Bringing Your Human Resources Practice into the 21st Century

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Bringing Your Human Resources Practice into the
21st Century

• Presented by
• Mary 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 Practice
• Functional departments
• HR is a separate department
• Limited or informal forecasting
• Limited or no clear vision
• Cant 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 hiring
• Principals skills in selection are limited
• Technology interface is inadequate

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The 20th Century

• Sacred cows reign
• Orientation is not on-boarding
• broad and shallow
• information overload / one stop training
• Induction programs disconnected
• Mentors not well selected, matched or trained
  appropriately

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The 20th Century

• Professional development
• Performance Assessment
• Compensation
• 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 individuals
  intellect, knowledge, experience, competencies,
  and commitment that contributes to the
  achievement of an organizations 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
  dotheir 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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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 worlds 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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• Performance-based Standardized, ease of use
• Clearing house

• Screening

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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. TD, 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