Assignment for the course Resources Management in Education

( EdPM – 602)

Q1. Discuss how financial and physical resources are managed at your school. Include all the practices ( how
to obtain ,source ,how to store ,how to disburse). Financial resources management
Refers to the process of planning, organizing, directing, allocating, distributing, utilizing and
controlling of funds in achieving educational goals. School principals use most of their time handling the
management of finance. The board or management committee decides on the gross amount of school finance,
the effective execution of the finance lies on the shoulder of principals. The board or the management
committee wants to ensure the appropriate implementation of the school funds. Accordingly school
principals are expected to discharge their responsibilities in managing school finance which affects the
judgment of the committee more than anything else the principals do.
Materials/physical/resource management in education is functions concerned with the planning,
acquisition, allocation, distribution and controlling the proper use as well as maintenance of educational
materials and facilities in order to realize the objectives of the education system. Hence, materials
management from its definition entails that the wise engagement in activities related to materials beginning
from materials needs assessment, purchasing necessary materials and ending with the proper disposal of
unused /obsolete, scrap and surplus materials. It means materials management also stressed on optimal
utilization of the purchased material resources for effective and efficient attainment of the
institutional mission and visions. The involvement of family and community in education can also have
effects on the learning environment for children. It was found that one program called Parent
Learning Support System program: transforms schools into friendly, non-alienating, familiar places for
children where they can work, play and study without fear. The learning opportunities being generated
and planned collaboratively by parents, community members, and school personnel, such as field trips and
parent - teacher- student conferences, have greatly enriched the learning resources available to students. It
is becoming increasingly common for schools to improve student achievement and school facilities by
developing income generation in an attempt to bridge the gap between the funding they receive from
government and the cost of high quality education provision for their pupils.
Income generation means creating opportunities, using existing and new resources, to generate additional
revenue streams that can be added to traditional funding to further a school’s objectives. For some schools
this may be small scale and for others it may make up a more significant proportion of the resources
available to them. Many schools have been generating additional income for some time but some may have
never even thought about it. This may create great problem for some schools those who have no support from
the outsiders.
The current financial climate in education means that more and more schools will be looking to additional
income generation as a financial management strategy. Where it was once an option for schools to enhance
their core funding it is quickly becoming a necessity for some schools as a way of staying financially viable.
Many professional organisations encourage this as a strategy for schools but recognise that reviewing
financial efficiencies, benchmarking against other schools and ensuring value for money in all areas of spend
should be the first priorities to maintain school financial health. Goben primary school was established in
1972E.C.. This school is found in Oromia Regional State Horo Guduru Wollega Zone,Jima Rare Woreda in
Goben town. The climate of the area were semi- desert. Goben primary school is found in western part of
Ethiopia and lead by Government and the community. The school were serve for Goben town and the
surrounding rural kebele population. Most of the rural community life depend on farming and the urban
were depend on treading and support their school by material supply, direct involvement and in cash. The
school mostly were built by community participation and government support by hiring teachers, fulfill
educational materials and allocating block grant depending on number of student.
Income Generating In my School:-
 Community participation plays vital role in improving and developing schools.
The school mobilize the community to get parental involvement and support
 Areas in which community participation should be enhanced in education are:
Parents as advisors
Parents as advocates
Parents as a leaders
Participate in decision making
Participate in planning
Give financial support
The responsibility of building partnership between the school and home rests primarily school staff,
especially school leaders. All parents have the capacity to support their children’s learning as well as
financial support.
The PTA and the kebele school board discuss with the community on the issue and made an agreement
that the student must pay for admission at the beginning of the school year.
 Payment for transcript
 From co-curricular activities
 Lotteries in different school ceremonies( Student-Parent day, Nation & Nationality day)
 Selling grass in the school compound
 From agricultural activities
 Planting trees and selling
 Inviting people who were learnt in the school previously
 Inviting NGOs and surrounding investors
The Effectiveness of the physical resource Generating In Goben primary School
When we evaluate the effectiveness of Income Generating In Goben primary School, even
though, school planned different income generating strategies from different sources. But it is not
effective because of low participation of the stakeholders.

Q2.Human resource activities that managers engages in to attract and retain employees and to
ensure that they the perform at high level and contribute to accomplishment of organizational goals
include recruitment, selection , training and development ,performance appraisal and feedback, pay
and benefits, and labor relations. Discuss the practices of each of the activities in the context of your
woreda education office.
Answer: My woreda Education Office located at Oromia region Horo Guduru zone Jima Rare
wored . All organizations, irrespective of size or extent of its resources, commercial or not for profit,
have people – they have human resources. Organizations survive and thrive only because of the
concept of human resource management. Even if there is total automation, the organization will
require a person to on the button. This shows how important manpower is to any kind of
organization. Concept of HRM contains two versions – the hard version and the soft version. The
hard version or variant emphasizes the need to manage people in ways that will obtain added value
from them and thus achieve competitive advantage. On the other hand, soft version is concerned
with treating employees as valued assets, a source of competitive advantage through their
commitment, adaptability and high quality. Today’s HRM is a combination of both versions.
HRM is management of human energy and capabilities. By determining this concept as my woreda
education office:
a. Recruitment : First, it is a process as there are number of functions to be performed in a series,
beginning with human resource planning to recruitment to woreda selection, to training to
performance appraisal. The Zone of education office share the human resource according
necessity of human in each wored office ,then the woreda education office recruit the human
resource for the different sector /school. HRM is not a profit centre. It serves all other functional
departments. But the basic responsibility always lies with the line managers. HRM is a staff
function – a facilitator. The HR Manager has line authority only within his own department, but
has staff authority as far as other departments are concerned.
b. Selection: The manager of woreda education office select the human resource is pervasive also
because it is required in every department of the organization. All kinds of organizations, profit
or non-profit making, have to follow HRM. It may be particularly necessary to check on the need
for a replacement or the level or type of employee that is specified.
c. Training and performance: is concerned with the provision of learning, development and
training opportunities in order to improve individual, team and organizational performance.
Training consists of a range of processes involved in making sure that job holders have the right
skills, knowledge and attitudes required to help institution and performance management is a
process that involves setting of work goals, deciding performance standards, managing
performance within agreed standards which is followed by identifying training areas, rewards or
sanctions, i.e. making plans for the individual's future development in the context of the school's
improvement plan. So the woreda education office select trained and performance employee
from the campuses.
d. performance appraisal and feedback: Managing employee or system performance facilitates
the effective delivery of strategic and operational goals. Therefore, there is a clear and immediate
correlation between using performance management programs and improved organizational
objective achievement. Performance management has objectives of:
-To maximize the performance and contribution of staff in order to improve the school's efficiency;
 -To assist the school to achieve its overall goals.
-To develop ways in which staff might enhance their performance and develop new
skills/competencies.
-The goal of the review process is to recognize achievement, to evaluate job progress, and then to
design training for the further development of skills and strengths. The manager of woreda education
office can performance appraisal by supervision when teaching and learning activities then feedback
to zone of education office.
e. pay and benefits: Performance Management provides a mechanism for the school to put in place
responsibility for carrying out its general objectives and to assess its progress. Thus, communication
between staff and supervisors is central to the process, so that the system benefits everyone in the
school, as well as the people in the community whom we serve. Fore example ;
A. Performance Management benefits supervisors and managers
B. Performance Management benefits staff
C. Performance Management benefits the school
D. Direct financial gain
E. Motivated workforce
F. Improved management control
In general performance management emphasizes communication and focuses on adding value to
the organization by promoting improved job performance and encouraging skill development.
Thus, performance management helps to achieve horizontal integration and the ‘bundling’ of HR
practices so that they are interrelated and therefore complement and reinforce each other. As an
important part of a high-performance work system, it contributes to the development of more
effective work systems that largely determine levels of performance. Performance management
(PM) is the process for assessing the overall performance of a teacher or head teacher, in the
context of the individual's job description and the provisions of the resources.
f. Labor relation: Labor relations are the relationships between employees and employers within
the organizational settings. The field of employee relations looks at the relationship between
management and workers, particularly groups of workers represented by a union. Labor relations
are basically the interactions between employers, employees and the government, and the
institutions and associations through which such interactions are mediated. Not only human
resource managers deal with union organizations, but they are also responsible for resolving
issues-namely, the contract. The contract defines employment related issues such as
compensation, benefits, working conditions, job security, discipline procedures, individual's
rights, management's rights, and contract length. Collective bargaining involves HRM and the
union trying to resolve any issues peacefully-before the union finds it necessary to strike. Now
days, employees have more rights than before in order to work safely and ensure that they are
receiving their rights. This is because employers have more duties imposed on them, therefore
the government must ensure that employees are not missed out and they are receiving
their full rights from their employers. The Employment Act 2000 introduced a number of
changes to how employers, employees and unions conduct their relationships. Also this act
 ensures that each party's rights are well protected. Amongst the most common legal issues that
fall under employment law are:
i. Holidays and pay
ii. Maximum working week
iii. Minimum wage
iv. Discrimination
v. Sex Discrimination Act 1975
vi. Race Relations Act 1976
vii. Disability Discrimination Act 1995
viii. Equality
ix. Equal Opportunities
x. Equal Pay Act 1970
xi. Unfair dismissal
xii. Redundancy are the legal issue which any labor relation are the right to participate from
the wored to national level.
Q3. Identify any existing deviations from theory (in both 1 and 2 ) and propose suggestions for corrections of
the deviations.
Answer: Let as take the two theory of key people in human resource theory which are “ Human relations
Vs. Human Resources”. There some key differences between human relations and Human resource theory.
This difference can be broken down in to two basic categories: Motivation and Decision making. The rest of
this section is going to both of these areas and the key people who researched these phenomena.
1.Maslow’s Motivation Need Hierarchy Theory
Abraham Maslow’s (1954) need hierarchy theory is probably one of the best known and most widely used
theories for the study of motivation in organizations. Maslow identified five(5) basic groups of human needs
that emerge in a specific sequence or pattern – that is in a hierarchy of importance. In this scheme once one
need is satisfied another emerges and demands satisfaction and so on through the hierarchy. The five levels
of needs which represent the order of importance to the individual, are physiological, safety, social, esteem
and self actualization.

Maslow’s
Hierarchy
of Needs Self

Esteem

Social

Safety

Physiological
Prentice Hall, 2001 Chapter 6 9
 1) Physiological Needs: include the need for food water and shelter. Once these needs are sufficiently
satisfied other levels of needs become prominent and provide motivation for an individual’s behavior.
Organizations might satisfy these needs by providing a base salary and basic working conditions such
as heat, air conditioning and cafeteria services.
2) Safety Needs: include protection against danger, threat, and deprivation including avoidance of
anxiety. Organization can provide these needs with safe working conditions fair rules and regulations
job security, pension and insurance plans salary increase and freedom to unionize.
3) Social Needs: include affection, affiliation, friendship and love. People who reach this third level in
the hierarchy have primarily satisfied physiological and safety needs. Organization might meet these
needs by including employee – centered supervision providing opportunities for teamwork, following
group norms and sponsoring group activities such as organization sports programs and school or
district wide picnics.
4) Esteem Needs: focus on Self-respect and includes recognition and respect from others. Fulfilling
esteem needs produces feeling of self-confidence, prestige, power and control. Organizations can
satisfy this need through recognition newsletter, promotions and prestigious job titles (e.g. Team
Leader, Director of Computer Service or Senior Researcher).
5) Self-Actualization Needs: focus on the attainment of one’s full potential for continued self-
development; in Maslow’s words the desire to become, “more and more what on idiosyncratically is
to become everything one is capable of becoming.” Unlike the other needs self-actualization is
manifested differently in different people. For example, to achieve ultimate satisfaction, a musician
must create music, an artist must paint, a teacher must teach students, and an administrator must lead
people. Organizations might provide self-actualization by involving employees in planning job
designs, making assignments that capitalize on employees’ unique skills, and relaxing structure to
permit employees’ personal growth and self development.
2. Motivation – Hygiene Theory
Frederick Herzberg (1968) developed a unique and exciting motivation theory that builds on
Maslow’s earlier work. The theory has been called the motivation-hygiene theory the two-factor
theory and the dual-factor theory. Like Maslow’s need hierarchy theory the motivation-hygiene
theory seeks to determine factors that cause motivation. Rather than looking for needs energized with
the individual, Herzberg focused attention on the work environment to identify factors that arouse in
people either positive or negative attitudes toward their work.
Herzberg indicated that good feelings were generally associated with the job itself-content, intrinsic, or
psychologicalfactors.Theseincludeachievement,rec
Contrasting Views of Satisfaction
and Dissatisfaction
Traditional view

Satisfaction Dissatisfaction

Herzberg's view
Motivat ors
Satisfaction No satisfaction

Hygiene Factors
No dissatisf act ion Dissatisfaction

ognition, the work itself, responsibility,

advancement, and growth Herzberg named these content factors “job satisfiers” or “motivators”, because
they fulfill an individual’s need for psychological growth.
Factors that lead to bad feeling, on the other hand, were associated with the environment surrounding the job-
context, extrinsic, or physical factors. These include company policy, supervision interpersonal relations,
working conditions, and salary. Herzberg named these context factors “job dissatisfies” or “hygiene factors”
because they are preventive and environmental. Fig. 6.2. summarizes the motivation and hygiene factors.
The Factors of Herzberg’s Theory in Their-Two Subcategories

Motivators (Present in Hygiene Factors (Present in Work Environment)

Work Itself)

1) Achievement 1. Salary
2) Recognition 2. Possibility of growth
3) The Work Itself 3. Interpersonal relationship (subordinates)
4) Responsibility 4. Status
5) Advancement 5. Interpersonal relationship (superiors)
6) Possibility of 6. Interpersonal relationship (Colleagues)
growth
7. Supervision…technical
8. Company policy and management
9. Working Conditions
10. Personal Life
11. Work Security

The motivation factors and the hygiene factors focus on two distinct categories of experience. Feelings of
satisfaction are generally allied with motivation factors, whereas feelings of dissatisfaction are most often
connected with hygiene factors. In other words, when individuals state incidents in which they felt
particularly good, happy, or pleased with their jobs, they most of the time cite the positive features of
achievement, recognition, work itself, responsibility, advancement and/or possibility of growth, but not the
positive features of hygiene factors. Conversely, when employees describe events during which they felt
especially bad, unhappy, or unpleasant, they usually sight negative features or organizational policy and
administration, supervision, salary, personal life, but not the negative aspects of the motivation factors.
Although employees most of the time cite motivation factors when describing particularly pleasing job-
related incidents and hygiene factors when describing especially dissatisfying events, they do not regularly
do so. Occasionally hygiene factors are cited together with satisfying series of events; and occasionally
motivators are cited in relation to dissatisfying episodes. However, when motivation factors are connected
with pleasant events, the feelings of satisfaction usually last longer than when hygiene factors are cited
likewise, when hygiene factors are cited in association with unpleasant happenings the feelings of
dissatisfaction most often last longer than when motivation factors are so cited.
The motivation factors are so named because the six elements successful achievement, favorable recognition
interesting work, sufficient responsibility, upward advancement, and increased possibility of growth are most
of the time connected with greater effort (motivation to work harder) than are the positive features of the
hygiene factors. On the other hand, lack of accomplishment, unfavorable recognition, boring work,
inadequate responsibility, absence of advancement (or demotion) and reduced possibility of growth
associated with decreased effort (motivation to produce less). The major propositions of the Motivation-
Hygiene Theory then, can be grouped into five (Bush et al, 1980: 145, Silver, 1983: 301) as follows:
1) The positive presence of motivation factors leads to the satisfaction of the employees. When
motivation factors are non-existent or in a negative direction employees will not experience feelings
of satisfaction.
2) The absence of or the negative presence of the hygiene factors tends to make employees dissatisfied.
The positive presence of these factors avoids dissatisfaction in employees and the problems it creates.
3) The absence or negative direction of motivation factors does not lead to dissatisfaction. The favorable
modification of hygiene factors does not bring about satisfaction.
4) The positive presence of motivation factors generates increased effort on the part of the employees,
while the positive presence of hygiene factors cannot bring about such a result.
5) The negative presence of motivation factors results in decreased effort on the part of the employees,
while the negative presence of hygiene factors cannot bring about such a result.
Herzberg’s theory is compatible with Maslow’s hierarchy of needs. In a way, it is a restatement of
Maslow’s theory (Saxe, 1980: 142). As shown in Fig. 6.3, Herzberg has reduced Maslow’s five need
levels to two distinct levels. According to Morphed et al (1982: 89) the hygiene factors or dissatisfies
are similar to Maslow’s lower level needs (physiological, security and social). They are essentially
preventive factors that reduce dissatisfaction. In other words, hygiene factors if absent in the job, lead
to high levels of dissatisfaction; if present, they create “zero dissatisfaction” or neutrality. By
themselves, hygiene factors do not motivate to better performance.
Correction of the two deviation theories
The motivators or satisfiers are equivalent to Maslow’s higher level needs. These are the factors that
motivate people to perform. According to Saxe (1980: 142) the present in a job of factors such as fob
challenge is motivational; when these factors are absent, the level of satisfaction is reduced to the zero point.
Absence of these factors is however, not dissatisfying.
 Needs Theories
Maslow Herzberg

Self-Actualisation
Motivators
Esteem

Social
Hygiene
Safety
Factors

Physiological

Herzberg’s two-factor theory has also some difference from that of Maslow’s theory. Unlike Maslow’s the
hierarchy of needs theory the two –factor theory states that motivation is not a single dimension that can be
described as a hierarchy of needs, but it is a composition of two separate, independent factors called
motivators and hygiene factors. Thus the major difference between the Maslow,s theory and Herzberg’s
theory is that the former identifies every need as a potential motivator with a range of human needs in a
hierarchical order while the later considers higher order needs as the only true motivator and the lower level
needs as hygiene factors (Owens, 1987: 109).

Reference
Armstrong, M. (1999): A Hand Book of Human Resource Practice (7 th ed). London: Kong Page

Ltd.

Black Enterprise. 2001. “Managing a multicultural workforce.” Black Enterprise Magazine

Bulhot, Robert D (1980). Materials Management: A result approach Body . Bomby : Tara

Prevola Pub. Industries.

Compton, H.K. (1979). Supplies and Materials Management ; Hong Kong: Macdonald and Evans

Flagg, A. 2002. “Managing diverse workgroups successfully.” United Behavioral Health.

Graham. H.T. and Bennett . R: (1990): Human Resource Management (6 th ed.) Pitman Publishing

Ltd. London

Hall, D.T and J.F Goodale (1986) Human Resource Management: Strategy, design and

Implementation : Ondon: Scott, Foresman and Company.

Hendry, C. (1995): Human Resource Management: A Strategic Approach to Employment:

Great Britain, Butterworth Worth Heinemann LtdMound, Lmda (2001 ): An Introduction to Human

Resource Management: Theory and Practice .

London. Ashford Colow Press.

Monday; R.W. and Noe, R.m (1990): Human Resource Management (4 th ed) Boston Allyn and

Bacon.

Foundation course materials (EdPM- 601)