “co-operation in schools, integration in the workplace”。
I. Highlighting innovative entrepreneurship practices
Innovation is the new rule of the new world. In this world of accelerated innovation, there will always be the next successful entrepreneur and the next great company, which is the charm of the times and the human resources industry. To integrate the elements of innovative entrepreneurship in the human resources services sector and to create a high-end platform for the integration of human resources innovation projects and capital in the context of the “internet+” era, such as human resources services innovation, human resources technology and services innovation, and cross-border innovation in human resources services industries, in order to better identify talent, tap projects, attract capital, foster innovative entrepreneurship in the human resources services sector, and provide resources and capital support to those with entrepreneurial dreams to achieve good growth in innovative projects。
The new training programme has increased the theoretical and practical teaching of innovative entrepreneurship, highlighting the practice chain, with two-thirds of all professional theoretical courses, two-thirds of them theoretical and one-third experimental hands-on training, distiling students ' unique insights and innovative breakthroughs from multiple perspectives, such as the identification of human resources strategic values, core service concepts, model technological innovations, etc。
Innovative entrepreneurship education has been consistently promoted as a dynamic source for the survival and development of human resources management professions, a concept of “quality, identity and development”, a market-driven approach to innovation professional development, professional development as a need to upgrade innovative capacities, an emphasis on capacity development to strengthen innovative entrepreneurship education, a continuous deepening of educational and pedagogical reform, successful innovative entrepreneurship education, and the creation of a fully participatory and fully integrated model of innovative entrepreneurship education with human characteristics。
Intra- and extra-curricular combinations, innovation and creation, in- and out-of-school combinations, entrepreneurship and employment, integration of the elements of innovative entrepreneurship into the whole process of talent development, achievement of the objectives of “innovation of entrepreneurship, innovative entrepreneurship, innovative entrepreneurial thinking training, innovative entrepreneurship development”, promotion of comprehensive student development and improvement of the quality of talent development。
The human resources profession constantly innovates the content of the course's objectives, upgrades the content of the traditional curriculum, innovates the content of the teaching with new models, new ideas, introduces innovative changes to the traditional teaching model, and uses the “theological practice alternate” “learning, integration” model to enable students to “do in school and do in secondary school”。
More than 20 activities are carried out each year through various second-class forms, such as innovation classes, training teams, interest groups, competitions for skills at the national, provincial and school levels. In recent years, prizes have been awarded to various types of innovative entrepreneurship contests at various levels, including the challenge cup, the internet+。
The human resources profession employs a group of business executives, employment guidance specialists, former top graduates of job entrepreneurship as lecturers in job entrepreneurship mentorships, provides career planning guidance for students, hosts annual school “rickey cup” career planning competitions, carries out well-known activities and receives several prizes. It also organizes professional simulation recruitment competitions to build the knowledge and presentation skills of students。
University-level entrepreneurship education is characterized by the prevalence of "light consciousness, skills", "light warfare, theory". To this end, the institute has established the "students' business experience street" project, which uses the space on both sides of the academy's course to develop entrepreneurial experience, effectively engages in active entrepreneurship under the model "students' self-management, guidance teachers' supervision" and lays the foundation for future entrepreneurship activities for students。
In conjunction with the university students ' innovative entrepreneurship training programme project, the concept of innovative entrepreneurship education is integrated throughout the teaching process, not only to stimulate student interest in learning, broaden academic horizons and broaden scientific thinking, but also to develop students ' innovative spirit, entrepreneurial awareness and innovative entrepreneurial capacity, thus meeting the basic demands of today's society for highly qualified innovative entrepreneurial talent in the field of human resources management.
Syb and ie practices were introduced in the 2019 edition of the talent development programme, of which syb time was 2 weeks and ie practice was 1 week. Innovative thinking and entrepreneurship, an innovative economy and an entrepreneurial society, value creation and entrepreneurial opportunities, business model design and development, innovative resources and entrepreneurial capital, entrepreneurial planning and start-up, innovation practices and innovation management, innovation and entrepreneurship in the web age are integrated into teaching. A new wave of “public entrepreneurship” and “grass-based entrepreneurship” was launched by developing learning platforms for students in the context of course delivery, providing an entirely new interactive learning model, with a wide variety of perspectives on innovative thinking, innovative approaches and innovative management。
Ii. Theoretical basis, then operational, and continuous interaction with social needs
In addition to the basic theoretical curriculum, which began in the second year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the first year of the there is now a simulation of recruitment conducted by mr. Liu sheng wen, and a career planning exercise conducted by ms. Liu hong burning, from selection to rehearsal to the end of the campaign, each of which takes one to two months, resulting in a rapid improvement in the practical skills of students. It is planned that the teacher will also take training and development to a large stage of practical training。
At the same time, during the second semester of each school year, the schools will work together in the form of “come in, walk out, do something”, inviting business people's combat experts to come to school, students to go into business and experience, and key skills, such as simulation of sandpaste hands-on training, panel discussions without leadership, experiments with computerization of human resources management, etc. Through these activities, students are constantly conscious of applying the theoretical knowledge they have learned and playing with wisdom. This has made it natural for students to be able to adapt quickly to their working environment。
(b) diversity of approaches: some basic, more standardized and subject-mattered courses have been converted to functional subjects, such as management science, human resources management, etc., and some applications skills development courses have been introduced and gradually opened up for examination, such as recruitment and recruitment, training and development。
The diversity reform of the dissertation is based on school deployment. Overall: the abstraction becomes specific, complex becomes simple, simple becomes interesting and stimulates the learning interest of students。
Changes in the way teachers teach: basic theory and skills are taught by teachers, the hard part is told by teachers, and the rest increases the space for students to learn on their own。
The professional curriculum promotes case teaching, avoids overly abstract theoretical teaching and converts abstraction into concrete。
The teaching of professional courses is constantly changing the subject of the teacher as the subject of the student, through group discussions, presentations by students, case discussions by students。
Theoretically weak curriculum or content, with the insertion of interesting content such as management stories, management games, management experiments, etc。
Iii. Professional teacher development to provide strong support for innovative entrepreneurship and employment
The human resources management profession develops and implements a range of incentives and methods to support and encourage teachers to improve their teaching skills and professionalism, in line with the regulations of the school's high-level talent introduction scheme, teacher training scheme, teacher kaobo management scheme, etc., taking into account the actual situation of the teaching staff in the profession. The first is the development and implementation of the 125th and 13th plans for the development of the teaching profession; the second is the urging of teachers to develop personal development plans; the third is the implementation of the “six-one project”; the fourth is the implementation of the system of young teachers' mentorships; the fifth is the development of a system of incentives for teachers to upgrade their qualifications; the sixth is the development of incentives for business-level activity and study abroad; the seventh is the development of incentives for the implementation of teaching and scientific research; the eighth is the development of a methodology for the evaluation of the teaching workload of teachers; and the ninth is the expansion of academic exchanges abroad to enhance internationalization。
As a result of these efforts, the human resources management profession has basically built up a system of classification management, performance-oriented systems and encouragement of excellence, and the teaching skills and professionalism of teachers have been significantly improved. Over the past four years, the profession has been qualified as a dual teacher, with teachers receiving 8 teaching and research projects and publishing 12 teaching and research papers. There are currently 11 full-time teachers, including one professor, three associate professors and five doctors。
Iv. Graduate career development and entrepreneurship
Over the past four years, the quality of graduates in human resources management has been improving, with 22 students receiving outstanding provincial graduates, 40 students receiving excellent graduates at the school level and an annual increase in the graduation rate for human resources management。
As a result of the transformation of the goals of professional training in human resources management, the employment of graduates of human resources management has become more and more extensive. In recent years, student employment has been more than limited to business organizations. Many graduates have entered the public sector through the secondary examination and the national examination, such as the 17-year-old liu yumei (president of the provincial union of education) who successfully entered the department of human resources and labour protection in hunan province. The 12th grade, the 13th grade, hullin, were admitted to the banking system and yulan bear was placed in the faculty. Some of the students who graduated from the institute of philosophy of the people's university of china were admitted directly to postgraduate studies, such as 12 students, 12 students, 12 students, 12 students, 17 students, 17 students, 17 students, 17 students, 17 students, 17 students, 17 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20 students, 20, 20 or so。
Our human resources management graduates are generally favoured by employers, who are satisfied with 98 per cent. The career development of graduates has been good, and in some cases they have been promoted to key positions and key management positions within years of graduation, such as the 10-year-old hu jia woo, who is now the manager of the human resources department of a medium-sized enterprise in shenzhen; the 10-year-old fong zhuang, who became the marketing manager of a chemical and biological technology company in beijing, zhang zhiyong; and the 12-year-year-old wang wah cai cai, a central civil servant, who served at the dry training centre of the iioka shan regiment, whose performance was highlighted by his transfer to the ministry of transport in 2016, and the 2017-year-old huang chunxia, who became the backbone of the beijing headhunting company。
In recent years, the proportion of human resources management students starting their own businesses has increased over the years. Ten-year graduates, rohit, founded hangzhou sangyang, limited; 12-year-olds, xiao pen, founded guiyang steel structures, inc.; 12-year-old junjie, founded early childhood education training institute; 12-year-old tan zhihai, founded a company; 12-year-old lee yang mei, founded a “successful education” institution; 14-year-old wu zheng, founded a “unmanned shop” at the school industrial incubation park, and 14-year-old bear excursor, tan yingjie and others collaborated in the creation of a “human resources workshop for intellectual resources”. At present, these entrepreneurial projects are well developed, promising and economically and socially effective。
