Leading and Managing

people for performance

Outline of the topics

Introduction: Defining Purpose in Education

Managing for Performance Leading People

1.Motivation 2.Professional Development

Managing performance in South African School

Performance Managements in English and Wales

Conclusion: Improving Performance

Topic 1 :Introduction:

Defining purpose in Education

Purpose of Education

Academic(School/Collage) Institution

Promote Learning to pupils and students

1. deal with external as well as internal pressure

2. determined and encapsulate(nutshell) to facilitate learning for children ,young people and adults

Main Focus in your Mission

Individual Variable

Performance of staff, whose skill and

motivation are critical to the

achievements of organizational

objects(aim)

Threat

Conflict between

organizational aims

VS

Individual aspiration(desire)

Name of threats

Lumby (2001)(Prof. Judith Lumby):“Managers were being “persuaded”(convince) to endorse (support) organizational aims, even where they conflicted with their own aspirations, through a process of coercion”.

Elliot and Hall(1994): “hard variant” of human recourse managements

Betts(1994): “it is likely to lead to resentment rather than improved performance”.

Any Question ???

Topic 2 :

Managing for performance

Performance ???

The accomplishment of a task or activity (Riches ,1997)

Mean in Educational context:

1.Vision,Mission and Goal(clear targets)

2.Teaching and Learning(teaching methodology)

3.Managing Organizational System

4.Collaborating with family and stakeholders

5.Ethics and Integrity (Issues)

What is Office Standards in

Education (OfSTED)? The Office for Standards in

Education, Children's Services and

Skills (OfSTED) is a non-ministerial

department of government.

Office for standards in Education

(OfSTED) Area :The services OfSTED inspects or

regulates include:

local services, child minding , child day

care , children's centres, children's

social care, CAFCASS, state

schools, independent

schools and teacher training providers,

colleges, and learning and skills

providers in England. It also monitors the

work of the Independent Schools.

OfSTED Judgment

“teaching will be predicated on the

quality of learning and the progress

that students are making “.

Inspectors Judge:

“ Teaching simply on whether children

are engaged ,focused learning and

making progress”

Seven (7) Scale OfSTED Report

Points Behavior and Safety of Pupils

Quality of Provision/Learning

Ambition and prioritization

Leadership and Managements

Performance Managements and

Quality Assurance

Partnership Work

Equality and Diversity

Four Point Scale Report

Out Standing ……….4

Good…………………3

Adequate…………….2

Inadequate…………..1

Finding in Reports and

Suggestion Overall effectiveness

Capacity for Improvements

And Area of Improvements

Immediately

With in three (3) months

With in six (6) months

Criticism and Suggestions by

Riches (1997)Four Problems1.Reliabilty of performance over time 2.Reliability of Performance Observation 3.The criteria used to assess performance

may be too limited to enable valid judgments to be made

4.Performance in likely to be affected by the “context” or “situational variable”

Suggest Performance evaluation is “Subjective”.Mean numerically to Band

Other Criticism on OfSTED

Fitz-Gibbon (1996): Criticized on Reliability and Validity

Eraut et.al(1997): Criticized on Performance Managements System

(Its is like Financial System which is not applicable on Human Resource Development)

Gleeson and Husbands(2003):

Address the same issue in their critique of performance managements in school

Any Question ???

Topic 3 : Leading People

Relation :people and motivation

People are Valued in their own right

and not simply because they can

deliver an appropriate level of

performance

Mean a dynamic relation between

People VS Motivation

To produce higher level of achievement.

Gunter(2001)

Transformational Leadership Build a unified common interest

between leaders and followers

He state as

“… kin to transformational leadership in

which people are inspired to achieved

an agreed version of a better future for

the organization and its clients “.

Leithwood et al’s(1999)

‘People-led’ motions of human recourse management

“ this form of leadership assumes that the central focus of leadership ought to be the commitments and capacities of organizational members.

Higher level of personal commitment to organizational goals and greater capacities for accomplishing those goal are assumed to result in extra effort and greater productivity”

Miller and Miller (2001)

Performance Management may be

likened to transactional leadership

“Achieving the required level of

performance, in terms of specific

outcomes is likely to lead to a reward

in terms of managerial approval and

,perhaps,. improved salary or

conditions of employments”

Transformational Leadership

Well produce beneficial changes is the

process of teaching and learning;

leading to a qualitative and sustained

improvement in performance arising

sustained improvements in

performance arising from enhance

motivation and commitment

Briggs(2003)

Transformational and transitional

approach may both be adopted by

leaders who need to find a balance

appropriate to their specific context

Briggs Stated

“….an instinctive ‘pull’ towards a

transformational style, followed by a

realization that the efficient working of

the system indicated by a

transactional style was an essential

factor for enable their role… effective

enactment of their role depends upon

their perceiving the balance between

transitional and transformational style”

Foskett and Lumby(2003)

Terms …..”control and supports”

“… an unremitting(constant) demand for change for improved teaching and for improved outcomes. Teachers have been subject to requirements which for many have become overwhelming (overpower). The incidence of stress has become epidemic(wave) and stress-related illness an ever present hazard”.

Answer to negative outcomes

The alternative to control and regulation is to develop a framework to optimize staff contributions through a “softer”

Softer mean Involves people as individuals and providing opportunities for all staff to develop and work toward fulfilling their aspirations

Two key aspects of this approach are:

Staff Motivation and

professional development

Foskett and Lumby

(negative outcomes)1.From Government pressure to raise

educational standards , leading to

greater regulation and strong

accountability

For Example,

“Punitive’(discipline) inspection system

result management of teachers

performance has negative

connotation(relation)”

Staff Motivation

Handy (1993),

Hall and Rowland(1999)and

Foskett and Lumby(2003)

Stated “ambiguity in the concept of

motivation”

Plethora stated this phenomena as

“no overarching or single theoretical

model which explain motivation”

Turner(1992)…..Motivation

Involve arousal ,direction and

persistence

Handy (1993)

Handy divides motivation theories into

three categories:

1.Satisfation theories

2.Incentive theories and

3.Intrinsic theories

Satisfaction theories

Base on assumption

Satisfied worker more productive?

He stated? NO

Incentive Theories

(Performance Related Pay ) Base on assumption "principle of reinforment

the ‘carrot 'approach

Mean: “specific rewards or encouragement for good performance”

1.The individual perceiving the extra reward to be worth the extra effort

2.The performance can be measured and attributed to the individual

3.The individual wants that particular kind of rewards

4.The increased performance will not become the new minimum standard

Intrinsic Theories

Base on assumption

“People work best if given a

worthwhile job and allowed to get on

wit h it …the reward will come from

the satisfaction in the work itself”

Foskett and Lumby(2003)

Teaching is rich in intrinsic motivation

But

Large number of teachers are not satisfied with their job

Why?4 reasons:

Excessive bureaucracy,

heavy workloads

Low pay

Inadequate professional development

Exampls

In UK

30% teacher left the job of teaching in

less than five years.

In USA

20% teacher left the job of teaching in

less than three years

Discussion

Al these theories are base on the

assumptions that motivation is

essential if employees are to perform

well

People are motivated is different ways

and knowledge what works for each

person provides the potential

enhancedLong term performance

Professional Development

Foskett and Lumby(2003)

“providing staff opportunities to

develop is the final step which closes

the circle of managing performance”

Bolam(2003)

“professional development is widely

accepted as fundamental to the

improvement of organizational

performance”

Define it as

An ongoing process of education, training ,learning and support activities.

Taking place in either external or work based setting

Proactively engaged in by professional teacher ,head teachers and other school leaders.

Aims primarily at promoting learning and development of their professional knowledge, skill and values.

To help them to decide on and implement values changes in their teaching and leadership behavior.

So that they can educate their students more effectively

Thus achieving an agree balance between individual, school and national needs.

Bush (2002) case on

professional development Teaching as a career, rather than just a job.

School and collage need to help teachers to access development opportunities at every stages of their career

Why? Sense of direction which is an essential components of a long terms

approach

Teachers: Professional developments include subject knowledge and pedagogy

Leaders: Ensure for ample opportunity for teachers to access Professional Development opportunities at every career stage

Professional Development

A vital dimension in improving teachers’ professional skills and capabilities

Essential part of lifelong learning and is likely to be beneficial for school

Firstly, effective professional development is likely to improve motivation which in turn providing the basis of teachers retention.

Secondly, direct contribution in two ways

a. Develop and extending teachers knowledge and skills.

b. Confidence and motivation ,transform of knowledge.

Managing Performance in South

African school Thurlow(2003),Major educational

policy concerns in South Africa

1.poor performance and

2.inadequante outcomes of schooling

Why ?(Bush and Anderson, 2003)

“An absence of a culture of teaching

and learning in many school”

Reasons

The year of struggle against apartheid(an Afrikaans word meaning "the state of beingapart”, the ruling party from 1948 to 1994) inevitable affected Schools.

Weapon of black majority

“strike and demonstrate against the policies of white Government

Similarly ,teacher union were also become a part of liberation movement, they frequently be absent from school to engage in protest activity

After that,(Post apartheid period) difficult to shift from struggle and protest to a culture of learning .

Bandat(1995)

The crisis in black education, including

what has come to be referred ,to as

the ‘break down’ in the ‘culture of

learning ’

Thurlow(2003)

Summaries the main performance issue as:

1.The organizational performance of school in respects of their prime function (teaching and learning) ,generally need substantial improvements.

2.The key resource for the performance are the people who work in them

3. Improvements in the performance of school and people’s contribution to these ,have to be managed

Performance: The major goal for

South African school How?

(Ministry of Education ;Smith 1997)

Sitting Goals:

1.Transformation of the education and training system

2.Bring redness, establish quality, open the door of opportunity, enable a true culture of learning and teaching to take root and higher level of performance

strategies

Establishment of a “National

Directorate for Quality Assurance”

They develop a Model “coherent

model for quality management”

(Department of Education 1998)

Thurlow(2003) notion of performance

must always be referred to “notion of

quality”

Discussion

South African school manager are

serious concerns about the

performance of their school

Problems:

1. Generally, difficult condition

2. Highest level of performance with

limited resources i.e demoralization

of teaching profession and limited

availability of documents

Performance Management in

England and WalesJenning and Lomas(2003)

“ the process of monitoring employee

performance in an objective manner in

an control machanism”

Research Survey

(53 head teachers of secondary teachers)

Positive response in performance management for heads and unexpected outcomes

1. Performance management has been introduced without pain and has been seen as a threat.

2. There is no debate about the purpose of performance management, they are all agreed.

Report, very little empirical evidence to support the general criticism of performance management

Jenning and Coleboune(2004)

Survey on 20 Local Education

authorities (LEA) in Wales

Result, targets setting is a key

element in 13 of the 15 pionts

Four Part Model of performance

Managements Non performance Management

“Laissez Faire”

Accountable: goal are clear but capability is not developed

Development : focus on developing performance but goals may not be set

Performance Management: purposeful in setting goals for individual and in developing their capability to achieve them.

Conclusion

The research reports here provides

mixed evidence on the efficacy of

official performance management

schemes in education

Any Question???

Topic 4 :

Performance Related pay

Performance Related Pay

An important example of the

application of “incentive theories”

Incentive theories?

Rewards

Pay

Working Condition

Holiday Arrangement

Foreman(1997) Reported

Operationalize during 1990s

Pointed out

1.In 1995,(School Governing Bodies)

2. Reward: Excellent performance for

both teachers and head teaches

Criticism (Foreman,1997)

PRP dose not appear to motivate and it can certainly damage organizational cultures

Explain :

Teachers react adversely to incentive measures. which they see as inequitable

School and college begets remain under pressure

Doubt about to measure individual performance and reward

Burges et.al,(2001) (Review the

performance threshold scheme) Historically :teachers paid on a single

scale with nine basic increments.

New Scheme: nine basic increments +

Performance against specific factor +

Professional development + Pupil

attainments

Reward: received an annual bonus of

₤2000 + Upper scale

Same as in Australian

Summarise the fining by large

scale research 88% of eligible teachers

From this 97% awards the additional

payment

And 75% head teacher wrote the same

report

Any Question ???

Move to Last topic

Conclusion : Improving performance

Incentive schemes : PRP

No impact on teachers performance or

on pupil outcomes

Result Shows:

Extrinsic factors does not contribute

well

What we do ?

Teachers are motivated by intrinsic

factors

1.altruism (un selfness)

2. affiliation to the school and their

colleagues and

3. personal growth

Quality of staff performance?

Important Issue Drucker(1988)The focus of the

organization must be on performance

Requirements:

1.the sprite of performance is high

standards, for groups and person

2.generate optimum performance from

all staff

Answers:

Transformational Leadership Potential to increase commitment to

the aims of the organization and to

motivate staff to perform at tjier best

for the sake of their pupils and

colleagues

Transactional Leadership :

Alternative Model Extrinsic reward which are unlikely to

generate long term improvement

Gleeson and Husbands (2003)

Performance management brings its

own

Tension

Complication and

Cynicism (doubts)

Leadership Role

(Approach based on the individual

needs )

Fine the other ways to inspire their

colleagues to achieve at their best

Mentoring and Coaching

Initially we discuss, importance of

professional developments for

teachers

Effective for

Pre-service

Fail

Insufficient for mid-career (40 years old

person )

What should ,we do?

Enhance knowledge of both content

and pedagogy

Professional Development

(Win-Win situation) Role of school leader

1. Meets the individual needs for career

development

2. School improvement and encourage

staff retention

Several Types of Professional

Developments Focused on individual

How?

1. Effective indication and

2. Mentoring and couching

Coleman(1997)

Good practice with regard to induction

and mentoring to be found in school

with strong commitments to staff

development

Spindler and Brott (2000)

Good practices in development a

“sense of belonging” not in adherence

to a “universal standards or

competence”

Empowerment

Top-down (hierarchical basis work )

assumption (control mechanism with

judgment)

Externally impose scheme

1.appraisel

2.Target – setting

Crowther at.al (2002)

central to the learning organization

Muijis and Harris (2003)

The quality of leadership matters in

determining the motivation of teachers

Any question???

Thanks n have a nice day