Human resources effectiveness kritsonis

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