This presentation was part of my assignment for my Masters in Education (Management & Administration) at Universiti Teknologi Malaysia. Hope this information helpful for anyone seeking it.

1. KANNIAH JOGULU
SCHOOL MANAGEMENT
(MPPA 1133)
Human Resource
Development

2. Human Resource Development
Human Resource Development is both concept
and process.
As concept it uses the most valuable resources
in an organisation, ie: People,
As process it’s a continuous flow of functions
which is called personnel administration.

3. INTEGRATION OF INDIVIDUAL & ORGANISATION
ENTRY SOCIALISATION
MUTUAL
ACCEPTANCE
Hiring Stage
Sourcing for the
right candidate
Receiving the
candidate with
probationary period
Firming up candidate
followed by
empowering and
continuous growth

4. Teacher/Staff Empowerment
Namely there are two types of views as far
as teacher empowerment is concern;
• Institutional view of career
• Individual view of career

5. Institutional View of Career
The Institutional view of a career is one which
effectiveness in the profession is judged by self
and or others as a measure of ones ability to
climb various rungs of bureaucratic ladder of
success.

6. Individual View of Career
Individual view of career is intrinsically
motivating and encouraging the teacher to seek
personal growth to maximize potential.
McLaughlin and Yee suggested that Individual
effectiveness, satisfaction, and growth are
cultivated by two factors level of opportunity
and level of capacity.

7. Levels of opportunity is the real determiner of the
degree to which individual can develop their highest
level of professional competence.
Three (3) factors that encourage this development:
• Stimulation (Seek collaboration not isolation)
• Challenge (Master new skills, self-actualization)
• Feedback (Continuous improvement through
constructive feedback)
Individual View of Career

8. Individual View of Career
Individual view of career is intrinsically
motivating and encouraging the teacher to seek
personal growth to maximize potential.
McLaughlin and Yee suggested that Individual
effectiveness, satisfaction, and growth are
cultivated by two factors level of opportunity
and level of capacity.

9. Individual and Group Needs
Individual uniqueness has major implications
for the work that principals must do on
teachers in the area of HRD.
Factors affecting learning are:
• Teacher age
• Years of experience
• Readiness or maturity level

10. The adult learner
According to Malcolm Shepherd Knowles,
teachers learn best when:
• They have opportunities to plan and design
their own learning opportunities
• There is relevance to the learning experience
• Learning is problem centered rather than
content centered
• Past experience can be incorporated in
experiential learning settings.

12. The four levels of teacher maturity
Provisional
•Limited knowledge
•Lack of skills
•Vulnerable state
Development
•Self confident
•Direction
•Structure
Transitional
•Begin to decline in
effectiveness
•Operate day-to-day
routine
Decelerating
•Little motivation to
develope or change
•Burnout

13. Professional Development
Result-drivenEducation
• Increased
Efficiency
• Return on
Investment SystemsThinking
• Key to systems
thinking is that
the idea the
leaders are
developing
mental models
of how they
view in their
perspective.
Constructivism
• Moving
learners from
passive
learners to
active ones
• Increased
collaboration
during training
sessions.

14. Models of staff development
1. Individually guided staff development
• Identification of a need
• Development of a plan to meet that need
• Activities outlined to accomplish the plan
• Evaluation of the plan

15. Models of staff development
2. Observation and assessment
• Through feedbacks and reflections
3. Involvement in a developmental/
improvement process
• Problem identification
• Response formulation
• Information gathering
• Plan formulation
• Plan assessment

16. Models of staff development
4. Training
• Most cost effective in terms of delivery in
terms of initial delivery.
• Mentoring or peer coaching is needed to
ensure the teacher practices what is
learnt in the training programmes.
5. Inquiry
• Action based researched is conducted by
individual or group to address an inquiry.

17. Personal Evaluation and Supervision
Merit refers to to the intrinsic quality of
person/ product/ system. measuring the
effectiveness of the training received by an
individual.
Worth refers to the extrinsic value of person/
product/ system. It’s actual value in braoder
context.

18. Summative and Formative Evaluation
The summative process is often called Teacher
appraisal. Some of the summative evaluations
are:
• Should the teacher be hired for a particular
position?
• Should the teacher be dismissed?
• Should the teacher be placed in tenure?
• Just the performance of the teacher justify
his/her pay?

19. Summative and Formative Evaluation
Formative evaluation is concerned primarily
with professional growth and development. This
is done more frequently than summative
evaluation as this is not used as measurement for
administrative judgment's for decision making.
This form of evaluation is also called clinical
supervision.

20. Clinical Supervision (CS)
Clinical supervision is a collaborative process.
This is often used on entry level teachers. There
are five (5) levels involved in CS. They are
namely:
• Pre-observation conference
• The classroom observation
• Analysis of the lesson
• The pre-observation conference
• Post-conference analysis

21. Clinical Supervision (CS)

22. Staff Evaluation Cycle

23. Mentoring
A mentor is an experienced person in a company
or educational institution who trains and
counsels new employees or students.
~ Oxford dictionary

24. Mentoring Definition
Mentoring is most often defined as a professional
relationship in which an experienced person
(the mentor) assists another (the mentee) in
developing specific skills and knowledge that will
enhance the less-experienced person’s
professional and personal growth.

25. Methods in Mentoring
There are four (4) ways mentoring can be done:-
• Individual Development Programme
• Mentoring and Feedback
• Career Strategy Advisement
• Sponsoring and Mediating

26. The Needs Assessment
Questions that can be asked when planning for
staff development.
• What does the staff need?
• What does the staff want?
• Where is this expertise available?

27. Positive Reinforcement
There are four implications to the principal who wants
well developed highly motivated staff:
• Development-needs of the staff must be accurately
accessed.
• High standards of performance must be established
and advertised.
• IDP’s as well as group development events must focus
on recognized needs and be regularly monitored.
• Practice positive reinforcement techniques. Such as
award, pat on back, incentives, recognition etc.

28. Chapter Summary
Human resource development is a process of
imparting sufficient knowledge, positive attitude,
required skills in members of staff in an organisation.
Building human capital can ensure organizational
success as long as it is done properly and measured
well for its efficiency.

29. Thank You
Terima Kasih