human resource management

1. Resource Management
By Endale Berhanu

2. COURSE DESCRIPTION
EdLM -606- 4 cr.h
This course is intended to equip school principals(managers) with
knowledge and skills to effectively and efficiently manage school
resources.
It focuses on key areas of school resources namely human, finance,
property, time and information.
The course capitalizes on the following themes: the importance of
staffing, school information management system, financial resources
mobilization and fundraising, utilization of financial resources and
budget.

3. UNIT ONE
RESOURCE MOBILIZATION, ALLOCATION AND UTILIZATION
1.1 School Resource Mgt and School Performance
Definition of Resources
Resources are the financial and non-financial supplies
that help to fulfill organizational needs. Include:
- money
- technical assistance
- human resources,
- material goods
- free service and facilities.

4. Cont’d
Q1) Define Resource Management ?
Resource management
• is the allocation of resources from resource
providers to resource consumers
• it is people working in an organization
who individually and collectively contribute
to the achievement of its objectives
(Armstrong ,2001)

5. 1.2 TYPES OF SCHOOL RESOURCES
• Teachers , Students. Administrators ,Color
photocopiers , Whiteboards, Teaching salaries
, Seats , Books for library, Storage , Uniforms
of school captain(head), representative, Book
packs for High school students tissue , Paper
,Pens, microscopes, pencils , Computer
equipment……

6. SCHOOL RESOURCES MOBILIZATION
• equate it with fund raising, which is only the
part
• it goes beyond money , building relationships
as important as raising funds
• People don’t give money to causes, they give
to people with causes
• So resource mobilization goes beyond fund
raising; it is friend raising as well

7. Cont’d
• is the process of identifying and obtaining
resources for the organization. Schools need
both financial and non-financial resources
• more comprehensive than fundraising
Includes two other concepts:
First, non-financial resources are also
important
Second, certain resources can be
generated by the organization rather than
accessed from other sources.

8. Cont’d
• it is giving people the opportunity to give
• It is the process that facilitates the transfer of
resources from those who are able to give to
those who have the need to receive
• It is not only satisfies the need, but also
satisfies the giver
• It is
- not begging.
- people helping people.
-giving people the opportunity to give
- asking

9. Cont’d
• At all levels, stakeholders are vying(struggling) to
mobilize resources in order to meet the expanding
need in their schools
• stresses the ability of members to acquire
resources (physical, fiscal, materials) and to mobilize
people towards accomplishing the organization or
community goals
Q2.Discuss the challenges in education sector
development ?
Challenges in educ. sector deve’t.
• In adequate teachers
• lack of teaching and learning facilities
• inadequate infrastructure.

10. Cont’d
• low enrolment
• low transition rate,
• gender disparity
• outdated curricula.
Thus, effective strategies needed to mobilize
resources to minimize these challenges

11. Cont’d
steps in preparing to mobilize local resources
are
• identify and prioritize the resources
• identify local actors that have access to
these resources by conducting a local
resources assessment
• choose the people/ institutions that have
the resources you need
• approach them developing a strategy for
approaching these individuals or institution

12. Cont’d
Approaches used to mobilize local resources:
• Regular communication
• Establishing committees
• Media
Effective mobilization requires:
• creativity,
• Persistence,
• flexibility

13. Guidelines for Resource Mgt.
• Don’t be afraid to ask for support
• Think beyond money
• Get people to connect with the work being done
• Keep the local community and selected local resources
updated
• Be visible
• Be cost-effective
• Keep records and be transparent
• Stay in line with your mission
• Diversify your sources of support
• Express your gratitude to all supporters at the end of
an activity or project.

14. Steps to mobilize school resources
• Identify and analyze the organization/ community/
institutional needs.
• Identify the necessary stakeholders & potential
donors or contributors
• Do mapping of potential supporters. List and
analyze their ability (in terms of skills, financial and
material) to contribute toward the achievement of
program
• formulate a resource mobilization theme-touchy,
appealing that enters in their mind and emotions,
so that he/she can contribute. Educators argue that,
the reasons why people donate money depend on
their head ( logic in support ) and the heart (the
emotion) of the giver

15. Cont’d
• communicate the problem to the society
-incur some cost - t-shirt, banners,
brochures, TV and Radio advertisement, as
part of communication and promotional tools
-important b/c human mind always respond
to what it hears, listens and imagine
• develop an effective team with diverse
background and skills
• develop rapport and friendship with suppliers,
communities, government, Foundations, NGOs
and Companies.

16. Cont’d
• write to supporters an appreciation letter for what
they have donated
• make evaluation to reveal achievements and failures
Resource Management
• Resource management is the efficient and effective
deployment and allocation of an organization’s
resources when and where they are needed. Such
resources may include financial resources, inventory,
human skills, production resources, or information
technology.
• includes planning, allocating and scheduling of
resources to tasks, which typically include manpower,
money and materials.

17. SCHOOL RESOURCES ALLOCATION
• is to assign the available resources in an
economic way.
• is the process of assigning and managing
resources in a manner that supports an
organization's strategic goals
• involves balancing competing needs and priorities
and determining the most effective course of
action in order to maximize the effective use of
limited resources and gain the intended result
• is part of resource management.
• 1/5 of total government expenditure(2003-
2008)

18. Cont’d
• education share reflects high priority at all levels
of government-federal, regional and down to the
Woreda (40% during 2006-2010 except Afar and
Somali
• In project management, it is the scheduling of
activities and the resources required based on
availability and time
• In strategic planning, it is a plan for using
available resources
• The plan has two parts: basic allocation
decision and contingency mechanisms

19. SCHOOL RESOURCES UTILIZATION
• is the process of managing and organizing
resources
• analysis of school spending is a common way to
examine the utilization of education resources
• school spending : divided into recurrent and
capital categories.
• Recurrent expenditure is spending on inputs that
last for one year or less and sub-divided into
spending on personnel and non-personnel inputs.
• Capital expenditure refers to spending on school
inputs (such as buildings and equipment) that
last for more than one year

20. Cont’d
School expenditures:
- compared on per-student basis
- do not capture educational spending by
households ( school uniform, stationery, etc.)
outside of the school.
- do not include the indirect cost of
schooling (such as foregone productive
activities outside the school).
private resources to schooling could be a
major source of educational inequality and
inequity.

21. Importance of utilization of school resources:
• Sense of ownership
• building social capital,
• increases the sustainability of community
initiatives
• gives independence and flexibility to
implement activities that a community finds
important

22. Sources of School Resources
The main sources are
• government
• community
• parent
• students
• non-government organization

23. Activity:
1.Why do we need school resources?
2. What are the sources of school resources?
3. What should be done to encourage donors or those who support
the school in different ways?
4. What are some of the importance of school resources utilization
for the school and contributors?

24. UNIT TWO
PRINCIPLES & PRACTICES OF SCHOOL RESOURCE MANAG.
PRINCIPLES OF SRM
• are guidelines that help practitioners to
manage resources efficiently and effectively.
Major Principles for selection of school
resources to enhance teaching and learning
programs are :

25. Cont’d
• Schools are neutral grounds for rational
discourse and objective study.
• Schools are place where students are
preparing for informed and reasoned
involvement in community life, politics,
through calm and cooperative study of social
issues.
• Schools must ensure a balanced and
reasonable consideration of all issues
presented through the use of resources.

26. Cont’d
Responsibilities of principals and teachers in
relation to the principles or procedures
Principals’ responsibilities:
• compliance with guidelines
• Making staff familiar with the guidelines
• staff are familiar with school specific
procedures for selecting appropriate
teaching and learning resource

27. Cont’d
• Teachers and visiting resource persons in
schools have a privileged position.
• The school is responsible for part of the
educative process which it institutes, or which
is conducted in school time
• Students have the right to hold and
express views in relation to issues

28. Cont’d
Teachers’ responsibilities:
• responsible for judgments in selecting
appropriate resources in accordance with any
school specific procedures and guidelines.
• have a right to hold views on issues and to
express them in appropriate forums.
• do not have a right to present these views in a
biased manner
• ensure that opinions are expressed and
evidence is presented impartially.

29. PRACTICES OF SCHOOL RESOURCES MANAGEMENT
Why should human resources be managed
• it is people working in an organization who individually
and collectively contribute to objectives
• HR is a living and active input that operates the
other factors of production
• is the ‘central nervous system of any organization
• the most important and unique asset that an
organization has
• It is people who create organizations and make
them survive and prosper
• HRM practices describe the way in which managers
get results through people

30. Cont’d
• It is how managers behave and exercise
authority
• Managers can be autocratic or democratic,
tough or soft, demanding or easy going,
directive or laissez-faire, distant or accessible,
destructive or supporting, task oriented or
people oriented, rigid or flexible, considerate or
unfeeling, friendly or cold, keyed-up or relaxed.
• How people behave depend on their natural
inclination, example given by their manager,
norms, values and climate of the organization

31. Cont’d
• schools cannot do without human and material
resources.
• These resources complement each other in
organization development and must be managed.
Best HRM Practices Scholars suggest to improve organ.
performance are:
• selective hiring,
• extensive training
• employment security
• diffusion of information
• team working,
• reduction of status differences
• performance related and incentive pay.

32. Cont’d
• is strategic approach to acquiring, developing,
managing, motivating and gaining the commitment of
the people
• Some important practices are recruitment, selection,
induction, development, staff appraisal, supervision,
employee and human relations
• is proactive and not reactive and emphasized on
planning, monitoring, supervising, training and
development and performance appraisal
• Positive relationship exists b/n appropriate HRM
practices and positive employee attitudes, job
satisfaction and commitment.

33. Cont’d
• these practices equip employees and enable
them to function responsibly
In schools, teachers ;
• are core of its human resource
• are the most indispensable factor in the
school.
• greatest aid to teaching and learning
• stands at a focal point delivering the teaching
service without which the school will be non-
existent

34. Cont’d
Reasons for the failure of public organizations/
educational enterprises to achieve their
objectives
• lack of equipment or logistics
• financial constraints
• political interference
• lack of clearly defined objectives
common personnel problems are
• lack of adequate salaries and incentives
• low morale of staff

35. Cont’d
• weak and incompetent management staff,
• Indiscipline
• shortage of skilled and experienced
personnel and supervisors
ways by which you can manage physical
resources:
1. Understand key features of physical resources
(materials, buildings ,plant and machinery)
key features of physical resources are suitability
for purpose, efficiency, security, accessibility..

36. Cont’d
2 Understand the legal requirements for
managing physical resources
-Statutory(constitutional) regulations:
employment and insurance law, hygiene,
pollution, compliance, licenses, recording
documentation
-Legal requirements: health and safety
measures eg risk assessment procedures,
preventative measures

37. Cont’d
3 Be able to monitor the quality and
effectiveness of physical resources
Criteria: performance measures to analyze
efficiency and effectiveness
Evaluation: purpose, sources of information
example customers, colleagues, staff,
suppliers, management; methods of data
collection, feedback, accuracy, relevance,
reliability…..

38. UNIT THREE
POLICIES AND GUIDELINES ON SCHOOL RESOURCES
MANAGEMENT
DEFINITION OF SCHOOL POLICY
Policy: An explicit or implicit single decision
or group of decisions which may set out
directives for guiding future decisions,
initiate or retard action, or guide
implementation of previous decisions.

39. Cont’d
• Policy making: is the first step in any
planning cycle and planners must appreciate
the dynamics of policy formulation before
they can design implementation and
evaluation procedures
• Policies differ in terms of their scope,
complexity, decision environment, range of
choices, and decision criteria.
• Issue-specific policies are short-term
decisions involving day-to-day management
or, as the term implies, a particular issue

40. Cont’d
• A program policy is concerned with the
design of a program in a particular area
• multi-program policy decision deals
with competing program areas.
• strategic decisions deal with large-scale
policies and broad resource allocations
the broader the scope of a policy is,
the more problematic it becomes

41. Cont’d
POLICY MAKING AND POLICY ANALYSIS
• Two policy making dimensions : who does it
(the actors) and how (the process).
• the actor in policy making :unitary and
rational
• policy analysis model: organizational
(public interest) and the personality (self-
interest)
• Two process approach element : synoptic
(comprehensive) approach and incremental

42. Cont’d
D/ce b/n the synoptic & incremental methods
of policy making.
The synoptic method:
-entails one single central planning
authority for the whole of society,
combining economic, political, and social
control into one integrated planning process
that makes interaction unnecessary.

43. Cont’d
It assumes:
(a) problem at hand does not go beyond man's
cognitive capacities
(b) There exist agreed criteria by which
solutions can be judged
(c) problem- solvers have adequate incentives to
stay with synoptic analysis until it is
completed
Incremental policy making:
• relies on interaction rather than on a
complete analysis

44. Cont’d
Based on the assumptions:
(a) Policy options based on uncertain
and fluid knowledge, in response to a
dynamic situation (ever changing problems)
(b) No 'correct' solution can be found, no
drastic reforms should be attempted
(c) Only incremental and limited policy
adjustments can be made

45. Cont’d
(d)Policy adjustments are expected to minimize
dissatisfaction with past policies, improving
the existing situation or relieving an urgent
problem
 SCHOOL POLICY AND PRACTICE
framework for education policy analysis:
- the pre-policy decision activities
- the decision process itself
- the post-decision planning activities

46. Cont’d
Seven policy-planning processes
a) Analysis of the existing situation
b) The generation of policy options
c) Evaluation of policy options
d) Making the policy decision
e) Planning of policy implementation
f) Policy impact assessment
g) Subsequent policy cycles

47. cont’d
policy:
• Provide guidance to manage school resources.
• Provide guidance to decision making
• Provide criteria for evaluating decisions
• Ensure consistency and uniformity in
decisions throughout the organization

48. SCHOOL POLICIES FOR RECRUITMENT
Guides for recruitment
1. Process workflow
-Clearance to start recruiting
- Attracting the right candidates
-Application process
-Selection
- screening of applications and short list
-Interview panels and appointments
-Notification and grade of appointment
-Appointment

49. Cont’d
vacancy notices will include:
• Brief description of vacancy and its mission
• Brief description of school’s Equal
opportunity and non-discrimination policy
• Position description .
• Specific requirements of the job
• Date of issue
• Deadline for receipt of applicants’ responses
• Brief explanation of the application process
and required documentation

50. Cont’d
Application process
a) Letter of application.
b) Curriculum vitae.
-a standard application form may be
developed
- ease the application screening process.
- means - electronic mail,normal mail or fax
Preparing relevant selection criteria:
a) Identify the main purpose of the position
b) Identify the duties or responsibilities
c) Determine the indicators of successful performance
duties
d) Determine the essential & desirable qualifications SkE

51. SCHOOL POLICY FOR APPOINTMENT AND INDUCTION
• Approval of appointment
• Contract issuance
• Selection
• Induction
• Probationary period
new job is a stressful experience
• New staff member has to get used to other
staff, the surroundings, the job, the work if
they do not already know it

52. Cont’d
 The following information should be conveyed after
employment
• Staff member benefits
• Taxes and deductions
• Vacations and holidays
• Human Resources Policies and Procedures.
• Hours of work
• Pay procedures
• Procedures and staff responsible for providing services and
facilities, i.e. office, desk, office equipment, office supplies..
• Transportation, parking facilities.
• Safety procedures.
• Procedures for reporting absences, when necessary.
• Length and rules for probationary period

53. Cont’d
School induction should
• help define performance expectations;
• speed up on the job training;
• encourage a high motivation of new, relocated
and promoted staff;
• promote a commitment to school’s goals and a
desire to succeed;
• foster good working habits;
• increase productivity and performance and
reduce errors;
• reduce absenteeism;

54. cont’d
• improve morale and enhance positive attitudes;
• improve working relationships;
• develop a sense of belonging and satisfaction;
• improve understanding of the school policies,
procedures, rules, and benefits;
• Develop and maintain an acceptable
conformity to the formal and informal rules;
• Lead to better services.

55. SCHOOL POLICY FOR ANNUAL PERFORMANCE
EVALUATION
Principal hands over forms to be completed
and agrees on a date and venue for the
performance evaluation meeting.
• Complete the evaluation form with the staff
member for performance evaluation forms.
• Ensure the staff member has a copy of the
previous year's review
• Communicate the process to all staff and makes
the necessary forms available.
• Establishes the time frame for the annual process.
• Keep a file of annual performance evaluation

56. cont’d
Procedures to be followed
• preparation
• Performance evaluation meeting
• Performance evaluation outputs
• Performance evaluation forms
• Deadlines
• distribution

57. SCHOOL POLICY TO RESOLVE GRIEVANCE
A grievance:
-is defined as alleged improper interpretation,
application, or violation of a staff member,
terms and conditions of employment
-The purpose is to ensure means to communicate
any grievances to management and settle as
quickly and effectively as possible.

58. Human Resource Management
Definitions of HRM
• is a management function concerned with
hiring, motivating and maintaining people in
an organization.
• focuses on people in organizations.
• designing systems to ensure that human talent
is used effectively and efficiently to
accomplish organizational goals.

59. cont’d
• It comprises of the activities, policies, and
practices involved in obtaining, developing,
utilizing, evaluating, maintaining, and
retaining the appropriate number and skill mix
of employees to accomplish the organization’s
goals.
• goal of HRM is to maximize employees’
contributions in order to achieve optimal
productivity and effectiveness, while
simultaneously attaining individual objectives
and societal objectives

60. Cont’d
 the major elements in the HRM processes are
three:
i) Attracting a quality workforce - managing
human resource planning, recruitment and
selection.
ii) Developing a quality work force - managing
employee orientation, training and development
and career planning of development.
iii) Maintaining a quality work force - managing
retention and turnover, performance appraisal,
compensation and benefits, and labour-relations
management.

61. Scope of HRM
• Human Resource Planning
• Design of the Organization and Job
• Selection and Staffing
• Training and Development
• Organizational Development
• Compensation and Benefits
• Employee Assistance
• Union/Labour Relations
• Personnel Research and Information System

62. Human Resource Planning
The objective of HRM is to ensure that the
organization has:
• the right types of persons at the right time at the
right place.
• prepares human resources inventory to assess
present and future needs, availability and
possible shortages in human resource.
• forecast demand and supplies and identify
sources of selection.
• develops strategies both long-term and short-
term, to meet the man-power requirement.

63. Cont’d
• determination of the number and quality of
persons to be employed to an organization
beforehand.
HRP has two major objectives
a) Ensuring optimum use of human
resources currently employed or working in
the organization.
b) Providing for future human resource
requirements of organization in terms of skills,
numbers and ages

64. Cont’d
HRP is a Four-Phased Process.
• The first phase: involves the gathering and analysis of
data through manpower inventories and forecasts,
• The second phase: consists of establishing manpower
objectives and policies and gaining top management
approval of these.
• The third phase: involves designing and implementing
plans and promotions to enable the organization to
achieve its manpower objectives.
• The fourth phase: is concerned with control and
evaluation of manpower plans to facilitate progress in
order to benefit both the organization and the
individual.

65. Cont’d
The objectives of HRP may be summarized as :
• Forecasting Human Resources Requirements
• Effective Management of Change
• Realizing the Organizational Goals
• Promoting Employees
• Effective Utilization of HR

66. Job Analysis and Job Design
 terms which are used in job analysis and job design
• Task: It is a distinct work activity carried out for a distinct
purpose.
• Duty: It is a number of tasks.
• Position: It refers to one or more duties performed by one
person in an organization, There are at least as many
positions as there are workers in the organization
• Job: It is a type of position within the organization.
• Job Family: It is group of two or more jobs that either call
for similar worker characteristics or contain parallel work
tasks as determined by job analysis.
• Occupation: It is a group of similar jobs found across
organizations.
• Career: It represents a sequence of positions, jobs, or
occupations that a person has over his working life

67. Cont’d
Job Analysis Defined
• the procedure through which you determine
the duties and nature of the jobs and the kinds
of people (in terms of skills and experience)
who should be hired for them
• provides data on job requirements, which are
used for developing job descriptions (what the
job entails) and job specifications (what kind
of people to hire for the job).

68. cont’d
Uses of Job Analysis
1. Achievement of Goals
2. Organizational Design
3. Organization and Manpower Planning
4. Recruitment and Selection
5. Placement and Orientation
6.Employee Training and Management Development
7. Job Evaluation and Compensation
8. Performance Appraisal
9. Health and Safety

69. Cont’d
Steps in Job Analysis
1. Determine the Use of the JS Information
2. Collection of Background Information
3.organization charts ,class specifications and the
existing job descriptions
4. Selection of Jobs for Analysis
5. Collection of Job Analysis Data
6. Preparing Job Descriptions
7. Developing Job Specifications

70. Cont’d
 job analysis process provides a basis for job
description and job specification
Job Description
• is a written record of the duties, responsibilities
and requirements of a particular job.
• concerned with the job itself and not with the job
holders.
• a statement describing the job in such terms as its
title, location, duties, working conditions and
hazards

71. Cont’d
job description contains sections on
1. Job Identification: job title, department, division,
and plant and code number of the job
2. Job Summary: describes the contents of the jobs
in terms of activities or tasks performed
3. Duties and Responsibilities: This is the most
important phase of job description and should be
prepared very carefully.
It describes the duties to be performed and
responsibilities

72. Cont’d
4. Supervision:
5. Relation to Other Jobs
6. Machine
7. Working Conditions
8. Social Environment
Job Specification
• states the minimum acceptable qualifications
that the incumbent must possess to perform the
job successfully.
• identifies the knowledge, skills, and abilities
needed to do the job effectively.

73. Cont’d
 Job Specification should include:
(i) Physical characteristics-health, strength,
endurance, age, height, weight, vision…..
(ii) Psychological and social characteristics such
as emotional stability, flexibility, decision
making ability etc.
(iii) Mental Characteristics such as general
intelligence, memory,
(iv) Personal Characteristics such as sex,
education, family background, job experience,
hobbies,

74. Recruitment and Selection
Recruitment: is the process of searching for prospective
employees and stimulating them to apply for jobs in the organization.
• the process of finding and attracting capable applicants for
employment. The result is a pool of applicants form which new
employees are selected.
The need for recruitment arises out of the following situations:
 Vacancies created due to expansion, diversification, and growth of
business.
Vacancies created due to transfer, promotion, retirement,
termination, permanent disability or death.
The normal population growth, which requires increased goods and
services to meet the needs of the people.
 A rising standard of living, which requires more of the same goods
and services as well as the creation of new wants to be satisfied.

75. UNIT FOUR
STAFF DEPLOYMENT AND RETENTION
JOB PLACEMENT OR ASSIGNMENT
Activity
1. What are your first tasks after a novice sent to your
school?
2. What are the ways by which you can motivate the staff
to help them achieve the goal or objectives of the school?
Final selection from legible candidates is the final step
of selection procedure. Then, his/her appointment to the
job is confirmed in writing, i,e letter of appointment
together with the job description is given to the appointee.
Then the appointees should be introduced with the
following ways

76. Employee Orientation: is providing basic background
information about organization and any information that
are needed to perform jobs satisfactorily to new employees.
When people join an organization newly, they must
become familiar with the way things are done in an
organization. This is the process of socialization,
orientation or induction (Shermerhorn, 1996).
What is the benefit of orienting new employees?
Orientation is one component of socialization process- an
ongoing process that involves instilling in all employees
the prevailing attitudes, standards, values, and patterns of
behavior that are expected by the organization and its
departments.

77. Reality shock: is the discrepancy between what the new employee
expected from his/her new job, and the realities of it.
 Socialization - is the process of influencing the expectations,
behaviors & attitudes of a new employee in a manner considered
desirable by the organization.
The intent of socialization is to achieve the best possible match
between the individual, the job and the organization.
Socialization of new comers/newly hired employees begins with
orientation - a set of activities designed to familiarize new
employees with their jobs, co-workers and key aspects of the
organization as a whole.
In other words, staff induction /orientation is a process by which
individuals who recently assigned to the organization are helped to
become oriented to a new environment, which includes: the
community, organization, work to be done and people with whom
they will be working .

78. This includes:
Clarifying organizational mission and culture
explaining operating objectives and job specifications
communicating policies and procedures
identifying key personnel of the organization ,and
Co-worker and immediate supervisors.
Purposes of staff Induction: Induction is similar to what sociologists call
socialization, and its purposes are: (UNISA, 1996)
1. To reduce the start-up cost for the new staff members: A new staff may not
know the job: how the organization works, and whom to see to get the job done.
So, for a while he is less efficient and ineffective. Orientation reduces start-up
cost and enables him to reach performance standards sooner.
2. To reduce anxiety: Anxiety, here, is fear of failure on the job. It is a normal fear
of the unknown. By orienting about the job and work environment, the new staff
can be relieved of anxiety he encountered.
3. To reduce employee turnover: If new staff members perceive themselves to be
ineffective, unwanted or unneeded, they may react by quitting. Hence, effective
induction reduces this costly reaction and makes new staff loyal to an
organization.

79. 4. To save time to supervisors: Un oriented or improperly oriented
staff members require help to get the job done and this is mostly done
by their immediate supervisors. So, adequate orientation will save
time spent by a supervisor to help the new staff.
5. To develop realistic job expectations, positive attitudes towards
organizational system and job satisfaction: New Staff members must
have neither too low nor high expectations of the job, but realistic
one .
He must incorporate the work and its value in to his self image
through effective induction. This will help him to develop positive
attitude towards organization and its work environment.

80. Steps in Staff Induction: The first impression of new staff members
is very important to know about social environment, organizational
policies, objectives, leadership and methods of operation.
First impression is lasting, so great effort should be made to give the
new employee correct understanding of an organization.
For instance, Orientation of new staff in school should focuses on
the following topics:
nature of students and surrounding community
Overall school operating policies and procedures
Role of supporting personnel in school, eg. Guidance counselor,
record officer, store keeper, etc.
discipline policies and procedures
attendance policies and procedures
Resource/material requisition procedures policies and procedures
use of such materials, supplies policies and procedures
equipment.

81. Staff motivation
Discuss the following questions in pair and present it in class
1. What are the roles of principal to retain teachers?
2. What are the factors that make teachers leave their schools?
3. What are the ways by which teachers can be retained in the
school?
An inner state that energize ,activate or moves and that directs or
channel behaviors towards the goal
An urge or drive which impels a person to act in particular
direction to achieve a certain goal
When a person feels some needs he feels some motivation or urge
to seek its gratification
Theories of motivation: two categories-
 Content theories
 process theories
 Content theories :- focus on motives underlying human
 Process theories :- concerned with the process of energization of
behavior

82. Important content theories are:
- The need hierarchy theory
-The two factor theory
-The achievement theory
 Maslow set needs in hierarchy:
-Physiological(Biological) needs -survival or basic life
needs such as air, food, drunk, shelter, warmth, sex, sleep etc.
-Security/safety needs – protection, security, order,
-Social needs -belongingness, love, affection…
-Esteem/Ego needs- achievement, status, responsibility,
reputation, self respect, self confidence
-Self-actualization needs- to be what one is capable of
becoming(personal growth and fulfillment)

83. Each higher order needs become operational only when the
preceding lower order need is satisfied
This theory helps a manager in perceiving the need which is
dominating a particular person at a particular time
Two factor theory
Developed by Herzberg, Two class of motives:
-extrinsic
-intrinsic
extrinsic/hygiene/job context /maintenance factors include:
organization policy administration
technical aspect of supervision
 interpersonal aspect of supervision

84. interpersonal relation with peers and subordinates
working conditions
Pay
 status
Job security
-These are dissatisfiers if not present but do not cause satisfaction or
motivation when present
-Act as a powerful source of satisfaction or dissatisfaction
recognition
responsibility,
advancement
growth
work itself –these are satisfiers or motivators

85. Activity
1.Why is human resource considered as the most important of all
other resources of organization?
2. Why do we give more attention to human resources?

86. Staffing
Staffing, as one component of HRM
is the first and one aspect of HRM and it is the process of filling
job positions with the most appropriate people/workforce.
(Shermerhorn, 1996:250) Or,
it is the first step of HRM, and it is concerned with obtaining the
proper kind and number of people necessary to accomplish
organizational goals.
In specific, it deals with the determination of human resource
requirements of an organization, and recruitment, selection and
induction of personnel.

87. The following organizational slogans say a lot about the demands
and opportunities of the competent new work force.
 People are our most important asset.
It is people who make the difference.
It is the people who work for us who determine whether our
company thrives of languishes(get weaker).
oAll the statements make an important point that, organizations
must be staffed with talented and energetic human resources to
fully accomplish their objectives.

88. The following quotations from the sayings of different writers can
indicate more about the significance of HRM in
management:
“It is time to realize that of all the valuable capital the world
possesses, the most valuable and decisive is its people.”
(Joseph Stalin)
“To prosper in the nineties and beyond, organizations must
concentrate on the three R’s: recruiting, retraining and
retaining high quality personnel.
Activity 6 (15 minutes)
1.Do you agree with the above two statements? Analyze each of
them and forward your position to the class.

89. When we bring the discussion to education and in particular to
school, the best way to improve school is through intelligent
selection process of its personnel, i.e. teachers. Because, the main
task of schools is to conduct teaching and learning process, and
the effectiveness of this process heavily depends on the main
input of instruction and teachers.
HRM as a general process of acquiring, maintaining,
developing and motivating workers to do their best for
organizational success includes the following elements:
 staffing which includes:
manpower planning
recruitment
selection
placement /assignment
orientation/socialization/ induction

90. Unit Five: Staff/Teachers Performance Appraisal
Activity 1 (20 minutes)
1. How do you explain the concept and definition of performance appraisal?
2. Why do we evaluate performance of staff?
Is a continuous and systematic process to help individual teachers
with their professional development and career planning, and to
help ensure that the in-service training and deployment of
teachers matches the complementary needs of individual teachers
Continuous: not a one-off exercise
Systematic: not haphazard or subjective ,but evidence based
Professional development: it should be about:
- reviewing current practice and performance of teachers
- structuring ways to improve them
- setting specific achievable targets
- identify training and support need
- Considering career progression

91. Activity 2 (15 minutes)
1. Discuss how teachers’ appraisal is related with
their professional development?
2. What is the purpose of performance appraisal?

92. PURPOSES OF PERFORMANCE APPRAISAL
Administrative purpose- eg. Salary increment and promotions
Developmental purpose- eg. Training, counseling, coaching, …
Motivational purpose-
Why teachers developed negative attitude
Unprofessional
Occasional visit of classroom
 not evidence based
not shown to the teacher(confidentiality)
implemented in autocratic way

93. Activity 4. (20 minutes)
1. Discuss why performance appraisal is stressful activity for both
teachers and principals?
2. What benefit do you think staff appraisal offer to teachers?

94. Performance appraisal should offer teachers:
 Recognition for effective practice
 Greater clarity in role
 Improved feedback on performance
 A more open working environment
 Better understanding of the requirements of job
 Improved job satisfaction
Support in work-related issues

95. Important for school development
Provide accurate information about teacher performance
Clear lines of responsibility and communication
 Improved management
 More open ethos and supportive environment
 Better informed school
Increased staff morale
 Enrichment of students

96. Teacher evaluation provide data that can be used to:
diagnose individual teacher’s strengths and needs
diagnose staff’s strengths and needs
diagnose curricular needs
diagnose organizational/ school needs
 diagnose community needs
 modify or maintain a new program, strategy, instructional
material, discipline policy, etc.
Making decisions about: staff development, curriculum change,
management style, etc.

97. PRINCIPLES OF STAFF PERFORMANCE APPRAISAL
There are some key guiding principles for effective/successful
teacher performance appraisal: (Dull; 1987, 315) :
Principle of Effective communication: Effective two-way
communication between the teacher and the evaluator .
Principle of Evaluator’s Training: Appraisal of teachers’
performance is a complex and sensitive task which requires
evaluator’s adequate competence in human, technical and
conceptual skills.
Principle of Teacher Participation: A system of teacher
performance appraisal will succeed if teachers, who are directly
affected by the appraisal system, are made to be involved in the
design and operation of the system

98. Principle of contextual factors:
School factors which are beyond the control for a teacher can
influence his performance effectiveness. For instance;
Availability and adequacy of instructional materials,
Relevance of the curriculum,
Appropriateness of the school timetable,
Physical condition of the classroom,
Size of the class, and
 The types of students in the classroom
Dull, (1987, 315) warns failure to take such factors into account in
the process of appraisal will lead to inaccurate and unfair judgment
of teachers’ performance.

99. PERFORMANCE EVALUATION CRITERIA
The primary reason for having accurate job description
is to establish valid evaluation criteria.
Performance Evaluation criteria: are standards against
which to assess employee’s attributes, motivation, abilities,
skills, knowledge, or behaviors.

100. Evaluation Criteria should be valid and reliable:
Valid evaluation criteria -are criteria that predict
employee success, match content of job or capture essence
of the job being appraised. They should be unbiased and
measure only factors directly relevant (related) to job
performance.
Reliable evaluation Criteria -are those criteria which are
consistent in yielding the same result over time and for
different ratters.

101. Uses of Performance Appraisals
PA HELPS TO:-
Achieve organizational and individual objectives.
Know and improve the quality of employees
Formulate programs of promotion and executive development
Help employees know their current status and providing them
motivation
Bringing satisfaction to employees and improving their morale.
Determine appropriate salary increases and bonuses for workers
based on performance measure.
Determine promotions or transfers depending on the
demonstration of employee strengths and weaknesses.
To motivate employees by showing them where they stand

102. Determining training needs and evaluation techniques by
identifying areas of weaknesses.
Promoting effective communication within organizations
through the interchange of dialogue between supervisors
and subordinates.( refer PGDT, rating errors)

103. UNIT SIX: HUMAN POWER PLANNING
To understand the Human Resource Planning First, we
will see what is planning?
And why is it needed?
Plans are methods for achieving a desired result.
Goals or objectives are specific results you want to
achieve.
 Planning is thus “the process of establishing objectives
and courses of actions prior to taking action.
Planning provides a sense of purpose and direction.
It is a comprehensive framework for making decisions in
advance.
 It also facilitates the organizing, leading, and controlling
functions of management.

104. Planning:
allows you to make your decisions ahead of time,
 it helps you to anticipate the consequences of various
courses of action,
it provides direction and a sense of purpose,
it provides a unifying framework against which to
measure decisions, and thus helps you avoid piecemeal
decision making.
Planning also helps identify potential opportunities and
threats, and facilitates control.
It is concerned with the end (what is to be done) as well
as with means (how it is to be done).


105. HUMAN RESOURCE PLANNING (HRP)
Human resource planning may be defined as strategy for
acquisition, utilization, improvement and preservation of the human
resources of an enterprise.
The objective is to provide right personnel for the right work and
optimum utilization of the existing human resources.
HRP exists as a part of the planning process of business.
This is the activity of the management which is aimed at
coordinating requirements for and the availability of different types
of employers.
The major activities of HRP include: forecasting (future
requirements), inventorying (present strength), anticipating
(comparison of present and future requirements) and planning
(necessary program to meet future requirements).

106. Human resource planning is the process of analyzing
the staffing needs or new man power requirement of an
organizations and identifying the actions to satisfy these
needs. Or,
it is the determination in advance of the number and
quality of persons to be employed to an organization.
HRP has two major objectives: (Seyoum; 2002:278)
a. Ensuring optimum use of human resources currently
employed/working in the organization.
b. Providing for future human resource requirements of
organization in terms of skills, numbers and ages.

107. Sources of Recruitment
There are two main sources of personnel recruitment to fill vacant
position in an organization: internal and external sources.
1. Internal source of Recruitment: is a process of filling a
vacancy by personnel who are already employed in an
organization. It is the main source of personnel recruitment to
many organizations. In this case, a vacant position of an
organization is filled through:
a. promoting a person currently working in a section of the
organization and/or
b. Transferring a person working in another department of the
organization by job posting and personal recommendation methods.

108. Advantages of Internal Recruitment:
1.Where promotion is regarded as a reward of hard work and
loyalty, recruitment from within can serve as a factor of
motivation that leads to greater job satisfactory.
2. It has the benefit of securing adequate and reliable information
about the job candidates through analysis of their work histories.
3. Since employees promoted and/or transferred will have
knowledge about the organization and possibly about the work to
be perfumed, the induction (orientation) and training processes may
be shorter or easier.
4. Most organizations have a sizeable investment in their
employees, and using the employees’ abilities to their fullest extent
improves the organizations' return on its investment.
5. It is less expensive than external recruitment.

109. Disadvantages of Internal Recruitment
1.Recruitment from within involves “inbreeding” of ideas.
People from within the organization may have their vested
interest in the organization and they may prevent new
innovations or fresh ideas and may hamper the growth and
development of the organization.
2. Internal source is not sufficient. During periods of
organizational growth or expansion, dependence on
internal source may be inadvisable, because of non-
availability of needed personnel both in terms of quantity
and quality.

110. ii/ External Sources of Recruitment: It is the source of
job applicants from outside of an organization or new
personnel of required quality to fill the vacancy.
If the needed human resources are not available within
an organization, outside sources may be tapped.
Common external recruitment sources are:
A/ Advertisement
B/ Employment agencies
C/ Educational Institutions
D/ other external recruitment sources

111. There are some advantages in using external recruitment.
It brings outsiders with fresh perspectives/new ideas.
It provides access to specialized expertise or work
experience not otherwise available from insiders.

112. Types of Employment Tests
1.Interest tests - which measure a person's motivation toward
something (job).
2. Aptitude tests - which measure a person's potential ability to
perform a task. It is used to discover interests, existing skills
and potential for acquiring skills.
3. Intelligence tests: measures a person's general mental abilities
or specific intellectual capacities. They are designed to measure
mental capacity, memory, speed of thought, reasoning, and
ability to see relationship in complex problems. Since
intelligence and aptitude may not guarantee the future
performance of candidates, it may be necessary to conduct
performance tests.

113. 4. Performance test: gives candidates an opportunity to
demonstrate their skills. Example: Candidates for
secretarial and clerical positions may be required to take a
typing test to determine speed and accuracy.
5.Personality tests-which measure behavioural,
temperamental, emotional, and mental traits of a person.
It is used to reveal candidates' personal characteristics
such as confidence,
6. Achievement tests- measure a person's present ability
or knowledge of something.
For many jobs, physical exam is also required either
before or after hiring.

114. The End !!!