Dem 741 staff development

DEM 741: Seminar in Governance and Managemant of Educational Management

Report: Human Resource Management: University As An Academic Community

BY:

Ma. Shiela T. Vera

Presented To: Dr. Theresita Atienza

Second Semester/ S.Y. 2014-2015

Con

cep

t Human Resource

Management

Con

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t

University As Academic

Community

Human Resource Management

- the part of the

organization concerned with

the people dimension.

- Can be viewed in one of two ways • First, a staff or support

function in the organization. Its role is to provide assistance in HRM matters.

• Second, a function of every manager’s job. Whether or not one works in a formal HRM department, the fact remains that to effectively manage employees.

Human Resource ManagementEvery organization is made up of

people. Acquiring their services,

developing their skills, motivating them to high level

of performance and ensuring that they

maintain their commitment to the

organization are essential to achieving

organizational objectives.

This is true regardless of the

type of organization-government,

business, education, health, recreation,

or social action. Hiring and keeping

good people is critical to the

success of every organization.

HRM FOUR BASIC FUNCTIONS

Staffing

Training and Development

Motivation

Maintenance

University as an Academic Community

UNESCO: ACADEMIC STAFF DEVELOPMENT

UNESCO’s aim in the field of staff development is to promote co-operative and innovative action so as to strengthen the quality and relevance of higher education, both now and in the coming years.

The purpose of this book is to illustrate how this aim is being translated into action. It assembles a broad range of current experiences supported by UN ESCO and related to staff development in higher education.

It is hoped that, as a result, institutions may be better informed in terms of present practices and thus plan their own future activities on the basis of a wider perspective.

Higher Education Staff Development For The 21st Century By UNESCO

Scope:In situating this book in relation to the main trends and issues of higher education today, the forces directing the process of change can be clearly discerned:The increases demand for access to higher education.

The call for the diversification of this domain

The assurance of quality and relevance of higher education

Higher Education Staff Development For The 21st Century By UNESCO

The reform of higher education systems, including the management of change by institution especially universities.

The significant reduction in funding for this subsector

The links between higher education and the labour market.

The internalization of higher education resulting in increased inter-university co-operation.

To offer a comprehensive view of the current context, the chapter organize three main themes:

Academic Staff Development

Higher Education Teaching Networks

Managerial and Human Resource Development

UNESCO’s Experience in Higher Education Staff Development

This programme promotes the high-level training and research capacities of universities in priority fields related to the development process.… institutions in the developing world face particularly pressing problems: on the one hand , they require highly trained staff with strong research capacities especially in scientific and technological disciplines;

on the other hand, it is sometimes difficult to release good middle-level personnel who would like to take an advanced degree because these people are needed to assure heavy teaching loads.

In addition, those who do leave to study abroad can be caught up in the Brain Drain phenomenon if better opportunities are found elsewhere

A new focus in this initiative is the University Volunteers Scheme which UNESCO is now developing with the United Nations Volunteers and the Council for International Educational exchange. This will offer opportunities to academics on sabbatical or who recently retired to place their expertise at the service of higher education institutions in the developingworld.

Higher Education Teaching Development Networks

UNESCO has initiated action in all regions of the world which is designed to enhance the quality and relevance of the entire teaching and learning process at the tertiary level.

o

While each mechanism has developed its own specific program of action, they share two common objectives:

To improve the quality and relevance of university teaching in order to adequately meet the changing needs of society.

To enhance the contribution of higher education to the education system as a whole .Here, the links with basic and secondary teaching are clear, involving areas such as teacher training programmes and the contribution of universities to literacy.

Co-operative Partnership for Managerial Staff Development

UNESCO’s action in this area responds directly to the current situation faced by institutional leaders and their personnel. Today, the financial resources allocated by governments for higher education generally tend to remain static or to be reduced. It would seem that all are being subjected to more stringent accountability measures.

Co-operative Partnership for Managerial Staff Development

In addition, an ageing professoriate and complexity surrounding the tenure question constitute thorny issues for higher education managers. Generally, institutions are required to do more with less- hence the necessity to optimize the means available.

Co-operative Partnership for Managerial Staff Development

The use of new Information and Communication Technology (ICT) is another priority area of institutional management. UNESCO promotes research, training and information exchange to strengthen the expertise of staff whether academic or administrative.

Co-operative Partnership for Managerial Staff Development

Managerial Staff Development must therefore cover all those areas where additional skills are required to enhance and complement the teaching, training and research expertise already acquired.

Lastly and most importantly, Higher Education staff development must be situated as part of the capacity-building process. This balances education and training so that each individual realizes his or her talents in order to accede to a better quality of life –as such, it is a tenet of social and human development.

In order to survive and function well, higher education personnel must be confident, competent and pro-active in three essential areas:

-fields of knowledge-the pedagogical process-the managerial skills

Such an integrated vision requires strong and serious emphasis on staff development. This focus also serves to reiterate the importance of human resource development as the basic motor and value of any successful enterprise.

Within the parlance of the United Nations system, this concept is known as capacity-building-that activity which merges broad educational skills with highly specialized training to foster human and social development both in the individual and in societies.

There emerges a more holistic vision of higher education institutions and their staff- thus suggesting a context where present activities should be designed to prepare the future.

Academic Staff Development:ISSUES

Curriculum Innovation

Interdisciplinarity

Academic Solidarity

Academic Staff Development:TRENDS

Internalization in Higher Education

Managing International Co-operation in Higher Education

Academic Staff Development:PERSPECTIVES

Development Challenges

The Quality and Relevance of Knowledge

Higher Education Teaching NetworksISSUES

Links to Higher Education Reform

Assessment of Teaching Skills

Higher Education Teaching NetworksTRENDS

Changing Professional Profiles

Knowledge Management

Student-Centred Learning

Higher Education Teaching NetworksPERSPECTIVES

Recognition of Teaching Skills

Institutionalized Staff Development Policies

Managerial and Human Resource DevelopmentISSUES

Managing Change

External and internal Priorities

Regional Challenges

Managerial and Human Resource DevelopmentTRENDS

Strategic Planning

Coherency in Staff Development

Managerial and Human Resource DevelopmentPERSPECTIVE

Pro-active Higher Education Institutions

The Benefits of Collegiality

Higher Education and Society

CONCLUSIONThis book therefore seeks to present innovative practices in higher education staff development so that these may be shared- for emulation or adaptation as may be deemed appropriate. Overall, these case studies emphasize three key conclusions:

CONCLUSION1. – that staff development, as fundamental element of institutional quality, must be part of an integrated approach which encompasses all types of training necessary for enhanced effectiveness and efficiency

CONCLUSION2.- that investment in human capital has become a vital strategy in tackling the main issues confronting higher education and efficiency

CONCLUSION3.- that staff development helps assure the contribution of higher education to capacity-building, and thereby to the human and social development processes

Staff development has emerged as a key to the acquisition of these capacities which permit higher education to realize its optimal contribution to society. In the final analysis, successful action in this field attests to the intent of institutions to invest in their human resources-a dynamic Higher Education Staff Development Policy being the primary manifestation of such a commitment.

Reference:Human Resource Management by David A DeCenzo et al.

HUMAN RESOURCE MANAGEMENT: PERSONNEL ISSUES by UNESCO

HIGHER EDUCATION STAFF DEVELOPMENT : DIRECTIONS FOR THE TWENTY-FIRST CENTURY BY UNESCO

Thank You!GOD BLESS YOU ALL!!!!

Our natural tendency is to grasp what we

have instead of freely giving to those in

need. The challenge of riches is living

with thankful hearts to God and open hands to others- David McCasland