Human Resource Manager in Education

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PXGM6107 : HRM Assignment Ali Munnavaru (PGD100037) Page 1 of 17

Al i Muna vva r u ( 2010)

Raa . Ato l l , Maduvvaree / Republ ic of Mald ives

A s s i gn m e nt s u b m i t te d o n p a rt i a l f u lf i l m en t o f M a s t e r s o f

E d u c a t i o n a l M a n a g e m e n t , F a c u l t y o f E d u c a t i o n ,

U n i v e r s i t y o f M a l a y a ( M a l a y s i a )




MASTERS OF EDUCATIONAL MANAGEMENT 2010/2011

Human Resource Manager in Education:

Their Roles and Responsibilities

ALI MUNAVVARU (PGD100037)

Lecturer: Dr. Kazi Enamul Hoque

Department of Educational Management, Planning and Policy




Human Resource Manager in Education:

Their Roles and Responsibilities Contents

INTRODUCTION ....................................................................................................................................... 4

DISCUSSION............................................................................................................................................. 4

Human Resource Planning .............................................................................................................. 5

Recruitment and Selection .............................................................................................................. 7

Placement and Induction ................................................................................................................ 9

Staff Development ........................................................................................................................ 10

Performance Appraisal or Evaluation ........................................................................................... 11

Compensation ............................................................................................................................... 13

Personnel Records ........................................................................................................................ 14

CONCLUSION..................................................................................................................................... 16

REFERENCES ..................................................................................................................................... 17




INTRODUCTION

Among the various aspects for providing quality education, human resource manager is an

essential factor for an educational institute. Theoretically, there is no difference in managing

people to that of other resources of organizations. However, practically it is the nature of the

resource – „people‟ - that makes the difference. Hence the role of human resource manager is

seen different from earlier evolution of personal management functions (Renniy, 2003).

According to Drucker (2002), managers are the central resource, the generic, distinctive, the

constitutive organ of society, therefore, what managers are doing is therefore a public

concern. Role of a human resource manager in a school is a challenging task which involves

giving learning instruction efficiently and effectively. This requires the teaching skills,

knowledge and teaching methods (Nakpodia, 2010).

Other than that there are various role and responsibilities that has to be performed by a human

resource manager in any educational institute. Success of school organisations does not

solely depend on the management of physical capital but also with the efficient and effective

management of their intellectual and human capital (Daft & Neo, 2001). Therefore it is vital

to ensure that the organisation has the right number and kinds of people, in the right place and

at the right time, who are capable of efficiently performing assigned tasks. The said

responsibilities according to Mondy (2010) are the roles of modern Human Resources

Management (HRM) which is the strategic management of the employees, who individually

and collectively contribute to the achievement of the strategic objectives of the organization.

Unlike concentrating on capital investment and technology in earlier personal management

functions, the main responsibilities of the contemporary human resource managers are

planning, implementation, and evaluation of human resources (Dessler, 2011). With this

regard this assignment will focus on the roles and responsibilities of the human resource

managers in education giving a particular focus on Human Resource Planning, Recruitment,

Selection, Placement and Induction, Staff Development, Performance Evaluation,

Compensation, communication, personal records and human relation of the employees.

DISCUSSION

At this point it is also essential to provide an interpretation of human resource managers at

this context. Human resource as said by the (Drucker, 2002) is the life blood of the

organization. They are the people who work with range of abilities, talents and attitudes,




influence, productivity, quality and profitability for the origination (Out & Zaria). They

further said that individuals working in the organisation become „human resources‟ as they

set overall strategies and goals, design work systems, produce goods and services, monitor

quality, allocate financial resources, and market the products and services (Out & Zaria).

To elaborate the understanding of human resource manager, one has to look at the human

resources management or the management in general. As (Dessler, 2011) and most of the

other classical management theorists says, management as a science which includes planning,

organizing, commanding, coordinating and controlling. Alternatively, management as art

describes the managerial ability and success in relation to traits such as intelligence,

charisma, decisiveness, enthusiasm, integrity, dominance and self-confidence (Out & Zaria).

Since the role of the a human resource manager in educational institution according to

(ask.com) includes dealing with human resource needs of the organization, a human

resources manager is responsible for managing and overseeing the personnel department

within a company, organization or agency (Job Profile, 2003). This can be successfully

performed by planning the human resource of the organisation.

Human Resource Planning

The very initial function of a human resource manager is planning for human resource.

Human resource planning is pivotal as it identifies the present situation of the school in

relation to the target objectives in filling the gap by providing necessary human resource

requirements. Human resource planning in other words is the process by which an

organization ensures that it has the right number and kinds of people, in the right place and at

the right time, who are capable of efficiently performing assigned tasks (n.d.). Therefore,

assessing the human resource needs should be prior to planning. There are four different

aspects necessary to follow in assessing the human resource needs of an educational

organisation (Rebore, 2009).

One essential aspect involves maintaining human resource inventories where human resource

profile for each job is prepared through the information gathered from employees,

supervisors, head of the departments and middle management personnel. According to

(Rebore, 2009) this is to ensure the skills available from the employees, skills necessary for

the attainment of the school objectives and for the recruitment and staff development

programs such as develop new instructional programs and support services. Analysis and




review of these profiles provides sound and solid information for the schools to make their

strategic decisions specially in relation to recruitment and retirement of the employees.

Another aspect is predicting the enrolment of the specific schools or the schools in the

districts. Students enrolment prediction in human resource planning is vital as it decides the

number of personnel required in the coming years. Unlike the other areas, for example as

(Dessler, 2011) says human resource planning in other areas like business and corporate

sector are considered only when they want to start a new project or when they want expand

their services, but in educational organization human resource managers have to look for the

future trends of the growing enrolment of the district or the region. Therefore, the enrolment

prediction in educational organization should focus on the elementary school enrolment and

its persistent trends (Rebore, 2009). Thus it is essential to obtain feedback from the stake

holders and state or district departments.

Review School District Objectives is also an important aspect of human resource planning. It

is essential as it determine the future human resource needs of the district (Rebore, 2009).

District or regional human resource needs are determined in corporation with school

administration on which the district personnel forecasts the human resource needs. The

projected objectives are and recommendations are considerable by the school boards.Subsequently, the process of reviewing school district objective is not a one-time task but as

(Rebore, 2009) it should be a continual process and the objectives usually set for a particular

period can be reviewed by the schools whenever necessary.

The last aspect of human resource panning in schools according to (Rebore, 2009) is the

forecasting of human Resource needs. With this regard, human resource forecasting is the

process of estimating the future human resources needs an organisation (n.d.). In educational

organisation human this estimation and planning can be done as Short range forecasting for

up to two year, Intermediate range forecasting for two to five years and Long range

forecasting for more than five years. Thus, the forecasting can be conducted through – expert

estimate - the staff members in the school or district (Rebore, 2009). Historical comparison of

past trends to estimate the future needs is also a common practice.

Despite the methods used to analyse the needs, it is also important to consider the sources of

possible entry of new personal and returning of the existing personnel to the field along withthe possible departure of staff (ibid). Finally to ensure the right number and mix of people as




(Rebore, 2009) highlights, human resource forecasting should match the schools‟ future

human resource needs with the present supply.

Recruitment and Selection

The next important function of human resource managers in education is recruitment of staff.

It is the process of discovering potential candidates for actual and anticipated organizational

vacancies (Mondy, 2010). The recruitment process in educational organisation as suggested

by (Rebore, 2009) should consider the number and types of vacant posts needed to be filled,

and the sources of personnel or skills needed for filling them. It is to determine the

organization‟s present and future recruitment needs in relation with human resource planning

and to increase the post of qualified job applications at a lower cost to the organization.

Among the various recruitment methods Dessler (2011), Mondy (2010) and Rebore (2009)

classify them into two aspects; internal sources and external sources. Internal sources

includes promoting staff from one post to a higher post inside the organisation, Transfer from

one department to another department with in or between the schools in the district or region

and job rotation - moving from one job assignment to another within the same organization

(SNC, 2007). External sources includes Employment agencies, Walk-ins, Employee referrals,

Professional associations, Head-hunting, Education institution, Trade association and unions,

Casual or unsolicited applicants (ibid).

In the recruitment process shortlisting should proceed after the advertisements are posted and

applications are received from the candidates. Short listing in the recruitment process is

essential as it may not be possible to invite every applicant to an interview, due to time and

financial constraints. Therefore, those to be interviewed by preliminary screening and

selection should be short-listed base on the information available in the applications (Out &

Zaria). In this case, those applicants who failed to provide necessary information in their

application will be disadvantaged.




Preliminary interview is another step of recruitment which can be conducted either after a

short-listing exercise, or in place of short-listing exercise (Out & Zaria).

“Preliminary interview enable the employers or their recruitment officers

to see the applicants personally so that both physical and emotional

disposition of applicant can be assessed”.

(Out & Zaria, p. 23)

By comparing the findings of preliminary interview, with the information provided the

applications the recruiting officers can evaluate the validity of the applicant‟s information. At

the same time, the applicant has the opportunity to inquire and find out more about the

description and specific job related information as the interviewers may provide desired

information and supplies some facts that the interviewee may wish to know.

Subsequently, when the screening is done through the preliminary interview or short-listing

stage to bring down the number of applicants competing to the vacant posts, employment

interview to select the most suitable candidates to the post should be conducted. At this stage

unqualified candidates will be eliminated from the recruitment process. As it is the last stage

for the recruitment process (Out & Zaria), the interview can be unstructured (non- directive

or free), patterned and structured or a mix of both (Dessler, 2011). Out and Zaria adds

problem - solving interviews and stress- producing interviews to this category. In conducting

the interview, recruiting officials will ask questions and make notes of the information

provided by the applicants to ease the evaluation after the interview (Out & Zaria).

Finally, the selection of the recruited candidates to the required jobs is also an equally

important responsibility human resource manager. The selection is a process that decides thebest candidate(s) to the job through preliminary interview, review of applications, selection

tests, employment interviews, background and reference checking, selection decisions and

physical examination (Mondy, 2010). Out & Zaria suggest making the final selection

immediately after the evaluation stage. At any rate, the candidates should be selected and

placed according to the number of vacancies existing in the various selections of the

organization, and in accordance with their qualifications, and experiences.




Placement and Induction

Induction (orientation or socialization) may be defined as a systematic organizational effort to

minimize problems confronting new personnel so that they can contribute maximally to the

work of the school while realizing personal and position satisfaction. In schools until the

individuals become fully adjusted to the work to be performed, the environment in which it is

performed, and the colleagues with whom it is performed, they cannot be expected to give

their best effort to attainment of the goals of the institution (Rebore, 2009).

There is various steps human resource managers in educational organisation can follow in

making new staff in getting familiar to new environment. As (Dessler, 2011) says Induction

process is a way that the organization can contribute to personnel assimilation, as well as to

the personal development, security, and need satisfaction of each member of the organization

. Probably at no other time during the employment cycle does the newly appointed staff

member need more consideration, guidance, and understanding than he does between the day

of his appointment and the time when he becomes a self-motivated, self-directed, fully

effective member of the enterprise (Out & Zaria).

The objective is of the induction program is to assist new staff in getting familiar to his new

environment, to enable staff get as much information about the school as possible and to

enable the staff adjust with little or no problems to his new job and duties. The orientation or

induction programme does not simply mean introducing the new teacher to the students.

Human resource manager be a well-organized and planned to assist in the immediate

adjustment of the new teacher to his environment. It would reduce the sense of uncertainty

and frustration normally experienced by new staff in their new places of work.

Therefore as a first thing it is important to provide about the community, about duties,

relationships and responsibilities of the position, about characteristics of the school system

(purposes, policies, procedures, personnel, customs, history); and about the building unit to

which the inductee will be assigned. It is also a part of human resource manager to facilitate

identification of the individual with the organization (Rebore, 2009). The needs of new

personnel for belonging, for security and for recognition should be anticipated so that the

newly appointed staff would feel that he is an integral part of the school and the community it

serves. Effective induction program is essential for the effective performance of individuals

hence; appointee and the position should be compatible (Out & Zaria).




Another thing is providing technical assistance to new personnel. This should facilitate in

understanding goals or in developing attitudes and skills. This also includes providing

necessary information to facilitate their adjustment, ability of the inductee to perform at a

level of efficiency (Dessler, 2011). Acceptance of the school staff and the school‟s receptivity

to new personnel on one hand and acceptance of the school system by the inductee -

Assimilation - on the other hand counts in this range

Subsequently, individual adjustment to the working environment, orientation of new

members to the school system should also be considered. It is also vital to develop a positive

attitude toward the system in having the individual remain in the system.

Staff Development To balance the quality and strength of its staff, Staff Development is a central part of an

education institute. It is a process of training staff to improve their skills for better

performance. Thus, staff development can simply be defined as activities provided for the

middle and upper management in and outside an organization. A narrow view to the meaning

of staff development was given in Campbell, et-al (1970:234) when they state that “Staff

Development is a teaching activity planned and initiated by an organization”.

While Harris (1980) views staff development as that aspect in administration, which implies

the training of an individual in organization to enhance his performance, Ngu (1989:25)

views it as the process of behavioural modification or moulding of workers in order to

integrate organizational needs with their characteristics. This view is in consonance with the

view expressed in Novit (1979) when he noted that staff development is the training of

personnel in an organization towards motivating them to become competent and work hard in

achieving the goals of an organization.

Various types of staff development programmes can be adopted by the organisation

depending on their size and the quality of available professional for the programmes. One

such important programme human resource managers can conduct is in-service training

where teachers, school heads and other staff could be given opportunities to attend relevant

useful courses, which will update their knowledge in their subject or related areas and thereby

improve their conditions of service and prospects of advancement in the service. Another

type of programme is conducting staff seminars on selected topics in a way that can

contribute to staff professional development. Schools can make use of the experienced people




in the organisation or can request from other schools and community members to contribute

on the programmes.

Induction courses are also an essential programme to bring the knowledge and skills of the

new employees to a satisfactory level. On-the-Job-Training however is similar to the

induction course; the main difference is that former is meant for new employers while the

later can be extended to include old employees, if a new skill is introduced in the

organization (Dessler, 2011), (Out & Zaria) and (Rebore, 2009). Likewise Off-the-Job-

Training is usually conducted in classrooms where trainees are given theoretical knowledge

on how to handle a particular operation. However, on-and-Off-the-Job Training includes

industrial attachment programmes for technicians or teaching practice for teacher trainees

where theories and practice is put together (Dessler, 2011).

Other staff development programmes include Vestibule Training where instruction to use

techniques and materials they will utilise in the working environment. Refresher Courses for

updating knowledge and skills can also be part of the programmes (Out & Zaria). Finally,

Conference Training on relevant themes, Sensitivity Training for mutual understanding

among working groups and Supplementary Training by sponsoring employees in different

institutions are part and partial of staff development programmes that human resourcemanagers can consider in educational institutes (Mondy, 2010).

Performance Appraisal or Evaluation

Performance evaluation of the human resource in any educational organisation is important

however, provides challenging task for the human resource managers. These evaluation

records can help in the performance appraisal of the staff which is considered as a formal andsystematic process by means of which the job relevant strengths and weakness of employees

and identified, observed, measured and developed.

Appraisal is a process of review by teachers, school heads, and other senior teachers of the

individual staff competencies, performance and professional needs. Performance appraisal is

imperative in an organization because as the organization grows and expands, it becomes

large and complex so much that the managerial functions of the head become very

cumbersome and difficult (Out & Zaria). The organizational head may then find it almost




impossible to have direct contact with every individual worker let alone knowing what the

staff is doing. Since the heads of organizations, large and complex, small or simple must

know what each unit, section or individual staff is doing in order to attain the set goals, as

well as, to enhance efficiency and higher productivity, the performance appraisal must come

in as a tool to measure these variables of job dimension.

Performance appraisal is usually an integral part of human resource manager for more

productivity and efficiency in organizations. It is a tool (technique or approach) through

which the activities of units, sections and workers are monitored and measured possibly with

the aim of according reward or some form of motivation.

Therefore, performance appraisal to be effective, jobs and duties must be clearly defined, and

a summary of duties, well spelt out, must be given to position holders (or individual staff

performing the duties). Individual staff must be assigned to the right jobs or else the question

of accountability becomes difficult if not impossible (Out & Zaria). It is gross injustice to

hold a worker responsible for failure in a job which you have not clearly spelt out for him to

do. For an effective performance appraisal, the organizational objectives must be clearly

understood by all the respective staff in the organization (Out & Zaria).

Furthermore, you should inform your staff about the methods and techniques of doing the

jobs. In order works, the staff must possess the necessary skills either though training and

retraining or experience or all the means indicated if we are to operate performance appraisal

effectively (Out & Zaria). The performance appraisal methods differ from one organization to

another. However, a common method of performance appraisal in schools consists of an

annual evaluation through a standardized or structured form. Using this method, superior

officers are expected to evaluate their subordinates by filling the forms to be submitted to the

top management.

Among the various methods, performance appraisal can take as 360 degree feedback where

inputs are derived from all the levels within the organization and outside the organization or

Rating method where appraisal and evaluations are based on predetermined factors or Critical

appraisal in which all the favourable and unfavourable work actions are recorded and at the

end of the appraisal period these records are rated along with other data and Result based

appraisal on the achievement of the predetermined objectives (Mondy, 2010).




The performance appraisal helps in identification of the goals for evaluation, establish

performance standards, communicate performance expectations to employees and measure

actual performance by comparing the actual performance with standards. In this case

appraisal is discussed with the employee for necessary corrective action.

The staff performance appraisal leads to skills development since staff areas of professional

needs (weaknesses) are detected and rectified through in-service training, experiments with

teaching styles and others (Out & Zaria). It also results into career development through in-

service training and can enhance relationships as each staff is able to understand the other

better leading to improved learning opportunities for students.

CompensationHaving the right people in the right jobs at the right time is only one part of management‟s

responsibility to develop and maintain effective personnel policies Compensation may be

defined as the financial and non-financial rewards provided by an employer for the time;

skills and effort made available by the employee in fulfilling job requirements aimed at

achieving organizational objectives (Dessler, 2011). Employees and managers and the

organization in which they work are also vitally interested in the conditions of employment.

These affect every working hour (Out & Zaria). Nobody is surprised to find that employees

expect payment for the services they render. The problem arises when the organization has to

determine how much money each employee is to receive for the work he or she performs.

Each organization must make a number of interrelated decisions concerning the relative

magnitude of its wages and salaries (as compared with those in other organizations) and the

relative rates for different jobs within the organization (Dessler, 2011). The cost of employee

compensation is not limited exclusively to wages and salaries. Another source of employee

remuneration and one that is continuously increasing in importance is “Benefit programs:

Rewards for Loyalty”. Popularly known as “fringe benefits”, these programmes are now an

established component of nearly every organization‟s personnel programme (Out & Zaria).

Their administration involves much more than mere agreement to pay for vacations and

insurance. In fact, some of the most perplexing questions in personnel arise in this area. How

successfully management answers these questions determine whether or not the benefit

programmes serve as an incentive for increasing productivity.




Employees receive income from the organization for work performed, but how much work

constitutes a “fair day‟s work” or the effort that management can reasonably expect? Work

measurement techniques can be employed, but these do not provide precise, incontrovertible

results. If equitable standards can be set, however, incentive plans can be designed to provide

financial rewards commensurate with employee performance. It is the system of

compensation given to worker for a job done. It should be commensurate to the amount and

quality of word done.

Compensation can be in the forms of Pay, incentives or benefits. It can be intrinsic rewards -

self-administered rewards that are associated with the job itself or extrinsic rewards. An

organization has a large degree of control over the nature and monetary cost of the extrinsic

reward. Therefore the organisation can manipulate the use of these external rewards to affect

employee behaviour. However, it should follow both exeternal Equity to attracting good

employees and internal equity to retaining good employees. Likewise, individual or employee

equity helps in motivating employees.

Personnel Records

Keeping the records of employees is important because it enables us get accurate information

very easily on a staff so that we can make the right decisions about them for the progress of

the school. But records are most useful if they are kept in an organized way so that the

information you need and get is immediately visible to you. Therefore, records should also be

kept up-to-date so that you will be behaving in an efficient way and get to know your staff in

a very thorough manner.

For purpose of administration, information about staff members is usually centrally

maintained and it describes the background and qualifications of prospective and current staff

members, their current assignments and their conditions of employment. Such records are

used to select new staff members, to determine the step at which each staff member is placed

on the salary schedule, to assign a staff member to an area in which he is certified, to evaluate

a staff member‟s education and experience for promotion and placement on tenure, and to

select personnel for new assignments. In brief records are used

• to select new staff members,




• to determine the step at which each staff member is placed on the salary schedule,

• to assign a staff member to an area in which he is certified,

• to evaluate a staff member‟s education and experience for promotion and placement

on tenure, and

• to select personnel for new assignments

• To keep an orderly account of progress;

• To prepare statement of true conditions and conduct

• To make comparison about staff performance and conduct between one period of time

and another

• Detect errors and wastes

School organisation keeps different types of records and with the help of admin staff it is the

responsibilities of the human resource manager to maintain those records in the schools. One

important pieces of such record with this regard is maintaining a Staff Record Book in which

list of the staff with their registration number, qualifications and experience were included.

Another useful one is keeping a Staff Movement Book to record about the movement of the

staff within and outside the school compound to encourage the maximum and efficient use of

the formal working hours. Staff Attendance Register Book to record the daily attendance of

the staff is also an important item to indicate whether they are late or punctual. Staff are made

to write their names, time of arrival and signature in the daily attendance register.

Likewise, Class Attendance Register, Staff Absenteeism Book and Staff Academic

Evaluation Record are also essential records to be kept by the school. Attendance records

show the staff record of attendance to their classes and it is important in order to check staff

excesses or negligence of duty. Staff Absenteeism book is used for supervision purpose,

controlling staff excesses, and to record those who are late for classes or deliberately refuse to

attend. Staff Academic Evaluation Record contains the names of staff who submit their

record of work at the appropriate time and their continuous assessment results as expected by

the school administration. This is however, used for evaluation purposes.




Consecutively Personal File including staff academic qualifications or certificates, letter of

appointment, letter of posting, marriage certificate, certificate of birth or declaration of age,

letter of promotion and letter of in-service training can be maintained by the human resource

managers. Similarly, confidential files for the confidential matters of the staff such as the

staff annual performance appraisal (evaluation) form, staff disciplinary cases and others. This

could form bases for staff assessment in relation to promotion and any other official

appointment.

It is important to choose the right type of classification before filing the various records. For

example, folder or records can be given a number and the files are placed in strict numerical

order or based on the occurrence of the letters in alphabets or based on the geographical

origin of a document and chronologically where various records are arranged in strict date

order.

CONCLUSION

Human resource manager in the schools should work in integrating and maintaining teachers

and other staff in the organization so that the organization can achieve the purposes and meet

the goals for which it was established. Human resource manager in schools should foster

coordination of the activities and efforts of the workers so that organizational goals are

achieved. In other words human resource manager should motivate workers in the

organization so as to obtain maximum output from them.




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Human Resource Manager in Education