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Administrative Effectiveness& Human Resources
Management
William Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M UniversityMember of Texas A&M University System
Spring 2010
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Presented to:
Charter College of Education
California State University, Los Angeles
by:
William Allan Kritsonis, PhD
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The difference between retaining and
losing quality employees is LEADERSHIP(Lynch, 2003)
Administrative Effectiveness
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Recent studies have shown that pay,
benefits, rewards, and recognition are
inadequate tools to effectively retainemployees
(Lynch, 2003)
What Does Research Say AboutEmployee Retention?
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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
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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.
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Characteristics An Effective Leader Seeks:
• Innovation
» Being innovative
» Imaginative» Creative
» Perceptive
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Characteristics An Effective Leader Seeks:
• Facilitation» Sharing Information Freely
» Being Supportive
» Praising Good Performance
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Characteristics An Effective Leader Seeks:
• Team Orientation» Flexibility
» Adaptability
» Collaborative
» Honesty/Integrity
» Team Oriented
» Cooperative
» Trustworthy
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Characteristics An Effective Leader Seeks:
• Reliable» Reliable
» Conscientious
» Thorough» Cooperative
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Characteristics An Effective Leader Seeks:
• Work Orientation
» Enthusiasm
» Emphasis on Quality
» Recognition for Performance
» Taking Initiative» High Performance
» Expectations
» Enthusiasm
» Active
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Characteristics An Effective Leader Seeks:
• Skills» Oral Comprehension
» Oral Expression
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What Does An Effective Administrator Do?
• Use preemployment assessments
When used properly, assessments
provide insight into an individual’stendency to perform
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What Does An Effective Administrator Do?
• Consistent and proactivecommunication with valued staff members
Communicate openly; candidly andoften.
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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.
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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.
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What Does An Effective Administrator Do?
• Open-door policy
Have an open-door policy whereby
employees are encouraged to stop byand talk or ask questions, etc
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What Does An Effective Administrator Do?
• Reward and recognize
Rewards and recognition are tools
intended to help retain employees.
Make an art of recognition.
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What Does An Effective Administrator Do?
• Instill accountability
Provide the training needed to help
them be accountable
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What Does An Effective Administrator Do?
• Support your leaders
Your real success in retaining your
employees will come when youconcentrate on your team leaders and
their interactions with employees.
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What Does An Effective Administrator Do?
“High-performance and high-retentioncultures succeed in creating an
environment in which everyone is
pulling in the same direction for thecommon good of the organization.”
(Bufe and Murphy, 2004)
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Results?
• Higher staff morale
• Better teamwork
• Lower turnover
• Happier clients (i.e. children, parents, etc)
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Human Resources Management
Call for improved organizational
Performance =
* state testing and accountability systems
* “adequately yearly progress”
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Human Resources Management
“Most policymakers are immediately
drawn to making changes in the
instructional program to improve
teaching…
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Human Resources Management
Yet, they often overlook the need to
support these changes by changing
district human resource (HR)
management practices. (Heneman & Milanowski, 2004)
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Human Resources Management
It is thought that HR managementpractices affect organizational
performance through employee
performance competencies (Heneman & Judge, 2003; Shippman, 1999)
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Human Resources Management
THEREFORE, building an HRmanagement system to support the
teacher performance competencies
that define teacher quality requires
developing or adapting a model that
specifies these competencies.
(Heneman & Milanowski,
2004)
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HR Alignment Model
In a large urban school district that
employs 4000 classroom teachers,
they refer to this model as the
District Scorecard .
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Components of the Alignment
• Recruitment: Applicant Pools
Sources of applicants based on
knowledge, skills, and abilitiesnecessary for performance
competency
C f h Ali
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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.
C t f th Ali t
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Components of the Alignment
•Selection: Teacher Certification
Teacher certification/licensing
requirements required for employment
C t f th Ali t
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Components of the Alignment
•Assessment: Teacher Evaluation
Provide last two years of teacher
performance evaluation (PDAS)
C t f th Ali t
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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.
C t f th Ali t
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Components of the Alignment
• On-the-job preservice:
Teachers receive an orientation to the
teacher evaluation system
C t f th Ali t
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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.
C t f th Ali t
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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.
C t f th Ali t
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Components of the Alignment
• Compensation:
Offer competitive salaries.
Offer supplemental pay for critical
needs teaching fields; grade or
department chair; extracurricular
activities sponsor; etc.
C t f th Ali t
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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.
C t f th Ali t
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Components of the Alignment
• Training:
System for appraising teacher’s performance
Knowledge and skill building given in how to conduct and improve teacher evaluationand performance management
Components of the Alignment
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Components of the Alignment
• Performance Management:
Appraisal, feedback, coaching, goal
setting, performance planning,
discipline, termination
References
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References
Baldiga, N. R. (May 2005). Opportunity andBalance: Is Your Organization Ready to Provide
Both? Journal of Accountancy, 199(5), 39-44.
Buffe, B. and L. Murphy (Dec 2004). How to KeepThem Once You’ve Got Them. Journal of
Accountancy, 198(6), 57-61.
References
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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
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References
Miller, J.S. and R. L.Cardy. (2000). Technologyand managing people: keeping the “human” in
human resources. Journal of Labor Research,
21(3), 447-461.