Bringing Your Human Resources Practice into the 21 st Century
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Transcript of Bringing Your Human Resources Practice into the 21 st Century
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Bringing Your Human Resources Practice into the 21st Century
Presented byMary M. Jessie, Education Management Consultant
Georgia Association of School Personnel Administrators Fall Conference
December 4, 2008
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Are you using a 20th century cell phone in the 21st century?
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If you are using this cell phone or one similar, you are using a 21st
century communication tool.
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Why not bring your human resources practice into the
21st century?
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The 20th Century
Dilemmas in Current PracticeFunctional departments HR is a separate department Limited or informal forecasting Limited or no clear visionCan’t get the teachers needed in
hard to staff areas or high need schools
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The 20th Century
Limited/no marketing and branding of district
Candidates do not make a connection with the culture of the district or school/location
Late hiringPrincipals’ skills in selection are
limitedTechnology interface is inadequate
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The 20th Century
Sacred cows reignOrientation is not “on-boarding”
broad and shallow information overload / one stop training
Induction programs disconnectedMentors not well selected, matched
or trained appropriately
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The 20th Century
Professional developmentPerformance AssessmentCompensation
Source: The Aspen Institute, Program on Education and Society, Human Capital Framework for K-12 Urban Education: Organizing for Success, January, 2008.
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21st Century
Human Capital Management
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21st Century
What is Human Capital? Private sector:
The accumulated value of an individual’s intellect, knowledge, experience, competencies, and commitment that contributes to the achievement of an organization’s vision and business objectives.
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21st Century
Human Capital in K-12 Education:The knowledge and skill sets of our
teachers that directly result in increased levels of learning for students.
Simply put: What teachers know and are able to do—their talent level.
Source: Annenberg Institute for School Reform at Brown University. Building Smart Education Systems, Voices in Urban Education, Human Capital, VUE Number 20, Summer 2008
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CULTUREPERFORMANCE MANAGEMENT
Sourcing
CertificationInduction
TenureCOMPENSATION and
NON-MONETARY REWARDS
Trainingand
Development
Preparation
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21st Century Best Practice
Culture Create a positive organizational
context Get the best people into roles where
they “fit” Get the most out of every person
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Infrastructure School working conditions Equitable allocation of resources Accesses robust data systems The “right” teachers Leadership Salaries Development Student performance
Source: How the world’s best-performing school systems come out on top, McKinsey and Company, September, 2007
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The Components of a 21st Century Human Capital Management System
Preparation Sourcing
Marketing Recruitment Screening Hiring On-boarding Placement
Certification
Induction Orientation Mentoring Reduced teaching load Differentiated Prof. Dev.
Tenure Training and Development Performance Management Compensation and Non-
monetary Rewards
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Preparation
Traditional higher ed Regional alternative preparation District alternative preparation Certification add-ons and endorsements
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Sourcing
Marketing
Recruitment
Branding Market strategic
advantage
Sophisticated Data and Data Systems to Predict Needs
Recruitment Focus on High Performance
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Screening Performance-based Standardized, ease of use
Clearing house
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Hiring Early offers Successful pre-
service teachers Competitive
timelines School-based
selection recommendations
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On-boarding
Placement
Expectations Personalized service Separate “paper heavy”
employment processes from on-boarding
Support
Student need and equity Reduced loads Strong mentors
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Certification and Induction
Certification
Induction
Aligned with teacher effectiveness
Four Pronged Approach Orientation Mentoring Reduced Teaching
Load Differentiated School
Imbedded Professional Development
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Training and Development
Professional Development Identification of High-potential Employees Career Management Career Pathways
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Tenure
Based on: Student
performance Assessment of
teaching skills Responsibility and
accountability
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Performance Management
Expectation Setting
Assessment Calibration
Feedback Outcomes
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Compensation
District priorities Performance-based Differentiated Aligned with
workforce data Includes incentives
for short and long term service
Includes choice
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Non-Monetary Rewards Recognition Freedom Opportunity Team work Excellent working
conditions
Sources: Allen, R. &Helms, M. (Fall, 2002).
Employee perceptions of relationships between strategy rewards and organizational performance. Journal of Business Strategies, 19(2). 115-139.
Jimenez, R., (October, 1999) Managing employee retention through recognition. T+D, 53 (10) 53-55
Nelson, B., (January, 2004) Everything you thought you knew about recognition is wrong. Workplace Management (from www.workforce.com)
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Conclusion
Bringing school district Human Resource practice into the 21st century will be challenging.
If student achievement is the goal, recasting the Human Resources focus will require bringing dedicated and highly skilled professionals from education and the private sector together to solve complex problems in cross functional teams.
Human Resources in school districts can no longer operate as stand alone departments. Multifunctional teams from HR, Instruction, Finance, Technology will need to integrate processes and services