Administrative Effectiveness & Human Resources

ManagementWilliam Kritsonis, PhD

Professor

PhD Program in Educational Leadership

Prairie View A&M University

Member of Texas A&M University System

Spring 2010

Presented to:

Charter College of Education

California State University, Los Angeles

by:

William Allan Kritsonis, PhD

The difference between retaining andlosing quality employees is LEADERSHIP

(Lynch, 2003)

Administrative Effectiveness

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?

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

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.

Characteristics An Effective Leader Seeks:

• Innovation» Being innovative

» Imaginative

» Creative

» Perceptive

Characteristics An Effective Leader Seeks:

• Facilitation» Sharing Information Freely

» Being Supportive

» Praising Good Performance

Characteristics An Effective Leader Seeks:

• Team Orientation» Flexibility» Adaptability» Collaborative» Honesty/Integrity» Team Oriented» Cooperative» Trustworthy

Characteristics An Effective Leader Seeks:

• Reliable» Reliable

» Conscientious

» Thorough

» Cooperative

Characteristics An Effective Leader Seeks:

• Work Orientation

» Enthusiasm» Emphasis on Quality» Recognition for Performance» Taking Initiative» High Performance» Expectations» Enthusiasm» Active

Characteristics An Effective Leader Seeks:

• Skills» Oral Comprehension

» Oral Expression

What Does An Effective Administrator Do?

• Use preemployment assessments

When used properly, assessments provide insight into an individual’s tendency to perform

What Does An Effective Administrator Do?

• Consistent and proactive communication with valued staff members

Communicate openly; candidly and often.

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.

What Does An Effective Administrator Do?

• Understand the needs of your team

Create a culture in which your employeesfeel valued.

Develop a core purpose and set ofprinciples.

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

What Does An Effective Administrator Do?

• Reward and recognize

Rewards and recognition are tools intended to help retain employees.

Make an art of recognition.

What Does An Effective Administrator Do?

• Instill accountability

Provide the training needed to help them be accountable

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.

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)

Results?

• Higher staff morale

• Better teamwork

• Lower turnover

• Happier clients (i.e. children, parents, etc)

Human Resources Management

Call for improved organizational

Performance =

* state testing and accountability systems

* “adequately yearly progress”

Human Resources Management

“Most policymakers are immediately drawn to making changes in the instructional program to improve teaching…

Human Resources Management

Yet, they often overlook the need to support these changes by changing district human resource (HR) management practices.

(Heneman & Milanowski, 2004)

Human Resources Management

It is thought that HR management practices affect organizational performance through employee performance competencies

(Heneman & Judge, 2003; Shippman, 1999)

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)

HR Alignment Model

In a large urban school district that employs 4000 classroom teachers, they refer to this model as the

District Scorecard.

Components of the Alignment

• Recruitment: Applicant Pools

Sources of applicants based on knowledge, skills, and abilities necessary for performance competency

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.

Components of the Alignment

• Selection: Teacher Certification

Teacher certification/licensing

requirements required for employment

Components of the Alignment

• Assessment: Teacher Evaluation

Provide last two years of teacher performance evaluation (PDAS)

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.

Components of the Alignment

• On-the-job preservice:

Teachers receive an orientation to the teacher evaluation system

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.

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.

Components of the Alignment

• Compensation:

Offer competitive salaries.

Offer supplemental pay for critical needs teaching fields; grade or department chair; extracurricular activities sponsor; etc.

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.

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

Components of the Alignment

• Performance Management:

Appraisal, feedback, coaching, goal setting, performance planning, discipline, termination

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.

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.

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.