Hc2rgoeh0 3 Intro-to-HRM

EDUC 306
HUMAN RESOURCE
MANAGEMENT AND
DEVELOPMENT
DR. ESTHER LYN TAGOON ANGELES
HUMAN
RESOURCE
MANAGEMENT
Resource Management
Course Objectives
 Introduce students to different resources,
focusing on Human Resource
 Provide students with knowledge and skills

in managing School Human Resource
 Equip teachers and school heads on

strategies to manage Human Resource
 Help energize teachers and school heads in

managing discipline in school Discussions
on Human Resource in Schools
Resource Management
Resource Management
Vision
To be the School of Choice by attracting, sustaining, and
inspiring great teachers & staffs, with great passion,
working as a team to support achieve its purpose.
Mission
To advance workplace through
excellence, innovation and
engagement to effectively enrich
the work and learning
environment to add value to our
Teachers, Staff and Students.
Resource Management
Methodology
 Study strategies of managing
Human Resource practices from
Global Resource Management.
 Energize Teachers and School

Heads in managing discipline in
School.
 Apply skills and technique learnt in

School Human Resource
management to manage School to
meet its Vision.
Resource Management
Resource management is the efficient and effective
deployment of an organization's resources in the most
efficient way possible, maximizing the utilization of
available resources to achieve organization goals.
The goal is to ensure that:

1. there are employees with
required specific skill and desired
profile required for a task/s,
2. decide the number and skill sets
of new employees to hire,
3. allocate the workforce to various
tasks.
Different Resources in Resource Management
Such resources may include tangible resources such as:

financial resources, inventory, human skills (human
resource), production resources, or information technology
(IT).
an Skills
Hum an
(Hum ) d u c tion
s Pro
source
re re so u r c es
Inven In
to ry f
Te orm
ch a
no tion
lo
(IT gy
cial
)
an
Fin rces Tangible
resou Resources
Different Resources in Resource Management
It can also include ideas assigned to task that adds

value with not too much under utilization.
These include: Fu
nct
ion
Non
nal
al Functio
Ideas…..
Human Resource Management (HRM)
Human Resource Management (HRM, or simply

HR) in resource management is a function designed to
maximize employee performance in service of an
employer's strategic objectives.
HR is primarily concerned
with the management of
people within
organizations, focusing on
policies and on systems.
HRM departments in organizations typically undertake a

number of activities starting from attraction, selection, training,
assessment & rewarding of staffs.
HRM tasks to manage above

activities covers:
1. employee benefits,
2. Identification of staffing
requirements,
3. staff development,
4. performance appraisal,
5. managing pay and benefit
systems
Human Resource Management also concerns

itself with industrial relations, the balancing of
organizational practices with requirements
arising from;
 collective bargaining
 governmental laws.
According to R. Buettner, HRM covers the following

core areas:
 job design and analysis,

 workforce planning,
 recruitment and selection,
 training and development,
 performance management,
 compensation (remuneration),
 legal issues.
School Human Resource Management (SHRM)
School Human Resource Management

(SHRM) are strategies of allocating and
maximizing the utilization of available human
resource (human skills) in the most effective manner
among various tasks to achieve School goals and to
perform the activities that are necessary in the
maintenance of that workforce within the school.

are activities that are necessary in the maintenance of the
school workforce to achieve its goals are:
 Administering Teachers’ & Staffs’ work-life needs.

 Identification of staffing requirements,
 Education & Professional Development,
 Performance appraisal,
 Planning and oversight of payroll & benefits.
Vision Statement, why?
Successful schools have a clear sense of direction

through Vision Statement to meet its goal.
Example:
To be the School of Choice
by attracting, sustaining, and
inspiring great Teachers & Staff,
with great passion, working as a
team to support achieve its
purpose, to improve Student
Performance for better Student
Achievement.
Vision Statement, why?
When shared, it is to create a sense of direction derived

through a visioning process involving all members of the
school. Once affirmed, it needs to be able to be articulated by
all.
When this is achieved, everyone can then align their efforts

behind the vision and by a process of self- reference and
professional development, the school will reach its goal.
This Vision is translated

into reality by means of
a Teaching Framework.
Teaching Framework meeting School Goals
Instructional Leadership
(Hallinger, 2003)
 Framing school goals  Supervising & evaluating  Protecting instructional

instruction time
 Communicating  Promoting professional
school goals development
 Coordinating curriculum
Maintaining high
 Monitoring visibility Providing
student progress incentives for teachers
 Providing incentives for
learning
21st Century School Human Resource
Management (The use of Lean strategy)

Management uses Lean strategy to focus on identifying
then eliminating waste within the available resources to
add Value.
The outcomes are:
1. higher level of staff and student satisfaction

2. clearer expectations with less ambiguity
regarding teaching and learning
3. more effective management of staff knowledge &
skills.
So what is Lean all about?
Simply, Lean means creating more value for

Customers with fewer resources.
Lean is the revolutionary super-
efficient production system
pioneered by Toyota
that simply eliminates waste.
The core focus of "Lean" is to

vigorously eliminate wastes.
Value-Added
Activities that transform resources,
knowledge & skills into practices the
customer is willing to pay for?
Non-Value-Added
Activities that consume resources, but do
not directly contribute to the product. They
are WASTE!!
Waste
Anything other than the
minimum resources
required to add value.
Application of Lean principles and practices to the

design and delivery of knowledge in schools
improves:
1. consistency between what was taught in schools

& how it was taught,
2. quality & elimination of waste with relevance of

materials, and
3. value of lesson delivery as perceived by

students.
from DepED
The Department of Education (DepED) strongly

supports capacity building activities that are meant to
enhance the knowledge and skills of the teaching and
non-teaching personnel to ensure a more effective
and efficient delivery of basic education services.
Qualities of effective Teachers
Qualities of effective Teachers
EFFECTI
VE
ADDED VALUES IN
STUDENT
OUTCOMES
Student performance
improves when compared to
the
entry point
Added Value in Education
 is the quantification of a student's progress during

different stage of his/her education.
 measured by quantifying the
input (entry point) over
output score (performance)
and comparing the results
from previous to evaluate the
progress made.
INPUT PROCESS
(What comes into the system?) (What is done with the inputs?)
Human as a Resource
(Employees) Teacher
Staffing Level, Requirements &
ability (skills &
Administration of work-life needs
knowledge) Student
Skills & Professional Development
readiness Parental Connection to new material.
Support Finance Sharing Responsibilities Appraisal,
payroll & benefit.
OUTPUT
(What is the effect of process?, and How much?)
Student Achievement
Managing School Resources (Input)
INPUT
INPUT in Managing School Resources are
(What comes into the system?)
Human as a Resource (Employees)

Teacher ability (skills & knowledge)
Student readiness
Parental Support
Finance
‘Process’ in managing Human Resource in School are

actions done with the Input to achieve the desired Output
result that is; Student Achievement.
INPUT PROCESS
(What comes into the system?) (What is done with the inputs?)
Human as a Resource
(Employees) Teacher
ability (skills &
knowledge) Student
readiness Parental Connection to new material. Sharing
Support Finance Responsibilities
Appraisal, payroll & benefit.
OUTPUT in Managing School Human Resources

are the effect of the process of managing the Input
(entry point).
INPUT OUTPUT
(What comes into the system?) (What is the effect of the
Process? and
how much is the effect?)
Human as a Resource
(Employees) Teacher
ability (skills &
knowledge) Student
readiness Parental Student Achievement
Support Finance
Teacher Ability
SBM Internal Stakeholders require that Teachers are
trained, aware of their rights and responsibilities and apply
their knowledge acquired from attending trainings.
On curriculum content and pedagogy

Teachers are aware of their rights and responsibilities as
primary stakeholders
Teachers
To apply knowledge, process skills and instructional
innovations acquired from participation in trainings
Student Readiness
Student Readiness is a student's current
understanding and knowledge towards a unit or
topic of study.
The potential to learn is influenced by

Teachers’ prior knowledge and connection to
the new material being taught.
Student Readiness, The K to 12 Program Aims to
provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-
level skills development, employment, and entrepreneurship.
Kindergarten and 12 years of basic education comprising

6 years Primary Education,
4 years Junior High School and
2 years Senior High School (SHS)
Parental Support
SBM, INTERNAL STAKEHOLDERS mentioned that:
Parents assume responsibilities as partners in the learning
process.
Managing School Resources (Process)
Parental Support
Traditional: Principal welcome parents to follow their
child’s school schedule.
The degree to which parents
hear about school/teacher
expectations and policies such
as homework or discipline
varies by school and teacher.
Finance
SBM, SCHOOL BASED RESOURCES provide
information about school finances and resourcing.
Aside from government for operational funding of school

property, fund paid through generated roll-based formulae
is salaries of all Teachers.
 Teachers must be paid per their level
and must fit the conditions of their
employment agreement.
 This includes special allowances,
responsibility payments, and any
adjustments from a previous pay
period
The Director is responsible for ensuring that the level of
staffing for the school does not exceed the levels confirmed by
the DepEd and that the specific payments to teachers are
correct in terms of employment agreements. It is important
that all fully understand how this works.
Each teacher should have an

employment file where pay
increases etc. are located and
noted through a bring-up
system.

Nations around the world have undertaken reforms of
curriculum, instruction, and assessments.
The intention of these reforms

are better preparing all children
for the higher educational
demands of life and work in the
21st century.
These are skills that young people need to know to be

successful in this rapidly changing world.
REFLECTION
(What are your Thoughts?)
Connection to new material 21st Century Skills.
Our Teachers need to keep up with current materials &
teaching methodology through continuous learning, in order
to teach this new era of students.
Our students are waiting

for 21st century learning,
and our world is awaiting
graduates who can succeed
and flourish in fast-
changing times.
‘If a Child can’t learn the way we teach, maybe we should
‘teach the way they learn’.

Question?
Are teachers competent to
effectively teach those skills?
This leads to, what teacher

preparation programs are needed
to prepare graduates who are
ready to teach well in a 21st
century classroom?
The new “3 C’s” of Education
21st Century Teaching & Learning
To live and succeed in the present
world, students will need for an
increased focus on
communication,
collaboration, and
Communicate Collaborate Create
creativity and an emphasis
on teaching them to use
technology in order to learn
how to learn, solve
problems, and think creatively.
Teaching how to use technology efficiently and effectively, ethically and

appropriately, safely and respectfully to learn how to learn, solve
problems, and think creatively.

Facilitating Skills learning opportunities among staff members is
another form of Professional Development.
When teachers learn with and from

one another, they can focus on what
most directly improves student
learning. Their professional learning
becomes more relevant, focused on
teachers' classroom work, and aligned
to fill gaps in student learning.
Such communities of learning can break the norms of isolation
present in many schools.

Classroom supporters work inside classrooms to help
teachers implement new ideas, often by demonstrating a
lesson, co teaching, or observing and giving feedback.
Consultation with peers enhanced
teachers' self-efficacy as they
reflected on practice and grow
together, and it also encouraged
improvement through
collaboration on the part of
teachers.
Self efficacy (teachers' belief in their own abilities and
capacity to successfully solve teaching and learning problems)
5 C’s 21st Century Skills, Lesson Upgrade
21st Century Skills & Literacy
Sharing Responsibilities
Partnership: Parents are invited to orientation nights, offered
at multiple times to accommodate parents’ schedules.
 School policies are explained.
 A handbook and school
calendar are distributed.
 Attendance is taken with
phone
. calls or home visit
follow-up for non-attendees
Meetings are scheduled to receive parent input on the policies

and to discuss parents’ and educators’ roles and
responsibilities.
Sharing Responsibilities
Teachers to welcome parents and students to the classroom.
Teachers articulate their goals and request parents and
students to share their goals.
Teachers summarize the goals with

consensus, and reinforcing the idea if
home and school work together will
enable students to do better.
Arrangements are then made for how to contact each other

(Weiss & Edwards, 1992).
Schools, Teachers & Student Achievements
1960 &1970 1980’s
Coleman et.al (1966) Brophy & Good, (1986), Sanders

et. al. (1994)
LESSON FROM McKinsey
HOW THE WORLD’S BEST PERFORMING SCHOOL SYSTEMS

COMES OUT ON TOP
Students McKinsey & Company Sept 2007 UK
Performance
100 er
ach 90 %
% ’ te
ing
rm
r fo
h pe
hig
with 53 %
d ent
50 % Stu
Studen
t with l
ow perform 37 %
ing’ te
acher
0% Age 8 Age 11 Students’

age
( Staffing your School)
DepED acknowledges the need to build manpower

capability, and has been allocating funds for training
and professional development activities including:
Schools & Learning centers
under the
Human Resource Training and
Development (HRTD) funds.
Human resources management is a critical element to

starting and operating a successful charter school. A
charter school needs a strong Director.
It also needs talented, dedicated

teachers, and a competent
business staff. HRM is the
process through which you
attract, train, motivate, evaluate,
compensate and retain these
important people.
At the same time, your HR practices, at their heart, must be

based on a commitment to fair and just treatment of staff.
Good HR practices should

help you create a work
environment that supports
your mission and
encourages employees to
develop and thrive.
Staffing your School
(Board Responsibilities)
The Board is responsible for setting policy in areas related to

human resources management, including policies governing
salaries and salary schedules, terms and conditions of
employment, fringe benefits, leave, and in-service training.
In most schools, the Board hires a
Director and delegates to that
person the tasks of recruiting,
hiring, evaluating, promoting, and
disciplining staff (in accordance
with established board policy).
(Director’s Responsibilities)
The Director propels himself into his functions under the

highest demands of values such as selflessness,
professionalism, transparency, accountability, integrity and
impartiality.
He does not, in any form,

practice partiality in favor of
family ties, gender, religion or
ethnic background.
He shall treat all people fairly, in making appointments,

awarding contracts, or recommending individuals for rewards,
promotions and other benefits and shall make choices solely on
merit.
Understandably, his voice is

heard in addition to the
other committee members
headed by the Assistant
Schools Division
Superintendent.
The Board is also responsible for ensuring the level of

staffing for the school as confirmed by the DepEd and that
the specific payments to teachers are correct in terms of
employment agreements.
Each teacher should
have an employment
file where pay increases
etc. are located and
noted through a bring-
up system.
(Staffing Level and Level of Pay)
The Director has to ensure that the school is using the right
level of staffing it is entitled to.
 Check against the Staff Usage and Expenditure (SUE)
reports to see all your staff have been paid according
to their professional qualifications.
 Their level of pay must fit the conditions of their
employment agreement.
 This includes special allowances, responsibility
payments, and any adjustments from a previous pay
period.
Discussion on Human Resource in School
Workshop
You are the School Director responsible for Human
Resources Management, including policy in areas
related to salaries & salary schedules, terms and
conditions of employment, fringe benefits, leave and in-
service training.
Discussion on Human Resource in School
It is 6th April 2021, A permanent teacher who is

overloaded, taking up classes of different subjects not
within his/her expertise because the school is lack of staff,
resigned yesterday taking effect from end of the month.
You are lobbied by some staff and your board chair to look
seriously into this matter and immediately take positive
measures to prevent recurrence.
As the School Director, What are

you going to do about this?
(Appointing Staff)
Appointing Staff
Identify what sort of appointment, if any, is possible or
should be made. Use curriculum needs, DepEd
regulations, confirmed staffing levels, and board of
trustees budget limitations to help.
Know and use the school’s
advertising and appointment
procedures, and ensure your
procedures meet the
requirements of the Collective
Employment Agreements. Use
guidelines to assist.
(Position Descriptions)
Accurate Position Descriptions - backbone of HR system. A

well-written position description clarifies the job
responsibilities, necessary skills, knowledge, and experience
for successful job performance.
This information should be the

basis for all recruitment,
hiring, training, performance
appraisal, and disciplinary
decisions. Good human
resource management
decisions are “job related.”
An effective position description, starts by thinking about the
critical responsibilities of the job.
example: 1.Purpose?, 2.Main Task?, 3.Qualifications? and

4.Competencies.
Do the tasks involve

working with students,
other staff, parents, or
community members?
How will you know that
the job is being done
well?
Next, think about the education, skills, and experiences

necessary for successful performance of these critical
responsibilities.
This may, for example, include

a relevant bachelor’s degree,
subject area licensure,
knowledge of the 21st Century
Skills, or fluency in a foreign
language.
Finally, think about the education, skills, and experiences

that would be helpful but are not necessary critical to
successful job performance
This might include

additional years of teaching
experience, a master’s
degree, or experience
working in a charter school.
Other information that you may want to include on the

position description includes:
A brief description/history of
the School/Organization
Percentage and length of
appointment – for example,
“This is a full-time, 12-month
position.”
Supervision (Who supervises

this position?)
Position Descriptions
(Important things to remember)
Important things to remember about position

descriptions:
.
Position descriptions
should be viewed as “living
documents.”
In other words, to be
effective, they need to be
continually updated.
At a minimum, review and revision should be done

annually, as a standard part of the employee evaluation
process.
In this way, all position

descriptions remain
current, and employees are
reminded that their job
responsibilities can be
changed.
Individual position descriptions within an organization

should fit together like a mosaic, creating a complete picture
of staffing needs.
Every critical task

associated with operating
your school should appear
on at least one person’s
position description.
(Recruitment and Hiring)
Hiring decisions are perhaps the most important decisions

made by a school. Personnel costs are likely to claim the largest
share or your budget.
Accomplishing your mission is

dependent on having the right
staff. For these reasons, it is
essential to include someone
that has experience in making
personnel decisions in the
hiring process.
The basic steps involved in an effective recruitment and hiring

process are:
1. Develop the position description

2. Post and/or advertise the
position
3. Receive and screen
applications
4. Interview applicants
5. Check references
6. Make a hiring decision
7. Establish an employment
contract
Appointing Staff
As a Human Resource Manager, you will seek the best
appointees for your school.
Use processes that
ensure new staff
members are able and
ready to help advance
school development.
Plan the steps in advance that you need to work through

around staff appointments.
You will most likely want to have a hiring committee of three

or more people, to insure input from multiple stakeholders.
Your committee
might include, for
example, the
Director, teacher(s),
parent(s), and
student(s).
Appointing Staff
Know and use the school induction processes to help the new
staff member adapt to the changes involved in a new place of
employment.
Details of appointment
processes and a range of
templates are available from
the Department of Education
on
School Employment.
Here, you can understand the annual staffing cycles and

whether you are in a position to offer a teaching position.
Timing is important. If at all possible, the hiring process

should be designed to ensure that staff is identified mid
year. Earlier is preferable.
Where budgets allow, new schools

should consider hiring staff several
weeks before the school actually
opens, allowing them adequate
time to prepare. To accomplish
this, the hiring process should
begin in January.
Appointing Staff
During the selection and appointment process, carefully
check the background and performance of applicants.
Start with registration, contact all

referees, ask searching questions
about capability, and think of and
ask about what has not been
stated on paper or in an
interview.
Be very methodical in building a picture of applicants on

your short list.
(Performance Management and Staff Development)
(Continuous Improvement vs Performance Management)
(Performance Management vs Staff Development)
Performance Management emphasizes the importance of

finding out how teachers are performing, sharing teaching
practice, and providing and responding to meaningful
Teacher Development.
Performance
Management focus
on quality teachers,
quality teaching and
staff development.
(Performance Management and Staff Development)
Performance Appraisal
Teacher performance and appraisal are parts of many school
scene. They are confirmed as law in the Education Act and the
legal requirements of the Employment
You must be aware of how employment
agreements regulate some aspects of
appraisal and performance according to
the legislation of DepEd regulations and
requirements.
You must follow those requirements.

VICTOR G. QUIAMBAO, JR., DM, PhD

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EDUC 306

 Provide students with knowledge and skills

 Equip teachers and school heads on

 Help energize teachers and school heads in

 Energize Teachers and School

 Apply skills and technique learnt in

The goal is to ensure that:

Such resources may include tangible resources such as:

It can also include ideas assigned to task that adds

Human Resource Management (HRM, or simply

HRM departments in organizations typically undertake a

HRM tasks to manage above

Human Resource Management also concerns

According to R. Buettner, HRM covers the following

 job design and analysis,

School Human Resource Management

School Human Resource Management

 Administering Teachers’ & Staffs’ work-life needs.

Vision Statement, why?

Successful schools have a clear sense of direction

Vision Statement, why?

When shared, it is to create a sense of direction derived

When this is achieved, everyone can then align their efforts

This Vision is translated

 Framing school goals  Supervising & evaluating  Protecting instructional

21st Century School Human Resource

The outcomes are:

1. higher level of staff and student satisfaction

Simply, Lean means creating more value for

The core focus of "Lean" is to

Application of Lean principles and practices to the

1. consistency between what was taught in schools

2. quality & elimination of waste with relevance of

3. value of lesson delivery as perceived by

The Department of Education (DepED) strongly

Added Value in Education

 is the quantification of a student's progress during

Human as a Resource (Employees)

‘Process’ in managing Human Resource in School are

OUTPUT in Managing School Human Resources

On curriculum content and pedagogy

The potential to learn is influenced by

Kindergarten and 12 years of basic education comprising

Aside from government for operational funding of school

Each teacher should have an

Skills & Professional Development

The intention of these reforms

These are skills that young people need to know to be

Our students are waiting

Skills & Professional Development

This leads to, what teacher

Teaching how to use technology efficiently and effectively, ethically and

Skills & Professional Development

When teachers learn with and from

Skills & Professional Development

Meetings are scheduled to receive parent input on the policies

Teachers summarize the goals with

Arrangements are then made for how to contact each other

1960 &1970 1980’s

Coleman et.al (1966) Brophy & Good, (1986), Sanders

HOW THE WORLD’S BEST PERFORMING SCHOOL SYSTEMS

0% Age 8 Age 11 Students’

DepED acknowledges the need to build manpower