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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
Presented to:
Charter College of Education
California State University, Los Angeles

by:
William Allan Kritsonis, PhD
Administrative Effectiveness

The difference between retaining and


losing quality employees is LEADERSHIP
(Lynch, 2003)
What Does Research Say About
Employee Retention?

Recent studies have shown that pay,


benefits, rewards, and recognition are
inadequate tools to effectively retain
employees
(Lynch, 2003)
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 employees


feel valued.

Develop a core purpose and set of


principles.
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.