Improving Administrative Effectiveness, William Allan Kritsonis, PhD

8/14/2019 Improving Administrative Effectiveness, William Allan Kritsonis, PhD

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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



Presented to:

Charter College of Education

California State University, Los Angeles

by:

William Allan Kritsonis, PhD



The difference between retaining and

losing quality employees is LEADERSHIP(Lynch, 2003)

Administrative Effectiveness



Recent studies have shown that pay,

benefits, rewards, and recognition are

inadequate tools to effectively retainemployees

(Lynch, 2003)

What Does Research Say AboutEmployee Retention?



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



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.



Characteristics An Effective Leader Seeks:

• Innovation

» Being innovative

» Imaginative» Creative

» Perceptive




• Facilitation» Sharing Information Freely

» Being Supportive

» Praising Good Performance




• Team Orientation» Flexibility

» Adaptability

» Collaborative

» Honesty/Integrity

» Team Oriented

» Cooperative

» Trustworthy




• Reliable» Reliable

» Conscientious

» Thorough» Cooperative




• Work Orientation

» Enthusiasm

» Emphasis on Quality

» Recognition for Performance

» Taking Initiative» High Performance

» Expectations

» Enthusiasm

» Active




• Skills» Oral Comprehension

» Oral Expression



What Does An Effective Administrator Do?

• Use preemployment assessments

When used properly, assessments

provide insight into an individual’stendency to perform




• Consistent and proactivecommunication with valued staff members

Communicate openly; candidly andoften.




• Assign a mentor

Immediately upon arriving, assign a

mentor or “buddy” to a new employee.

Develop a mentoring program.




• Understand the needs of your team

Create a culture in which your employees

feel valued.

Develop a core purpose and set of

principles.




• Open-door policy

Have an open-door policy whereby

employees are encouraged to stop byand talk or ask questions, etc




• Reward and recognize

Rewards and recognition are tools

intended to help retain employees.

Make an art of recognition.




• Instill accountability

Provide the training needed to help

them be accountable




• Support your leaders

Your real success in retaining your

employees will come when youconcentrate on your team leaders and

their interactions with employees.




“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)



Results?

• Higher staff morale

• Better teamwork

• Lower turnover

• Happier clients (i.e. children, parents, etc)



Human Resources Management

Call for improved organizational

Performance =

* state testing and accountability systems

* “adequately yearly progress”




“Most policymakers are immediately

drawn to making changes in the

instructional program to improve

teaching…




Yet, they often overlook the need to

support these changes by changing

district human resource (HR)

management practices. (Heneman & Milanowski, 2004)




It is thought that HR managementpractices affect organizational

performance through employee

performance competencies (Heneman & Judge, 2003; Shippman, 1999)




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)



HR Alignment Model

In a large urban school district that

employs 4000 classroom teachers,

they refer to this model as the

District Scorecard .



Components of the Alignment

• Recruitment: Applicant Pools

Sources of applicants based on

knowledge, skills, and abilitiesnecessary for performance

competency

C f h Ali




•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




•Selection: Teacher Certification

Teacher certification/licensing

requirements required for employment

C t f th Ali t




•Assessment: Teacher Evaluation

Provide last two years of teacher

performance evaluation (PDAS)

C t f th Ali t




• 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




• On-the-job preservice:

Teachers receive an orientation to the

teacher evaluation system

C t f th Ali t




• 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




• 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




• 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




• 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




• Training:

System for appraising teacher’s performance

Knowledge and skill building given in how to conduct and improve teacher evaluationand performance management





• Performance Management:

Appraisal, feedback, coaching, goal

setting, performance planning,

discipline, termination

References



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



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



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.

Improving Administrative Effectiveness, William Allan Kritsonis, PhD

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