Human resources effectiveness kritsonis


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Human resources effectiveness kritsonis

  1. 1. Administrative Effectiveness & Human Resources Management William Kritsonis, PhD Professor PhD Program in Educational Leadership Prairie View A&M University Member of Texas A&M University System Spring 2010
  2. 2. Presented to: Charter College of Education California State University, Los Angeles by: William Allan Kritsonis, PhD
  3. 3. <ul><li>The difference between retaining and </li></ul><ul><li>losing quality employees is LEADERSHIP </li></ul><ul><li>(Lynch, 2003) </li></ul>Administrative Effectiveness
  4. 4. <ul><li>Recent studies have shown that pay, benefits, rewards, and recognition are inadequate tools to effectively retain employees </li></ul><ul><li>(Lynch, 2003) </li></ul>What Does Research Say About Employee Retention?
  5. 5. Reasons Given For Staying: <ul><li>Fair treatment </li></ul><ul><li>Exciting work and challenge </li></ul><ul><li>Care and concern </li></ul><ul><li>Working with great people and relationships </li></ul><ul><li>Trust </li></ul><ul><li>Career growth, learning and development </li></ul>
  6. 6. What Does An Effective Leader Do? <ul><li>Hire well </li></ul><ul><li>Hiring the right people is the first step to </li></ul><ul><li>retaining great talent. When hiring be </li></ul><ul><li>certain that the applicant understands </li></ul><ul><li>the job, organization, and culture. </li></ul>
  7. 7. Characteristics An Effective Leader Seeks: <ul><li>Innovation </li></ul><ul><ul><ul><ul><ul><li>Being innovative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Imaginative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Creative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Perceptive </li></ul></ul></ul></ul></ul>
  8. 8. Characteristics An Effective Leader Seeks: <ul><li>Facilitation </li></ul><ul><ul><ul><ul><ul><li>Sharing Information Freely </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Being Supportive </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Praising Good Performance </li></ul></ul></ul></ul></ul>
  9. 9. Characteristics An Effective Leader Seeks: <ul><li>Team Orientation </li></ul><ul><ul><ul><ul><ul><li>Flexibility </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Adaptability </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Collaborative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Honesty/Integrity </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Team Oriented </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Cooperative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Trustworthy </li></ul></ul></ul></ul></ul>
  10. 10. Characteristics An Effective Leader Seeks: <ul><li>Reliable </li></ul><ul><ul><ul><ul><ul><li>Reliable </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Conscientious </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Thorough </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Cooperative </li></ul></ul></ul></ul></ul>
  11. 11. Characteristics An Effective Leader Seeks: <ul><li>Work Orientation </li></ul><ul><ul><ul><ul><ul><li>Enthusiasm </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Emphasis on Quality </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Recognition for Performance </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Taking Initiative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>High Performance </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Expectations </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Enthusiasm </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Active </li></ul></ul></ul></ul></ul>
  12. 12. Characteristics An Effective Leader Seeks: <ul><li>Skills </li></ul><ul><ul><ul><ul><ul><li>Oral Comprehension </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Oral Expression </li></ul></ul></ul></ul></ul>
  13. 13. What Does An Effective Administrator Do? <ul><li>Use preemployment assessments </li></ul><ul><li>When used properly, assessments provide insight into an individual’s tendency to perform </li></ul>
  14. 14. What Does An Effective Administrator Do? <ul><li>Consistent and proactive communication with valued staff members </li></ul><ul><li>Communicate openly; candidly and often. </li></ul>
  15. 15. What Does An Effective Administrator Do? <ul><li>Assign a mentor </li></ul><ul><li>Immediately upon arriving, assign a mentor or “buddy” to a new employee. </li></ul><ul><li>Develop a mentoring program. </li></ul>
  16. 16. What Does An Effective Administrator Do? <ul><li>Understand the needs of your team </li></ul><ul><li>Create a culture in which your employees </li></ul><ul><li>feel valued. </li></ul><ul><li>Develop a core purpose and set of </li></ul><ul><li>principles. </li></ul>
  17. 17. What Does An Effective Administrator Do? <ul><li>Open-door policy </li></ul><ul><li>Have an open-door policy whereby employees are encouraged to stop by and talk or ask questions, etc </li></ul>
  18. 18. What Does An Effective Administrator Do? <ul><li>Reward and recognize </li></ul><ul><li>Rewards and recognition are tools intended to help retain employees. </li></ul><ul><li>Make an art of recognition. </li></ul>
  19. 19. What Does An Effective Administrator Do? <ul><li>Instill accountability </li></ul><ul><li>Provide the training needed to help them be accountable </li></ul>
  20. 20. What Does An Effective Administrator Do? <ul><li>Support your leaders </li></ul><ul><li>Your real success in retaining your employees will come when you concentrate on your team leaders and their interactions with employees. </li></ul>
  21. 21. What Does An Effective Administrator Do? <ul><li>“ High-performance and high-retention cultures succeed in creating an environment in which everyone is pulling in the same direction for the common good of the organization.” </li></ul><ul><li> (Bufe and Murphy, 2004) </li></ul>
  22. 22. Results? <ul><li>Higher staff morale </li></ul><ul><li>Better teamwork </li></ul><ul><li>Lower turnover </li></ul><ul><li>Happier clients (i.e. children, parents, etc) </li></ul>
  23. 23. Human Resources Management <ul><li>Call for improved organizational </li></ul><ul><li>Performance = </li></ul><ul><li>* state testing and accountability systems </li></ul><ul><li>* “adequately yearly progress” </li></ul>
  24. 24. Human Resources Management <ul><li>“Most policymakers are immediately drawn to making changes in the instructional program to improve teaching… </li></ul>
  25. 25. Human Resources Management <ul><li>Yet, they often overlook the need to support these changes by changing district human resource (HR) management practices. </li></ul><ul><li> (Heneman & Milanowski, 2004) </li></ul>
  26. 26. Human Resources Management <ul><li>It is thought that HR management practices affect organizational performance through employee performance competencies </li></ul><ul><li> (Heneman & Judge, 2003; Shippman, 1999) </li></ul>
  27. 27. Human Resources Management <ul><li>THEREFORE, building an HR management system to support the teacher performance competencies that define teacher quality requires developing or adapting a model that specifies these competencies. </li></ul><ul><ul><ul><ul><ul><li>(Heneman & Milanowski, 2004) </li></ul></ul></ul></ul></ul>
  28. 28. HR Alignment Model <ul><li>In a large urban school district that employs 4000 classroom teachers, they refer to this model as the </li></ul><ul><li>District Scorecard . </li></ul>
  29. 29. Components of the Alignment <ul><li>Recruitment: Applicant Pools </li></ul><ul><li>Sources of applicants based on knowledge, skills, and abilities necessary for performance competency </li></ul>
  30. 30. Components of the Alignment <ul><li>Hiring Standards: Interview Score & Requirements </li></ul><ul><li>Method of assessing likely teacher performance competency based on the interview questions asked and the responses given by the applicant. </li></ul>
  31. 31. Components of the Alignment <ul><li>Selection: Teacher Certification </li></ul><ul><li>Teacher certification/licensing </li></ul><ul><li>requirements required for employment </li></ul>
  32. 32. Components of the Alignment <ul><li>Assessment: Teacher Evaluation </li></ul><ul><li>Provide last two years of teacher performance evaluation (PDAS) </li></ul>
  33. 33. Components of the Alignment <ul><li>Induction Preservice </li></ul><ul><li>Assistance and information provided to all new teachers hired during the three-day New Teacher Induction Academy held prior to the start of school. </li></ul>
  34. 34. Components of the Alignment <ul><li>On-the-job preservice: </li></ul><ul><li>Teachers receive an orientation to the teacher evaluation system </li></ul>
  35. 35. Components of the Alignment <ul><li>Mentoring: </li></ul><ul><li>Every teacher is provided either a mentor or </li></ul><ul><li>teacher buddy for the entire school year. </li></ul><ul><li>Each district campus has a mentor program </li></ul><ul><li>coordinator who coordinates the program </li></ul><ul><li>and serves as the liaison for new teachers. </li></ul>
  36. 36. Components of the Alignment <ul><li>Professional Development </li></ul><ul><li>Professional development opportunities are offered daily/weekly throughout the year. </li></ul><ul><li>Attendance is highly encouraged and is part of the </li></ul><ul><li>Teacher’s end-of-year assessment. </li></ul>
  37. 37. Components of the Alignment <ul><li>Compensation: </li></ul><ul><li>Offer competitive salaries. </li></ul><ul><li>Offer supplemental pay for critical needs teaching fields; grade or department chair; extracurricular activities sponsor; etc. </li></ul>
  38. 38. Components of the Alignment <ul><li>Hiring packages: </li></ul><ul><li>Offer other financial inducements, such as loan forgiveness, tuition reimbursement, tuition assistance for ACP teacher candidates. </li></ul><ul><li>Recommend housing assistance. </li></ul>
  39. 39. Components of the Alignment <ul><li>Training: </li></ul><ul><li>System for appraising teacher’s performance </li></ul><ul><li>Knowledge and skill building given in how to conduct and improve teacher evaluation and performance management </li></ul>
  40. 40. Components of the Alignment <ul><li>Performance Management: </li></ul><ul><li>Appraisal, feedback, coaching, goal setting, performance planning, discipline, termination </li></ul>
  41. 41. References <ul><li>Baldiga, N. R. (May 2005). Opportunity and Balance: Is Your Organization Ready to Provide Both? Journal of Accountancy, 199(5), 39-44. </li></ul><ul><li>Buffe, B. and L. Murphy (Dec 2004). How to Keep Them Once You’ve Got Them. Journal of Accountancy, 198(6), 57-61. </li></ul>
  42. 42. References <ul><li>Heneman, H. G. III. And A. Milanowski. (Dec 2004). Alignment of Human Resource Practices and Teacher Performance Competency. Peabody,Journal of Education 79(4), 108-125. </li></ul><ul><li>L. J. Lynch. (Dec 2003). Keeping the Best. Assoc Manage, 55(13), 447-461. </li></ul>
  43. 43. References <ul><li>Miller, J.S. and R. L.Cardy. (2000). Technology and managing people: keeping the “human” in human resources. Journal of Labor Research, 21(3), 447-461. </li></ul>