Main Eda 721 (HRM in Education)

EDA 721: HUMAN RESOURCE MANAGEMENT IN EDUCATION
COURSE DEVELOPMENT
Course Developer
Dr. (Mrs.) Out D. O. A.B.U. Zaria
Unit Writer
Dr. (Mrs.) Out D. O. A.B.U. Zaria
Programme Leader
Dr. Salawu I. O. School of Education National Open Uni ersit! of Ni"eria# $a"os
Course Coordinator
A%adi &. O. School of Education National Open Uni ersit! of Ni"eria# $a"os.
NATIONAL OPEN UNIVERSITY OF NIGERIA
EDA 702
HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N
MODULE 1
Unit 1
The Nature o Hu!a" Re#our$e Ma"a%e!e"t
Ta&'e o Co"te"t# '.( Introduction ).( O/%ecti es *.( &he Nature of 0u1an 2esource Mana"e1ent *.' Definition of 0u1an 2esource Mana"e1ent *.) Definition of 0u1an 2esource *.* &he Issues in 0u1an 2esource Mana"e1ent +.( 3onclusion ,.( Su11ar! -.( 2eferences ..( &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his course is related to the nature and scope of 0u1an 2esource Mana"e1ent. &his unit focuses specificall! on the nature of hu1an resource 1ana"e1ent. &he unit is a "uide to the field of hu1an resource 1ana"e1ent. $et us loo4 at what !ou should learn in this unit as specified in the Unit o/%ecti es /elow5
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Descri/e the nature of hu1an resource 1ana"e1ent Identif! what hu1an resources are Define 1ana"e1ent
.()
The Nature o Hu!a" Re#our$e Ma"a%e!e"t

N!UN
EDA 702
.(1
De +"+t+o" o Hu!a" Re#our$e

&he ter1 6hu1an resource 1ana"e1ent7 (02M) has /een su/%ected to considera/le de/ate. &he concept is shrouded in 1ana"erial h!pe and its underl!in" philosoph! and character is hi"hl! contro ersial /ecause it lac4s precise for1ulation and a"ree1ent as to it7s si"nificance. Nonetheless# definition of the su/%ect 1atter is "i en accordin" to Bratton and 8old ('9995'') as5 :&hat part of the 1ana"e1ent process that speciali;es in the 1ana"e1ent of people in wor4 or"ani;ations. 02M e1phasi;es that e1plo!ees are critical to achie in" sustaina/le co1petiti e ad anta"e# that hu1an resources practices need to /e inte"rated with the corporate strate"!# and that hu1an resource specialists help or"ani;ational controllers to 1eet /oth efficienc! and e<uit! o/%ecti es.= Naturall!# the definition of hu1an resource 1ana"e1ent would /e inco1plete without further e>plainin" what the ter1s 6hu1an resources7 and 61ana"e1ent7 are. ?irst and fore1ost# people in wor4 or"ani;ations# endowed with a ran"e of a/ilities# talents and attitudes# influence producti it!# <ualit! and profita/ilit!. @eople set o erall strate"ies and "oals# desi"n wor4 s!ste1s# produce "oods and ser ices# 1onitor <ualit!# allocate financial resources# and 1ar4et the products and ser ices. Indi iduals# therefore# /eco1e 6hu1an resources7 /! irtue of the roles the! assu1e in the wor4 or"ani;ation. E1plo!1ent roles are defined and descri/ed in a 1anner desi"ned to 1a>i1i;e particular e1plo!ees7 contri/utions to achie in" or"ani;ational o/%ecti es. In theor!# the 1ana"e1ent of people is no different fro1 the 1ana"e1ent of other resources of or"ani;ations. In practice# what 1a4es it different is the nature of the resource# people. One set of perspecti e iews the hu1an /ein" as potentiall! a creati e and co1ple> resource whole /eha iour is influenced /! 1an! di erse factors ori"inatin" fro1 either the indi idual or the surroundin" en iron1ent. Or"ani;ational /eha iour theorists# for e>a1ple# su""est that the /eha ior and perfor1ance of the 6hu1an resource7 is a function of at least four aria/les5 a/ilit!# 1oti ation role perception and situational contin"encies. Another set of perspecti es e1phasi;es the pro/le1atic nature of e1plo!1ent relations5 (Aatson# '9B-). &he hu1an resources differ fro1 other resources the e1plo!er uses# partl! /ecause indi iduals are endowed with ar!in" le els of a/ilit! (includin" aptitudes# s4ills and 4nowled"e)# with personalit! traits# "ender# role perception and differences in e>perience# and partl! as a result of differences in 1oti ation and co11it1ent. In other words# e1plo!ees differ fro1 other resources
N!UN
EDA 702
/ecause of their a/ilit! to e aluate and to <uestion 1ana"e1ent7s actions and their co11it1ent and coCoperation alwa!s has to /e won. In addition# e1plo!ees ha e the capacit! to for1 "roups and trade unions to defend or further their econo1ic interest. 0u1an resource is often referred to as personnel# staff or wor4ers.
.(2
De +"+t+o" o Ma"a%e!e"t
&he ter1 61ana"e1ent7 1a! /e applied to either a social "roup or a process. &he ter1 61ana"e1ent7# when applied to a process# con%ures up in the 1ind a ariet! of i1a"es of 1ana"erial wor4. Mana"e1ent 1a! /e seen as a science or as an art. &he i1a"e of 1ana"e1ent as a science is /ased on the iew that e>perts ha e accu1ulated a distinct /od! of 4nowled"e a/out 1ana"e1ent which# if studied and applied# can enhance or"ani;ational effecti eness. &his iew assu1ed that people can /e trained to /e effecti e 1ana"ers. 3lassical 1ana"e1ent theorists set out to de elop a 6science of 1ana"e1ent7# in which 1ana"e1ent is defined in ter1s of plannin"# or"ani;in"# co11andin"# coordinatin" and controllin"7. In this classical conception# 1ana"e1ent is re"arded as pri1aril! concerned with internal affairs. Another set of percepti es on the role of 1ana"e1ent e1phasi;es that an or"ani;ation is a purposi e 1iniature societ! and# as such# power and politics are per asi e in all wor4 or"ani;ations. B! power it 1eans the capacit! of an indi idual to influence others who are in a state of dependence. Or"ani;ational politics refers to those acti ities that are not re<uired as part of a 1ana"er7s for1al role# /ut which influence# or atte1pts to influence# the distri/ution of resources for the purpose of pro1otin" personal o/%ecti es. @olitics in or"ani;ation is si1pl! a fact of life. &hose who fail to ac4nowled"e political /eha iour i"nore the realit! that or"ani;ations are political s!ste1s. An alternati e i1a"e of 1ana"erial acti it! is to iew 1ana"e1ent as art. &his i1plies that 1ana"erial a/ilit! and success depends upon traits such as intelli"ence# charis1a# decisi eness# enthusias1# inte"rit!# do1inance and selfCconfidence. &he practical i1plications of this iew are <uite different fro1 the 61ana"e1ent as science7 approach. If 1ana"e1ent is e<uated with specific traits associated with successful st!les of leadership# it would pro ide a /asis for selectin" the 6ri"ht7 indi idual for 1ana"erial positions in the or"ani;ation. Mana"erial s4ills can /e de eloped /ut cannot /e ac<uired /! attendin" 6/usiness schools7. In other words# if 1ana"e1ent is an art# 1ana"ers are /orn. &he scienceC ersusCart discourse is not an arid acade1ic de/ate# "i en pu/lic and pri ate e>penditure on 1ana"e1ent education and trainin". &he the1e of control in or"ani;ations pro ides !et another iew of the role of 1ana"e1ent. ?ro1 this perspecti e# 1ana"erial control is the central focus
N!UN
EDA 702
of 1ana"e1ent acti it!. Accordin" to this approach# 1ana"ers see4 to control the la/our process /! des4illin" wor4ers usin" scientific 1ana"e1ent techni<ues and new technolo"!. In searchin" for the 1eanin" of 1ana"e1ent# Aatson7s ('99+) ethno"raphic stud! focuses attention on how 1ana"ers shape /oth the1sel es and their su/ordinates throu"h co11unicatin" alues to /e shared throu"hout the or"ani;ation. 0e ar"ues that 1ana"e1ent is inherentl! a social and 1oral acti it!D a hu1an social craft. It re<uires the a/ilit! to interpret the thou"hts and wants of others E /e these e1plo!ees# custo1ers# co1petitors or whate er E and the facilit! to shape 1eanin"sD alues and hu1an co11it1ents. @erhaps the 1ost sensi/le wa! to approach the de/ate of what 1ana"e1ent is# is /! reco"ni;in" that 1ana"e1ent is indeed /oth an art and a science and that# at the sa1e ti1e# it is in ol ed in /oth political /eha iour and control.
.(.
The +##ue# +" Hu!a" Re#our$e Ma"a%e!e"t

E er! educational s!ste1 at e er! le el depends hea il! on teachers for the e>ecution of its pro"ra11es. Maintainin" and i1pro in" educational standards is onl! possi/le throu"h teachers. &he teacher# therefore# is the 1ost indispensa/le entit! in the school. 0e is the "reatest aid to learnin". &hus as far as possi/le# he should /e thorou"hl! trained and supported in his wor4. 0u1an resource 1ana"e1ent deals with the esta/lish1ent of procedures for the e1plo!1ent and pa!1ent of wor4ers or staff. It is the arran"e1ent of conditions which 1a4e possi/le "reater self direction /! staff in the perfor1ance of their duties. It is# therefore# an i1portant function in the "eneral conte>t of all ad1inistrati e responsi/ilit! of 1ana"in" staff. 0owe er# in Ni"eria# the Ministries of Education# 3i il (@u/lic) Ser ice 3o11ission are er! 1uch in ol ed in a nu1/er of policies affectin" teachers. Areas of such in ol e1ent# for e>a1ple# include recruit1ent# staff de elop1ent# transfers and pro1otions# staff e aluation# dis1issal and "eneral discipline# salaries and pensions. &hus# the life of the school teacher is affected /! the acti ities of officials in the Ministries of Education or their a"encies. 3onse<uentl!# the interaction of the two /eco1es essential if teachin" is to /eco1e effecti e. It should also /e re1e1/ered that the 1a%or pre1ise of staff or hu1an resource 1ana"e1ent in schools is that the end results of the educati e process will /e deter1ined /! the effecti eness of the school teachers. In dealin" with staff or hu1an resource 1ana"e1ent in schools# we are essentiall! concerned with three 1a%or issues na1el!5 assessin"# the need for
N!UN
EDA 702
staff# satisf!in" the need for staff and# 1aintainin" and i1pro in" staff ser ices. &hese will /e discussed in later units. Exercise 1.1 Define the term human resource management. Answer Kit Human resour%e re&ers to t'e personnel( sta&& or )or*ers in an organi+ation, Management means t'e met'ods -. )'i%' t'e leader utili+es material and 'uman resour%es to a%'ieve predetermined organi+ational goals, #'us( 'uman resour%e management is t'e pro%ess t'at deals )it' utili+ing people per&orm duties and &un%tion in an organi+ation,
to
/()
Co"$'u#+o"
0u1an resource 1ana"e1ent has /een defined as the 1ethods of inte"ratin" and 1aintainin" wor4ers in an or"ani;ation so that the or"ani;ation can achie e the purposes and 1eet the "oals for which it was esta/lished. It is the coordination of the acti ities and efforts of the wor4ers in an or"ani;ation so that or"ani;ational "oals are achie ed. In other words hu1an resource 1ana"e1ent is the process of 1oti atin" wor4ers in the or"ani;ation so as to o/tain 1a>i1u1 output fro1 the1.
0()
Su!!ar1
In this unit !ou ha e /een introduced to the concepts of 6hu1an resource7 and 61ana"e1ent7. Fou ha e seen that hu1an resource 1ana"e1ent and personnel ad1inistration (1ana"e1ent) refer to the sa1e thin". $et us now turn our attention to unit ) where we shall treat the functions and acti ities of hu1an resource 1ana"e1ent.
2()
Re ere"$e#
Bratton# Gohn and 8od# Geffre! ('999) 0u1an 2esource Mana"e1ent C &heor! and @ractice. C $ondon# Mac1illan @ress $td. Aatson# &. ('9B-) Mana"e1ent# Or"anisation and E1plo!1ent Strate"!. $ondon# 2outled"e H Ie"an @aul. Musaa;i# G.3.S. ('9B))&he &heor! and @ractice of Educational Ad1inistration . $ondon# Mac1illan @ress $td.
N!UN
EDA 702
7()
Tutor Mar3e* A##+%"!e"t

Descri/e the nature of hu1an resource 1ana"e1ent.
Unit 2
N!UN
EDA 702
Fu"$t+o"# a"* A$t+-+t+e# o Hu!a" Re#our$e Ma"a%e!e"t

Ta&'e o '.( ).( *.( *.' *.) *.* *.+ *., *.+.( ,.( -.( ..( Co"te"t# Introduction O/%ecti es ?unctions of 0u1an 2esource Mana"e1ent Staffin" 2eward E1plo!ee De elop1ent E1plo!ee Maintenance E1plo!ee 2elations Acti ities of 0u1an 2esource Mana"e1ent 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his unit is related to the nature and scope of hu1an resource 1ana"e1ent. &he unit focuses 1ainl! on the functions and acti ities of 0u1an resource 1ana"e1ent. &he unit "uides !ou to the actual functions and acti ities entailed in 0u1an resource 1ana"e1ent. $et us loo4 at what !ou should learn in this unit# as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 E>plain the functions of hu1an resource 1ana"e1ent Descri/e the acti ities of hu1an resource 1ana"e1ent
.()
Fu"$t+o"# o Hu!a" Re#our$e Ma"a%e!e"t
N!UN
EDA 702
0u1an resource 1ana"e1ent is a /od! of 4nowled"e and a set of practices that define the nature of wor4 and re"ulate the e1plo!1ent relationship. 02M co ers the followin" fi e functional areas5
.(1
Sta +"%
Ahich deals with o/tainin" people with appropriate s4ills# a/ilities# 4nowled"e and e>perience to fill %o/s in the wor4 or"ani;ation. @ertinent practices are hu1an resource plannin"# %o/ anal!sis# recruit1ent and selection.
.(2
Re4ar*#
In ol es the desi"n and ad1inistration of reward s!ste1s. @ractices include %o/ e aluation# perfor1ance appraisal# and /enefits.
.(.
E!5'o1ee De-e'o5!e"t
Is anal!;in" trainin" re<uire1ent to ensure that e1plo!ees possess the 4nowled"e and s4ills to perfor1 satisfactoril! in their %o/s or to ad ance in the or"ani;ation. @erfor1ance appraisal can identif! e1plo!ee 4e! s4ills and 6co1petence7.
.(/
E!5'o1ee Ma+"te"a"$e
Is the ad1inistration and 1onitorin" of wor4place safet!# health and welfare policies to retain a co1petent wor4force and co1pl! with statutor! standards and re"ulations.
.(0
E!5'o1ee Re'at+o"#
Under this headin" 1a! /e a ran"e of e1plo!ee in ol e1entJparticipation sche1es in union or nonCunion wor4places. In a union en iron1ent# it also includes ne"otiations /etween 1ana"e1ent and union representati es o er decisions affectin" the e1plo!1ent contract.
Exercise 1.1 What other functions can you include?

N!UN
EDA 702
Answer Kit Pro%urement( development /training0( integration( %ompensation( pla%ement( sele%tion,
.(2
A$t+-+t+e# o Hu!a" Re#our$e Ma"a%e!e"t

&he acti ities 0u1an 2esource Mana"ers underta4e ar! fro1 one wor4place to another and 1i"ht /e affected /! such factors as the si;e and structure of the or"ani;ation (for e>a1ple# sin"le or 1ultiCesta/lish1ent or"ani;ation)# the presence or not of trade unions# and senior 1ana"e1ent7s philosoph! and e1plo!1ent strate"!. $ar"er wor4places are 1ore li4el! to e1plo! at least one 02M or personnel specialist. $ar"e or"ani;ations 1i"ht di ide 02M acti ities a1on" se eral 1ana"ersD one specialist for recruit1ent and selection# one for e1plo!ee trainin" and de elop1ent and another for ne"otiatin" and ad1inistratin" the collecti e a"ree1ent. 3han"es in %o/ desi"n will i1pact on selection# rewards and trainin" acti ities. An or"ani;ation that chan"es its 1anufacturin" strate"! /! introducin" 6cellular7 or 6selfC1ana"ed7 tea1s will ha e different recruit1ent and selection priorities to a co1pan! that uses traditional asse1/l! line production e1plo!in" uns4illed operators. Si"nificant chan"es in %o/ desi"n will also re<uire for1al trainin" and learnin". In addition# if the or"ani;ation chooses to co1/ine tas4s and instill "reater e1plo!ee autono1!# an alternati e reward s!ste1 1a! ha e to /e desi"ned to encoura"e e1plo!ee cooperation and co11it1ent. &hese sets of hu1an resource acti ities are desi"ned to 1atch indi iduals to or"ani;ational tas4s# to 1oti ate the wor4force# and to deal with conflicts and tensions at wor4. 02M practices# therefore# ai1 to achie e two sets of o/%ecti esD i1pro e e1plo!ee perfor1ance and enhance or"ani;ational effecti eness. &o appreciate the full si"nificance of these 02M practices# it is i1portant to reco"ni;e that 02M functions within the or"ani;ation at two le els (Aatson# '9B-). At the first le el# 02M acti ities are concerned with recruitin"# 1oti atin" and de elopin" co1petent e1plo!ee. 0ence# selection procedures are desi"ned to suppl! the or"ani;ation with e1plo!ees with 4nowled"e# a/ilities# and s4ills pertinent to their role within the or"ani;ation. 02M acti ities the1 1oti ate the wor4force /! pro idin" e1plo!ees with satisfactor! pa!# /enefits and wor4in" conditions. 02M professionals also de elop indi iduals to ensure that the! possess the 4nowled"e and s4ills necessar! to /e effecti e e1plo!ees.
N!UN
'(
EDA 702
Man! acade1ic o/ser ers of wor4 or"ani;ations reco"ni;ed that conflict /etween indi idual e1plo!ees# within tea1s or /etween 1ana"e1ent and e1plo!ees is ine ita/le and can enhance# rather than decrease# perfor1ance (3arsten De Dreu and Kan De KIiert# '99.). Stephen 2o//ins ('99') and or"ani;ational theorist# distin"uishes /etween functional and d!sfunctional conflict. &he for1er supports the "oals of the wor4 "roup and i1pro es its perfor1ance. 2ichard 0!1an ('9B9)# an industrial relations theorist# identifies two t!pes of wor4place conflictD or"ani;ed and unor"ani;ed. Ahen a "roup of e1plo!ees en"a"e in planned action (for e>a1ple# a stri4e) to chan"e the source of discontent# it is referred to as or"ani;ed conflict. Ahen e1plo!ees respond to discontent or a repressi e situation /! indi idual a/senteeis1 or indi idual acts of sa/ota"e# it is referred to as unor"ani;ed conflict. It is esti1ated that 1ana"ers spend 1ore than )( per cent of e er! wor4in" da! in so1e for1 of conflict E1ana"e1ent acti it!. &his /rin"s us to the second le el5 02M has responsi/ilit! for conflict 1ana"e1ent. 02M specialists are in ol ed in a ran"e of inter entionist acti ities desi"ned to alter the le el and for1 of conflict that ine ita/l! arises in wor4 or"ani;ations. Ensurin" that conflict does not hinder or"ani;ational perfor1ance is a central 02M role. Exercise 1.2 What specific human resource management activities do you engage in your school.? Answer Kit W'en tea%'ers are sent to t'e s%'ool -. t'e Ministr. o& Edu%ation .ou ma. assign t'em to t'e rig't %lasses and to t'eir spe%iali+ed su-1e%ts, 2ou ma. also assign t'em ot'er duties and responsi-ilities in t'e s%'ool ta*ing note o& t'eir interests( age( gender( a-ilit. and aptitudes, u%' duties are3 .ear group tutor( 'ouse4master5mistress6 games master5mistress et%,
/()
Co"$'u#+o"
0u1an 2esource 1ana"e1ent functions and acti ities are at the heart of the or"ani;ation. 8ettin" the ri"ht people to do the ri"ht %o/ and in the ri"ht places will "o a lon" wa! to ensure the o erall achie e1ent of the "oals of the or"ani;ation. &herefore# the functions 1ust /e well perfor1ed.
0()
Su!!ar1
''
N!UN
EDA 702
In this unit !ou ha e learnt that the functions of hu1an resource 1ana"e1ent include staffin" or procure1ent# rewards (co1pensation)# e1plo!ee de elop1ent (trainin" and retrainin")# place1ent# e1plo!ee 1aintenance# selection and e1plo!ee relations. In the ne>t unit# we shall e>a1ine so1e 1odels of hu1an resource 1ana"e1ent and discuss their i1plications for effecti e 1ana"e1ent of staff in a school or"ani;ation.
2()
Re ere"$e#
2!1an 2. ('9B9) Stri4es +th Edition C $ondon# Mac1illan @ress $td. 2o//ins# S. ('99') Or"anisational Beha our $ondon# @renticeC0all De Drue# 3. and Kan De Kliert# E. ('99.) 3.A. So"e. &housand Oa4s. Usin" 3onflict in Or"ani;ations
7()

&he teachers in !our State ha e /een on stri4e for the past * 1onths co1plainin"# a1on" other thin"s# a/out the poor reward (co1pensation) s!ste1 and staff de elop1ent (retrainin") sche1e. @repare a plan of action to /e presented to the State 3o11issioner for Education to rectif! the situation.
Unit 3
N!UN
')
EDA 702
Mo*e'# o Hu!a" Re#our$e Ma"a%e!e"t

Ta&'e o Co"te"t# '.( Introduction ).( O/%ecti es *.( &he ?o1/run# &ich! and De anna Model of 02M *.' &he 0ar ard Model of 02M *.) &he Aarwic4 Model of 02M *.* &he Store! Model of 02M +.( 3onclusion ,.( Su11ar! -.( 2eferences ..( &utor Mar4ed Assi"n1ents
1()
I"tro*u$t+o"
&his Unit is related to arious 1odels of hu1an resource 1ana"e1ent. It focuses specificall! on ?o1/run# &ich! and De anna Model of 02M# the 0ar ard Model of 02M# the Aarwic4 Model of 02M and the Store! Model of 02M. &he unit "uides !ou throu"h 1odel application to increase or"ani;ational effecti eness. $et us loo4 at what !ou should learn in this unit# as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Appl! each 1odel to i1pro e on !our s4ill in 1ana"in" !our staff in the school or"ani;ation. E>plain the stren"ths and wea4nesses of each 1odel.
.()
The Fo!&ru"6 T+$h1 a"* De-a""a Mo*e' o HRM

&he earl! 02M 1odel de eloped /! ?o1/run et. al. ('9B+) e1phasi;es the interrelatedness and the coherence of hu1an resource 1ana"e1ent acti ities. &he hu1an resource 1ana"e1ent c!cle in their 1odel consists of four 4e! constituent co1ponents selection# appraisal# de elop1ent and rewards (?i"ure '). &hese four hu1an resource acti ities ai1 to increase or"ani;ational perfor1ance. &he wea4ness of the ?o1/run# et. al. 1odel is
N!UN
'*
EDA 702
its apparent prescripti e nature with its focus on four 4e! 02M practices. It also i"nores different sta4eholder interests# situational factors and the notion of 1ana"e1ent7s strate"ic choice. &he stren"th of the 1odel# howe er# is that it e>presses the coherence of internal 02M policies and practices to the or"ani;ation7s e>ternal /usiness strate"!. &he 02M c!cle is also a si1ple 1odel that ser es as a peda"o"ical fra1ewor4 for e>plainin" the nature and si"nificance of 4e! 02M practices and the interactions a1on" the factors 1a4in" up the co1ple> fields of hu1an resource 1ana"e1ent.
0u1an resource de elop1ent
Selection
Appraisal @erfor1ance 2ewards
?i"ure '5 &he ?o1/run# &ich! and De anna 1odel of 02M
.(1
The Har-ar* Mo*e' o HRM

&he anal!tical fra1ewor4 of the 60ar ard 1odel7 consists of si> /asic co1ponents. '. ). *. +. ,. -. Situational factors Sta4eholders interests 0u1an 2esource Mana"e1ent polic! choice 02M outco1e $on"Cter1 conse<uences A feed/ac4 loop throu"h which the outputs flow.
&he 0ar ard 1odel for 02M is shown in ?i"ure ).

Sta4eholder Interests
N!UN
'+
EDA 702
Shareholders Mana"e1ent E1plo!ee "roups 8o ern1ent 3o11unit! Unions
Situational factors Aor4force characteristics Business strate"! and conditions Mana"e1ent @hilosoph! $a/or 1ar4et Unions &as4 &echnolo"! $aws and societal alues
02M @olic! 3hoices E1plo!ee influence 0u1an 2esource ?low 2eward S!ste1s Aor4 S!ste1s
02 Outco1es 3o11it1ent 3o1petence 3on"ruence 3ost effecti eness
$on" ter1 3onse<uences Indi idual well /ein" Or"anisational
effecti eness
Societal well /ein"
?i"ure ) &he 0ar ard Mode of 02M. #'e situational &a%tors influence 1ana"e1ent7s choice of 02M strate"!. &his nor1ati e 1odel incorporates wor4force characteristics# 1ana"e1ent philosoph!# la/our 1ar4et# re"ulations# societal alues and patterns of unioni;ation# and su""ests a 1er"in" of /oth 6product 1ar4et7 and 6socioC cultural lo"ics7. Anal!ticall!# /oth 02M scholars and practitioners will /e 1ore co1forta/le with conte>tual aria/les included in the 1odel /ecause it confor1s to the realit! of what the! 4now5 6the e1plo!1ent relationship entails a /lendin" of /usiness and societal e>pectations7 (Bo>all# '99) 5 .)). #'e sta*e'older interests reco"ni;e the i1portance of 6tradeCoffs7# either e>plicitl!# /etween the interests of owners and those of e1plo!ees and their or"ani;ations# the unions. Althou"h the 1odel is still ulnera/le to the char"e of 6unitaris17. It is a 1uch 1ore pluralist fra1e of reference than that found in later 1odels. Human resour%e management poli%. %'oi%es e1phasi;e that 1ana"e1ent7s decisions and actions in 02M can /e appreciated full! if it is reco"ni;ed that
N!UN
',
EDA 702
the! result fro1 an interaction /etween constraints and choices. &he 1odel depicts 1ana"e1ent as a real actor# capa/le of 1a4in" at least so1e de"ree of uni<ue contri/ution within en iron1ental and or"ani;ational para1eters and or influencin" those para1eters itself o er ti1e. #'e 'uman resour%e out%omes are hi"h e1plo!ee co11it1ent to or"ani;ational "oals and hi"h indi idual perfor1ance leadin" to cost effecti e products or ser ices. &he underl!in" assu1ption here is that e1plo!ees ha e talents that are rarel! full! utili;ed at wor4# and the! show a desire to e>perience throu"h wor4. &hus the 02M 1odel ta4es the iew that or"ani;ations should /e desi"ned on the /asis of the assu1ptions inherent to Mc8re"or7s &heor! F. #'e long term %onse7uen%es distin"uish /etween three le els5 indi idual# or"ani;ational and societal. At the indi idual e1plo!ee le el the lon"Cter1 outputs co1prise the ps!cholo"ical rewards wor4ers recei e in e>chan"e for efforts. At the or"ani;ational le el increased effecti eness ensures the sur i al of the or"ani;ation. In turn# at the societal le el# as a result of full! utili;in" people at wor4# so1e of societ!7s "oals (for e>a1ple# e1plo!1ent and "rowth) are o/tained. A stren"th of the 0ar ard 1odel is the classification of inputs and outco1es at /oth or"ani;ational and societal le el# creatin" the /asis for a criti<ue of co1parati e 02M (Bo>all# '99)). A wea4ness of the 1odel is the a/sence of a coherent theoretical /asis for 1easurin" the relationship /etween 02M inputs# outco1es and perfor1ance. &he si>th co1ponent of the 0ar ard 1odel is the &eed-a%* loop. As we ha e discussed# the situational factors influence 02M polic! and choices. 3on ersel!# howe er# lon"Cter1 outputs can influence the situational factors# sta4eholder interests and 02M policies. &he feed/ac4 loop in ?i"ure ) reflects this twoCwa! relationship. &here is no dou/tin" the attracti eness of the 0ar ard 1odel. It clearl! pro ides a useful anal!tical /asis for the stud! of 02M. &he 1odel also contains ele1ents that are anal!tical (that is# situational factors# sta4eholders# strate"ic choice le els) and prescripti e (that is# notions of co11it1ent# co1petence and so on) (Bo>allD '99)).
SocioCecono1ic &echnical @oliticalCle"al 3o1petiti e

N!UN
'-
EDA 702
I""er Co"te"t 3ulture Structure @oliticsJleadership &as4Ctechnolo"! Business Outputs Business Strate"! 3ontent 02M 3onte>t 2ole Definition Or"ani;ation 02 Outputs
O/%ecti es
@roduct 1ar4et Strate"! and tactics
02M content
02 ?lows Aor4 S!ste1s 2eward s!ste1s E1plo!ee relations
?i"ure *5 &he Aarwic4 Model of 02M
Exercise 1.1 What is the significance of a model to Answer Kit $t serves as a guide to pra%ti%e, $t assists to set t'e &rame)or* upon )'i%' t'e prin%iples o& HRM %ould -e applied &or -etter results, !"?
.(2
The 7ar4+$3 Mo*e' o HRM

&his 1odel e1anates fro1 the 3entre for 3orporate Strate"! and 3han"e at the Uni ersit! of Aarwic4 and with two particular researchers# 0endr! and @etti"rew ('99(). &he Aarwic4 1odel draws hea il! fro1 the 0ar ard fra1ewor4 to e>tend the anal!sis of 02M and has fi e ele1ents5
N!UN
'.
EDA 702
'. ). *. +. ,.
Outer conte>t Inner 3onte>t Business strate"! content 02M 3onte>t 02M content (?i"ure *).
&he 1odel ta4es con"nisance of 02M /usiness strate"! and 02M practices# the e>ternal and internal conte>t in which these acti ities ta4e place# and the process /! which such chan"e ta4es place# includin" interactions /etween chan"es in /oth conte>t and content. &he stren"th of the 1odel is that it identifies and classifies i1portant en iron1ental influence on 02M. 0endr! and @etti"rew7s research focused on 1appin" the conte>t# identif!in" an inner (or"ani;ational) conte>t and an e>ternal (wider en iron1ent) conte>t and e>plorin" how 02M adapted to chan"es in conte>t.
.(.
The Store1 Mo*e' o HRM

&he 6Store! Model7 is deri ed fro1 the speculati e accounts of what the 02M paradi"1 1i"ht consist of and fro1 the literature on the 6standard 1ode1s7. &he 1odel de1onstrates the difference /etween what Store! ter1ed the 6personnel and industrials7 and the 02M paradi"1. 0is 1odel also has four parts5 '. ). *. +. Beliefs and assu1ptions Strate"ic aspects $ine 1ana"e1ent Ie! le ers (see ?i"ure +)
?i"ure + &he Store! 1odel of 02M #$! and !" the differences Di1ension @ersonnel and I2 02M
N!UN
'B
EDA 702
8elie&s and assumptions 3ontract 2ules 8uide to 1ana"e1ent action Beha iour referent Mana"erial tas4 is a is la/our Nature of relations 3onflict Stadardisation trategi% aspe%ts Ie! relations Initiati es 3orporate @lan Speed of decision Line Management Mana"e1ent role Ie! 1ana"ers @ri;ed 1ana"e1ent s4ills 9e. levers foci of attention for Inter entions Selection @a! 3onditions $a/ourC1ana"e1ent &hrust of relations with stewards 3o11unication Go/ desi"n 3onflict handlin" &rainin" and de elop1ent 3areful delineation of written contracts I1portance of de isin" clear rulesJ1utualit! @roceduresJconsistenc! control Nor1sJcusto1 and practice Monitorin" @luralist Institutionalised 0i"h (for e>a1ple 6parit! an issue) $a/our E1ana"e1ent @iece1eal Mar"inal to Slow &ransactional @ersonnelJI2 specialists Ne"otiation @ersonnel procedures Separate 1ar"inal tas4 Go/ e aluationD 1ultiple fi>ed "rades Separatel! ne"otiated 3ollecti e /ar"ainin" contracts 2e"ularised throu"h facilities and trainin" 2estricted flowJindirect Di ision of la/our 2each te1porar! truces 3ontrolled access to courses Ai1 to "o /e!ond contract 6can do7 outloo4D i1patience with 6rules7 6Business needJfle>i/ilit!Jco11it1ent KaluesJ1ission Nurturin" Unitarist DeCe1phasised $ow (for e>a1ple 6parit!7 not seen as rele ant) BusinessCcusto1er Inte"rated 3entral to ?ast &ransfor1ational leadership 8eneralJ/usinessJline 1ana"ers ?acilitation Aide ran"in" cultural structural and personnel strate"ies Inte"rated# 4e! tas4 @erfor1anceCrelatedD few if an! "rades 0ar1oni;ation &owards indi idual contracts Mar"inalised (with e>ceptions of so1e /ar"ainin" for chan"e 1odels Increased flowJdirect &ea1wor4 Mana"e cli1ate and culture $earnin" co1panies
Accordin" to the stereot!pes depicted in ?i"ure +# 02M atte1pts to increase trust and e1plo!ee co11it1ent and ai1s to "o 6/e!ond the contract7. &he strate"ic aspects of Store!7s 1odel shows 02M central to corporate plannin". &he third co1ponent# line 1ana"e1ent# "i es 02M specialists a 6transfor1ational leadership7 role in the or"ani;ation. E idence fro1 core
N!UN
'9
EDA 702
co1panies su""est that "eneral 1ana"ers and line 1ana"ers ha e e1er"ed in al1ost all cases as the 4e! pla!ers on 02M issues. &he 4e! le ers are shown on the lower portion of Store!7s 1odel and are issues and techni<ue stron"l! featured# e>plicitl! or i1plicitl!# in discussion of 02M. Store! found considera/le une enness in the adoption of these 4e! le ers (perfor1anceC related pa!# har1oni;ation of conditions and the learnin" co1pan!). &his 1odel# ar"ue 0endr! and @etti"rew# pro ides /etter descriptions of structures and strate"!C1a4in" in co1ple> or"ani;ations and or fra1ewor4s for understandin" the1 (which) are an essential underpinnin" for anal!;in" 02M. Ahile the i1plication is that those or"ani;ations achie in" an ali"n1ent /etween the e>ternal and internal conte>ts will e>perience superior perfor1anceD this in actual fact is the 1ain wea4ness of the 1odel. Exercise 1.2 What are the %asic principles of the &torey "odel of in'igure (? Answer Kit #'e tore. Model o& HRM 'as : parts namel. /;0 -elie&s and assumptions /20strategi% aspe%ts /<0 line management and /:0 *e. levers, #'e model is -uilt on t'e &ollo)ing prin%iples, '. ). *. +. Increase the trust and co11it1ent of e1plo!ee 3orporate plannin" &ransfor1ational leadership role of the head 0ar1oni;ation of conditions# perfor1ance 1ust /e related to pa!. !" as shown
/()
Co"$'u#+o"
&he 1odel descri/ed in this unit ha e stren"ths which the school head can effecti el! draw upon to achie e the "oals of the or"ani;ation. &he wea4nesses of the 1odel# howe er# can /e a oided /! the school head in order to succeed.
0()
Su!!ar1
&his unit has focused on four 1ain 1odels of hu1an resource 1ana"e1ent which the school head can appl! to achie e 1a>i1u1 success with his staff. &he 1odels are5
N!UN
)(
EDA 702
(') ()) (*) (+)
&he ?o1/run# &ich! and De anna Model of 02M &he 0ar ard Model of 02M &he Aarwic4 Model of 02M and &he Store! Model of 02M
&he 1ain principles of each 1odel were descri/edD the stren"ths and wea4nesses of each were also hi"hli"hted for caution in the application /! the school head.
2()
Re ere"$e#
Bo>all# @. ('99)) :Strate"ic 0u1an 2esource Mana"e1ent5 /e"innin" of a new theoretical sophisticationL= 0u1an 2esource Mana"e1ent Gournal ) (*)5 -(C.9 ?o1/run# 3# &ich!# N.M. and De anna# M.A. (eds) ('9B+). 0u1an 2esource Mana"e1ent. New For4. Aile! Strate"ic
0endr!# 3. @etti"rew# A. ('99() :0u1an 2esource Mana"e1ent. An A"enda for '99(s= International Gournal of 0u1an 2esource Mana"e1ent. '(')5 '.C++
7()

@ic4 an! ) 1odels. Descri/e the 1ain features of each and outline the 1ain stren"ths. Ahat are their i1plications for effecti e perfor1ance /! staff in the school s!ste1.
Unit 4
N!UN
)'
EDA 702
Re$ru+t!e"t a"* Se'e$t+o" Pro$e##e#

Ta&'e o Co"te"t# '.( Introduction ).( O/%ecti es *.( &he 2ecruit1ent @rocess *.' Short $istin" *.) @reli1inar! Inter iew *.* E1plo!1ent Inter iew *.*.' @rinciples of Inter iewin" *.*.) @reparation *.*.* Settin" *.*.+ 3onduct of the Inter iew *.*., 3lose *.*.- E aluation *.+ Selection +.( 3onclusion ,.( Su11ar! -.( 2eferences ..( &utor Mar4ed Assi"n1ents
1()
I"tro*u$t+o"
&his Unit focuses 1ainl! on aspects which includes# recruit1ent and selection processes. &he unit "uides !ou to how or"ani;ations recruit personnel to fill acant posts and sources of personnel or s4ills needed for fillin" the1. $et us loo4 at what !ou should learn in this unit as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Outline the steps or"ani;ations ta4e in recruit1ent e>ercise. State the co1ponents of e1plo!1ent inter iew. State the 1ethods of staff selection after the inter iew is conducted.
N!UN
))
EDA 702
.()
The Re$ru+t!e"t Pro$e##

@reli1inaril!# the recruit1ent process /e"ins with consideration of the nu1/er and t!pes of acant posts needed to /e filled# and the sources of personnel or s4ills needed for fillin" the1. &he source could /e internal or e>ternal# or /oth# as earlier indicated. ?or internal sources# postin"s or transfers or pro1otion can thus /e effected. In the case of e>ternal sources# there 1a! /e the need to start with ad ertise1ent of a 4ind as the first step. &he ad ertise1ent itself should contain ade<uate infor1ation a/out %o/ content# <ualifications and e>perience# co1pensations and other conditions of ser ice# as earlier indicated.
.(1
Short L+#t+"%
After 1an! applications 1ust ha e /een recei ed# it 1a! not /e possi/le to in ite e er! applicant to an inter iew# due to ti1e and financial constraints. &he e1plo!1ent a"enc! should# therefore# shortClist those to /e inter iewed /! preli1inar! screenin" and selection /ase on the infor1ation a aila/le in the applications. But the pro/le1 is that so1e applications 1a! not pro ide ade<uate infor1ation a/out the t!pes of personnel re<uired# dependin" on the for1at and the nature of application for1s and letters respecti el!. Besides# a shortClistin" e>ercise 1a! tend to la! e1phasis on one or two <ualities such as educational <ualification and e>perience at the e>pense of other ital ones li4e ph!sical posture and e1otional sta/ilit! and te1pera1ent which are funda1ental in 1ana"e1ent processes and successes. It is for these reasons that preli1inar! inter iew 1a! /e considered as superior to shortClistin".
.(2
Pre'+!+"ar1 I"ter-+e4
@reli1inar! inter iew can /e conducted either after a shortClistin" e>ercise# or in place of shortClistin" e>ercise. @reli1inar! inter iew is superior to shortC listin" in arious wa!s. In the first place# preli1inar! inter iews ena/le the e1plo!ers or their recruit1ent officers to see the applicants personall! so that /oth ph!sical and e1otional disposition of applicant can /e assessed. It also ena/les recruitin" officers to e aluate the alidit! of infor1ation contained in the application for1s or letters "i en /! the applicants. &his can /e done /! co1parin" the preli1inar! inter iew with what o/tains in the application for1s. It is also i1portant in the sense that it ena/les applicants to 4now 1ore a/out the %o/s the! ha e applied for. &his# howe er# has twoC sided effects. So1e applicants 1a! de elop 1ore interest in the %o/s while others 1a! "et discoura"ed when the! "et to 4now 1ost of the thin"s a/out
N!UN
)*
EDA 702
the %o/# especiall! when the ad ertise1ent was not detailed or co1prehensi e enou"h. At an! rate# factual infor1ation could /e o/tained /! 1eans of an application /lan4. Muestions as4ed in the application /lan4# howe er# should not /e e1/arrassin" and difficult to interprete.. But the de"ree of relia/ilit! of the use of the application /lan4 is still <uestiona/le fro1 1an! <uarters. In a stud! of III /lan4s co1pleted /! applicants for the %o/ of nurse7s aide# s!ste1atic chec4in" with pre ious e1plo!ers produced so1e 1ar4ed discrepanciesD one fourth disa"reed on :reasons for lea in" prior position# while o er half of the applicants o erstated /oth salaries recei ed and duration of pre ious e1plo!1ent=# as reported in ?lippo ('9B(). It was also disco ered that fifteen per cent had ne er wor4ed for e1plo!ers the! indicated on the /lan4. &his spea4s for the unrelia/le nature or ad erse effects of application /lan4s. &he followin" passa"e also points towards this direction5 !n 'ope&ull. rare o%%asions( ne)spapers %arr. stories o& t'e 'ig'l. su%%ess&ul medi%al do%tor )'o &rom medi%al s%'ool( t'e reasona-l. e&&e%tive pro&essional )'o does not 'ave t'e degrees %laimed( and t'e properl. %redentialed and %lassroom e&&e%tive pro&essor )'o 'eld t'ree &ull4time %ollege 1o-s simultaneousl. )it'in a one 'undred miles radius /=lippo( ;>?03<@0 &he a/o e <uotation tends to support the criticis1s a"ainst application /lan4s. It also su""ests that despite the co11endation of the s!ste1 fro1 certain <uarters# there are still 1an! loophole for 1anou res. A conclusi e re1ar4 on all for1s of inter iews# and# particularl!# the use of application /lan4s# is that success and relia/ilit! all depend on the de"ree of honest! and relia/ilit! of the applicants. But# perhaps 1ost of these loopholes can /e ta4en care of durin" the e1plo!1ent or final inter iew sta"e.
.(.
E!5'o1!e"t I"ter-+e4
After shortClistin" or preli1inar! inter iews# the ne>t sta"e is the final or e1plo!1ent inter iew. At the shortClistin" or preli1inar! inter iew sta"e# al1ost all the un<ualified or the undesira/le 1ust ha e /een eli1inated# !et# the recruitin" officers sill ha e a nu1/er of candidates unproportionall! lar"er than the actual nu1/er re<uired for e1plo!1ent. &he ne>t sta"e# therefore# is to conduct an e1plo!1ent inter iew. &he e1plo!1ent inter iew is the final sta"e of selection for place1ent# and al1ost the 1ost difficult sta"e in the selection processes. It is difficult in the sense that al1ost all the candidates that reach this sta"e 1ust ha e /een
N!UN
)+
EDA 702
possessin" the necessar! re<uire1ents in s4ills and e>perience# and the recruit1ent officers are e>pected to chose onl! the MOS& suita/le candidates out of these# usin" inter iewin" techni<ues. &he inter iew could /e structured or unstructured# what Edwin ?lippo descri/es as :"uided= and :un"uided= inter iews. In the "uided inter iew# a list of <uestions is prepared /ased on an anal!sis of %o/ specification. &his is 1ore suita/le for untrained inter iewers. Aith e>perienced and well <ualified inter iewers# howe er# the un"uided inter iew is often used. &he un"uided inter iew# as the concept i1plies# is not planned or structured. It ena/le the inter iewer to o/tain 1ore infor1ation# includin" salient one# a/out the inter iewee# since the latter does 1ost of the tal4in" and re eals 1ore a/out hi1self. Ahate er 1ethod of inter iewin" is chosen# the inter iewer should o/ser e certain principles of inter iewin".
.(.(1 Pr+"$+5'e# o I"ter-+e4+"%

A "ood inter iewin" re<uires certain /asic principles or a sort of "uide or fra1ewor4 on which to /ase the assess1ent of candidates. &he se en point plan de eloped /! the National Institute of Industrial @s!cholo"! (NII@) UI# was considered to /e the first 1a%or fra1ewor4 uni ersall! applied in inter iewin"# and re1ained popular until the e1er"ence of Mun"o ?ra;er7s ?i e @oint @lan also 4nown as he :@enta"onal @e"=# as discussed in U/e4u ('9.,). Usin" this fra1ewor4# inter iewers are e>pected to o/ser e the followin" principles of inter iewin"5 '. ). *. +. ,. ?irst i1pression and ph!sical 1a4eCupD Mualifications and e>pectationsD Brains and a/ilities Moti ation and Ad%ust1ent
&hese principles differ so1ehow fro1 those fi e presented /! Edwin ?lippo ('9B() which include5 '. ). *. +.
N!UN
@reparation Settin" 3onduct of the inter iew 3lose and ),
EDA 702
,.
E aluation
&he anal!sis here# howe er# atte1pts to co er the loopholes created /! the two sets of principles# althou"h the e1phasis is on the latter set of principles of inter iewin" as presented /! ?lippo.
.(.(2 Pre5arat+o"
All for1s of inter iew re<uire careful plannin" or preparation. Inter iewers 1ust first of all deter1ine the /asic o/%ecti es of the inter iews# and the 1ethods of acco1plishin" these 1a%or o/%ecti es. &he inter iewers 1ust ha e so1e /asic 4nowled"e a/out the inter iewee /efore the co11ence1ent of this final inter iew. &his i1plies that the inter iewer 1ust /e con ersant with the infor1ation alread! o/tained in the preli1inar! inter iews /! referrin" to the application /lan4s or other sources of infor1ation. &his ena/les the inter iewer to deter1ine what to e>pect and how to o/tain what is e>pected fro1 the inter iewee. &his i1portant sta"e in the inter iewin" processes# unfortunatel! eludes U/e4u who "oes strai"ht to start with what he calls :first i1pression and ph!sical 1a4eCup=# which in fact# is lar"el! :settin"= the second sta"e in ?lippo7s anal!sis.
.(.(. Sett+"%
Althou"h ?lippo hi1self ad1its that this sta"e is not entirel! a separate one fro1 the first# he does not resist the te1ptation to treat it separatel! fro1 an! other sta"e of principle. &he inter iewer is e>pected to o/ser e the principle of settin" which is of two 1a%or t!pes5 ph!sical and 1ental settin"s. Unli4e the oneCsided approach in U/e4u# the ph!sical settin" is a two di1ensional approach. &he first consideration in this principle is that# the inter iewer 1ust 1a4e the inter iew hall or ph!sical en iron1ent attracti e# and as 1uch as possi/le# 1atchin" with the t!pes of %o/s or acancies to /e filled. An untid! and incon enient ph!sical en iron1ent 1a! put off prospecti e candidates# especiall! at chief e>ecuti e le el# while an attracti e ph!sical settin" 1a! 1ean 1ore attraction to the %o/ and the or"ani;ation as a whole. &he other perspecti e of ph!sical settin" co1es in at the co11ence1ent of the inter iew. It /e"ins with the entr! of the candidates into the inter iew roo1 when his ph!sical appearance "i es the first i1pression a/out hi1self. A candidates sha//! appearance 1a! put off inter iewers co1pletel!# while a s1artCloo4in" "entle1an 1a! %ust /e considered to /e the ri"ht 1an for the %o/ as soon as he enters the inter iew roo1.
N!UN
)-
EDA 702
.(.(/ Co"*u$t o the I"ter-+e4

&his is the real :action= sta"e at which the inter iewer o/tains the desired infor1ation and supplies so1e facts that the inter iewee 1a! wish to 4now. &he inter iewer is e>pected to create a rapport or relationship /etween hi1 and the inter iewee. &he for1er should create a "ood at1osphere which ena/les the inter iewee to rela> or feel free. In this case a sort of introductor! piece or con ersation on current affairs or "eneral 1atter 1a! ser e as a useful tool. It also for1s part of the inter iew process# /ecause# apart fro1 ena/lin" the inter iewee to feel free# the inter iewer is a/le to deter1ine the for1er7s reactions to certain issues that 1a! appear to /e not of i11ediate concern to hi1. &he inter iewer then 1o es strai"ht to the inter iew contents. &he <uestions should /e strai"ht and eas! to understand. Sensiti e <uestions should /e a oided. &he <uestions should /e fra1ed in such a wa! that the inter iewee does 1ost of the tal4in" while the inter iewer listens attenti el!. &he inter iewer %ots down i1portant points or issues raised /! the inter iewee in the course of their con ersation.
.(.(0 C'o#e
&he :close= sta"e is i1portant in the sense that the inter iewee needs to /e "i en so1e indications that the inter iew is co1in" to an end. &his should /e followed /! so1e sort of indication of future action in a sort of positi e future action. &he candidates should /e told when to 4now a/out the outco1e of their inter iew.
.(.(2 E-a'uat+o"
&he e aluation of an inter iew follows al1ost i11ediatel! after the inter iewee lea es the inter iew roo1 while the details are still fresh in the 1inds of the inter iewers. &he %otted down points should /e e>a1ined in a /roader perspecti e. Both the ph!sical and 1ental disposition of the inter iewee are considered alon" with s4ills# e>perience# and the a/ilit! for clear e>pression.
N!UN
).
EDA 702
.(/
Se'e$t+o"
&he final selection is done after the e aluation. &he /est thin" is to 1a4e the final selection i11ediatel! after the e aluation sta"e. So1e or"ani;ations# especiall! lar"e ones# 1a! chose to ta4e the results of the inter iew pro"ra11e for further scrutin! /! a co11ittee for selection and place1ent. &his is the usual practice with the pu/lic ser ices where certain political considerations li4e the popular /ut contro ersial :?ederal 3haracter= in Ni"eria 1a! ha e to co1e into pla!# particularl! with the ?ederal 3i il Ser ice or National 3orporations. At an! rate# the candidates should /e selected and placed accordin" to the nu1/er of acancies e>istin" in the arious section of the or"ani;ation# and in accordance with their <ualifications# and e>periences. Exercise 1.1 Differentiate %etween #reliminary $nterview and employment interview. Answer Kit 2our ans)er s'ould 'ave -earing )it' t'e importan%e o& ea%' intervie),
/()
Co"$'u#+o"
In this unit !ou ha e learnt a nu1/er of i1portant issues related to recruit1ent and selection processes in or"ani;ation to fill the e>istin" acant posts. It is er! i1portant to "o throu"h the processes discussed so as to "et the /est of staff into !our or"ani;ation.
0()
Su!!ar1
Ahat !ou ha e learnt in this unit concerns the processes E recruit1ent and selection E /! which or"ani;ations "et the /est hands to 1ana"e posts that are acant throu"h internal or e>ternal 1eans. &hese functions are perfor1ed /! the Ministr! of Education throu"h the 3i il (@u/licJ&eachin") Ser ice 3o11ission.
2()
Re ere"$e#
?lippo# E.B. ('9B() @ersonnel Mana"e1ent $ondon. Mc"rawC0ill U/e4u# A.I. ('9.,) @ersonnel Mana"e1ent in Ni"eria $a"os. $on"1an
N!UN
)B
EDA 702
7()

Discuss the recruit1ent and selection processes of staff into secondar! schools in !our state. Enu1erate flaws in the procedure and 1a4e su""estions to re1ed! these flaws.
MODU$E )
Unit 5
I"*u$t+o" o Per#o""e'
N!UN
)9
EDA 702
Ta&'e o '.( ).( *.( *.' *.'.' *.'.) *.) +.( ,.( -.( ..(
Co"te"t# Introduction O/%ecti es Induction of @ersonnel Nature and Scope of the Induction @ro"ra11e Nature of the Induction @ro"ra11e Scope of the Induction @ro"ra11e O/%ecti es of the Induction @rocess 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ents
1()
I"tro*u$t+o"
&his unit is related to the induction of personnel and it focuses 1ainl! on aspects which include 1eanin" of induction# nature and scope of the induction process and o/%ecti es of the induction process. &he unit "uides !ou throu"h the si"nificance of induction process towards arri in" at producti e personnel.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Define what induction of personnel is E>plain the nature and scope of the induction process Enu1erate the o/%ecti es of staff induction
.()
I"*u$t+o" o Per#o""e'
Induction (orientation or sociali;ation) 1a! /e defined as a s!ste1atic or"ani;ational effort to 1ini1i;e pro/le1s confrontin" new personnel so that the! can contri/ute 1a>i1all! to the wor4 of the school while reali;in" personal and position satisfaction. A school s!ste1 can recruit and select personnel# /ut until these indi iduals /eco1e full! ad%usted to the wor4 to /e perfor1ed# the en iron1ent in which it is perfor1ed# and the collea"ues with who1 it is perfor1ed# the! cannot /e e>pected to "i e their /est effort to attain1ent of the "oals of the institution.
N!UN
*(
EDA 702
Initiation of an effecti e induction process is one wa! that the or"ani;ation can contri/ute to personnel assi1ilation# as well as to the personal de elop1ent# securit!# and need satisfaction of each 1e1/er of the or"ani;ation. @ro/a/l! at no other ti1e durin" the e1plo!1ent c!cle does the newl! appointed staff 1e1/er need 1ore consideration# "uidance# and understandin" than he does /etween the da! of his appoint1ent and the ti1e when he /eco1es a self 1oti ated# selfCdirected# full! effecti e 1e1/er of the enterprise. One of the e1otional needs of e er! e1plo!ed indi idual is an or"ani;ation en iron1ent which he can find a reasona/le de"ree of in securit! and satisfaction. &he /e"innin" school e1plo!ee is no e>ception. 0e is apprehensi e of 1an! thin"s E the co11unit!# his coCwor4ers# his a/ilit! to succeed. 0e is pro/a/l! uninfor1ed a/out school o/%ecti es# specific duties and responsi/ilities# school and co11unit! traditions and ta/oos# and the personal and position standards to which he is e>pected to adhere. Koluntar! resi"nations in school s!ste1s are 4nown to occur durin" the pro/ationar! period. One of the causes to which this pro/le1 can /e attri/uted is the a/sence of wellCplanned induction practices. &he ariet! of ad%ust1ents new staff 1e1/ers need to 1a4e /efore the! are totall! assi1ilated into the or"ani;ation is e>tensi e# and the! are i1portant enou"h to warrant ad1inistrati e efforts to assist the1 throu"h wellCplanned induction pro"ra11es. It is clear# for e>a1ple# that the nu1/er of firstC!ear teachers who lea e the profession is hi"her that it ou"ht to /e# and that the loss is hi"her than the profession ou"ht to sustain. It is also true that personnel turno er represents an econo1ic loss to the school s!ste1. &he in est1ent in recruitin"# selectin"# inductin" and super isin" new personnel is dissipate when the! lea e the s!ste1 oluntaril!. One of the ai1s of the induction process is to 1ini1i;e this drain on the school s!ste17s financial and hu1an resources. &o sa! that school s!ste1s ha e not /een or are not now concerned with the pro/le1s of the inductee would /e 1isstate1ent# 1an! e>cellent pro"ra11es are in operation. 0owe er# it is pro/a/l! fair to sa! that for so1e school s!ste1s# the approaches to induction ha e not /een de eloped throu"h s!ste1atic plannin". It is to plannin"# or"ani;in"# directin" and controllin" the induction process that consideration is directed in this unit.
N!UN
*'
EDA 702
&hese include an anal!sis of the ran"e of induction pro/le1s# as well as the desi"n of an induction process ai1ed at their solution. &he ter1s induction# place1ent# and orientation often used s!non!1ousl! in the literature dealin" with personnel ad1inistration# it 1eans the process /! which newl! appointed personnel are assisted in 1eetin" their need for securit!# /elon"in"# status# infor1ation and direction in /oth the position and or"ani;ational en iron1ent. &he process is concei ed as /e"innin" in the recruit1ent sta"e and endin" when the inductee has 1ade the necessar! personal# position# or"ani;ational and social adaptations that ena/le hi1 to function full! and effecti el! as a 1e1/er of the school staff. It in ol es 1ore than plans for 1a4in" new personnel fees at ease in an unfa1iliar en iron1ent. &he induction process in its /roadest sense# is an e>tension of the recruit1ent and selection processes (in which ad1inistrati e efforts are desi"ned to 1atch the person and the position). A corollar! o/%ecti e of the induction process is to ena/le the person to achie e position satisfaction. In addition# the process should help to utili;e full! the satisfactions and a/ilities of the person for attainin" the "oals of the educational pro"ra11e.
.(1
Nature a"* S$o5e o the I"*u$t+o" Pro%ra!!e
.(1(1 Nature o I"*u$t+o" Pro%ra!!e

Induction in ol es 1ore than %ust 1a4in" the new staff feel at ho1e in a stran"e or unfa1iliar en iron1ent. &he induction pro"ra11e 1ust /e desi"ned in such a 1anner that it ena/les the staff to achie e %o/ satisfaction and also to 1a4e use of his a/ilities to achie e the "oals of the school. Induction of staff is one of the 1a%or tas4s that school heads should concern the1sel es with. After staff ha e /een recruited and assi"ned to schools# it is still essential that those in leadership positions for1all! introduce the1 to the s!ste1 so that ad%ust1ent pro/le1s confrontin" the new staff can /e sol ed. &he new staff for instance will /e an>ious to 4now how the school s!ste1 operates. If he is <uite unfa1iliar with the whole at1osphere# he /eco1es insecure and apprehensi e of 1an! thin"s. Unless he is ade<uatel! infor1ed of the wa!s thin"s are done in the new s!ste1 he would 1ostl! fu1/le and stu1/le. 8enerall!# a lot of ti1e and 1one! can /e in ested in the recruit1ent and selection processes# and this in est1ent can /e dissipated and possi/l! lost if the new personnel are not "i en the chance to contri/ute
N!UN
*)
EDA 702
1a>i1all! to the wor4 of the school throu"h lac4 of induction and orientation. Usuall!# the first da!s at school are the 1ost difficult for new teachers. &here are so 1an! thin"s that the teacher does not 4now a/out the co11unit! around the school# the school itself# the students# fellow teachers# teachin" 1aterials and wor4 procedures "enerall!. &he school head and the esta/lished teachers in the school er! often are settled into their routine and tend to for"et the difficulties of ad%ust1ent e>perienced /! new teachers in their wor4. Man! of the 1ista4es and e1/arrassin" situations in which the new teacher finds hi1self can /e a oided throu"h a proper orientation pro"ra11e.
.(1(2 S$o5e o the I"*u$t+o" Pro%ra!!e

On his arri al at the school# the new teacher should /e recei ed /! the school head or his deput!# who has to pro ide hi1 with infor1ation a/out the school. &his is usuall! contained in the school handC/oo4# which should set out all the school7s policies and procedures. &he infor1ation re<uired /! the new teacher can /e /ro4en down into 1ore specific detail. ?irst# he needs to 4now the ter1s and conditions of e1plo!1entD his teachin" loadD the health ser ices in the schoolD wor4in" hoursD e>tra dutiesD and inCser ice trainin" re<uire1ents. Secondl!# he should /e "i en infor1ation a/out the co11unit! in which the school is situated. ?or instance# he should 4now the "eo"raph! of the areasD he should 4now a/out transport facilitiesD the custo1s and ta/oos which affect teachersD reli"ious or"ani;ations (churches and 1os<ues)# the people and their or"ani;ation# and the attitude of the co11unit! toward the school. &hirdl!# the new teacher 1ust /e educated a/out the school he has co1e to ser e. 0e 1ust# for e>a1ple# 4now a/out its facilities (li/rar!# pla! "rounds# sports and e<uip1ents) teachin" 1aterials and aids and its "eneral ai1s# alues# practices and operatin" procedures. &he rules and re"ulations should also /e e>plained to the new staff. 0e should /e told a/out the "eneral acade1ic perfor1ance of the students. ?ourthl!# the new staff 1e1/er needs to 4now his fellow teachers E their professional interests# the clu/s to which the! /elon"# their social and recreational acti ities# and their school responsi/ilities. &he new teacher should /e introduced to students and the nonCteachin" staff such as the school accountant# the cler4s and the 4itchen staff. 0e should /e
N!UN
**
EDA 702
well infor1ed a/out the students7 ser ices# the school ti1e ta/le# pro"ra11es of stud! and students7 "o ern1ent acti ities. If possi/le# it is ad isa/le as part of the orientation plan for new teachers that such staff should /e in school at least one wee4 prior to the openin" of the school for a new school !ear or ter1. Durin" this ti1e# /oo4s and teachin" 1aterials should /e issued to teachers. &he! should also use this ti1e to "et to 4now the "eo"raph! of the school. &he school head pla!s a er! ital role in ac<uaintin" the new staff with their wor4 and the school7s procedures. &he school head howe er# cannot possi/l! pro ide all the answers that are needed# so the teachin" staff as a whole should /e in ol ed in carr!in" out the orientation pro"ra11e. ?or the pro"ra11e to /e successful# the Ministr! of Education and school heads 1ust full! appreciate its alue. Ae should re1e1/er that the orientation or induction pro"ra11e does not si1pl! 1ean introducin" the new teacher to the students in the asse1/l! hall. Nor does it 1ean the school head or his deput! ta4in" the new teacher around the classroo1s. It 1ust /e a well or"ani;ed and planned pro"ra11e which# if carried out will assist in the i11ediate ad%ust1ent of the new teacher to his en iron1ent. It would reduce the sense of uncertaint! and frustration nor1all! e>perienced /! new staff in their new places of wor4. Fou should note that hu1an 1alad%ust1ent can /e e>pensi e and detri1ental to or"ani;ational effecti eness and e>pectations. &he t!pe of en iron1ent in which the new staff finds hi1self and the first i1pression he has in his earl! da!s would "o a lon" wa! to influence this /eha iour and 1orale within the s!ste1. Exercise 1.1 What are ) main merits of staff induction programme?.
Answer Kit ;, 2, *. and #o assist ne) sta&& in getting &amiliar to 'is ne) environment, #o ena-le sta&& get as mu%' in&ormation a-out t'e s%'ool as possi-le #o ena-le t'e sta&& ad1ust )it' little or no pro-lems to 'is ne) 1oduties,,
.(2
O&,e$t+-e# o the I"*u$t+o" Pro$e##

N!UN
*+
EDA 702
'.
$n&ormation &he process should ena/le e er! newl! appointed staff 1e1/er# fro1 careta4er to chief e>ecuti e# to /e full! infor1ed a/out the co11unit!# a/out duties# relationships and responsi/ilities of the position# a/out characteristics of the school s!ste1 (purposes# policies# procedures# personnel# custo1s# histor!)D and a/out the /uildin" unit to which the inductee will /e assi"ned. One of the 1a%or e>pectations of induction is that newl! appointed personnel will /e furnished with whate er infor1ation is necessar! to facilitate their ad%ust1ent.
).
Need atis&a%tion Induction should result in a feelin" on the part of the new appointee that he is an inte"ral part of the school and the co11unit! it ser es. &he process should facilitate identification of the indi idual with the or"ani;ation. &he needs of new personnel for /elon"in"# for securit! and for reco"nition should /e anticipated.
*.
Position Compati-ilit. Effecti e perfor1ance of indi iduals is a lon" ter1 conse<uence of induction. 0ence# efforts should continue throu"hout the pro/ationar! period in order to deter1ine the e>tent to which the 1an and the position are co1pati/le# and to deter1ine whether the school s!ste1 should accept the indi idual as a per1anent 1e1/er of the school staff.
+.
Assistan%e &he induction process should pro ide technical assistance to new personnel. Ahether to help in understandin" "oals or in de elopin" attitudes and s4ills# there should /e plans to eli1inate the possi/ilit! of indi idual failure or 1alad%ust1ent /ecause of the a/sence of super ision durin" the ad%ust1ent period.
,.
Assistan%e &he induction process should /e a/le to utili;e full! all s!ste1 resources# /oth hu1an and 1aterial# in helpin" the inductee to reach a satisfactor! le el of perfor1ance.
-.
Development
N!UN
*,
EDA 702
@osition satisfaction and "rowth in a/ilit! of new personnel to /e selfC directin" are le"iti1ate and practical ends of induction. &he induction process should contri/ute to position satisfaction and to increasin" the a/ilit! of the inductee to perfor1 at a le el of efficienc! which lessens the need for super ision. . A%%eptan%e Or"ani;ational recepti it! to new personnel is another end toward which efforts of induction should /e directed. @ro idin" infor1ation a/out the inductee to his collea"ues (his assi"n1ent# status# and title# for e>a1ple) is one 1eans of alla!in" the fear# suspicion# a ersion# and insecurit! 1e1/ers 1a! ha e a/out newco1ers. ? Assimilation Acceptance of the school s!ste1 /! the inductee should also result fro1 the induction process. A positi e attitude toward the s!ste1# its purposes# policies# procedures# and personnel is a condition which the or"ani;ation see4s to nurture durin" the induction period. A carefull! planned induction process should 1ini1i;e difficulties indi iduals ha e in 1eetin" the e>pectations of the or"ani;ation. Ad1ustment E>peditious indi idual ad%ust1ent to the wor4in" en iron1ent is a condition e er! s!ste1 should e>pect to reali;e for its personnel. &he sooner the new e1plo!ee can adapt his ha/its# attitudes# feelin"s and 4nowled"e to the wor4 which he is e1plo!ed# the sooner he and the school s!ste1 will /enefit. 0u1an 1alad%ust1ent is e>pensi e# detri1ental to the satisfaction of indi idual and or"ani;ational e>pectations# and har1ful to the sociali;in" and personali;in" processes that ta4e place /etween the indi idual and the s!ste1. ;0, !rientation Orientation of new 1e1/ers to the school s!ste1 is needed# with or without an induction pro"ra1. &he ris4 of ha in" the inductee recei e infor1ation solel! fro1 collea"ues is one the s!ste1 cannot afford to ta4e. &he iews of collea"ues a/out the s!ste1 ar! "reatl!. &he indi idual staff 1e1/er with a "rie ance 1a! present a picture of the s!ste1 that is not in 4eepin" with realit!# one which 1a! create ne"ati e i1pressions and har1ful 1isconceptions. &herefore# an appropriate or"ani;ation "oal is the proper
N!UN
>,
*-
EDA 702
orientation of a new s!ste1 1e1/er. It is in the /est interest of the or"ani;ation to pro ide the newco1er with firsthand facts# with credi/le infor1ation a/out s!ste1 conditions# and with other 4nowled"e that 1a! /e re<uired to effect his inte"ration with the or"ani;ation. ;;, Retention &he interests of the s!ste1 re"ardin" the newco1er e>tend /e!ond the i11ediate acti ities in ol ed in the induction process. ?or e er! newl! e1plo!ed indi idual# a positi e attitude toward the s!ste1 should /e de eloped# one that will endure throu"hout a career period. &his is an ulti1ate s!ste1 o/%ecti e. Other or"ani;ation interest should /e in ha in" the indi idual re1ain in the s!ste1 and to /eco1e an effecti e operator in the position to which he is assi"nedD to wor4 independentl!D to en"a"e in self de elop1entD and to e>ceed role e>pectations throu"h inno ati e and spontaneous /eha iour. &hese are lon" ter1 s!ste1 o/%ecti es for which the foundations can /e laid durin" the induction process. ;2, e%urit. Inowled"e a/out the induction process indicates that5 '. &urno er tends to occur pri1aril! durin" the earl! period of e1plo!1entD Me1/ership turno er often en"enders hostilit! and resistance within the s!ste1# particularl! if a replace1ent in a position authorit! represents the force of chan"eD 3han"e within a social s!ste1 "enerall! tends to /e iewed unfa oura/l!# particularl! where 1e1/ership chan"e affects the sta/ilit! and relationships within a "roupD 0apha;ard induction procedures can precipitate discoura"e1ent# disillusion1ent# or defensi e /eha iourD an>iet!#
).
*.
+.
,.
Securit!# /elon"in"# estee1 and infor1ation pro/le1s of new personnel can /e 1ini1i;ed durin" the induction periodD and
-. ?rustrations de elop when newl! e1plo!ed personnel disco er inconsistencies /etween the realities of or"ani;ational life and their e>pectations and alues at the ti1e of e1plo!1ent.
N!UN
*.
EDA 702
&he o/%ecti es of the induction process# then need to /e focused upon 1ini1i;in" the difficulties that a chan"e in 1e1/ership poses# for /oth the e>istin" personnel and for the indi iduals a/out to enter the s!ste1. ;<, Continuit. An i1portant ai1 in the induction process is to pro ide infor1ation that was not full! co ered durin" the recruit1ent and selection processes. &he indi idual recruiter# for e>a1ple# 1a! not ha e /een capa/le of e>plainin" to the recruit all of the ra1ifications in ol ed in a "i en position assi"n1ent. &he ad1inistrator to who1 a newco1er is assi"ned will need to do whate er re1ains to /e doe in order for the latter to 1a4e a full ad%ust1ent to s!ste1 life. In the su1# the induction period# which /e"ins with recruit1ent and ends when the inductee /eco1es a per1anent 1e1/er of the school staff# offers nu1erous opportunities for the s!ste1 to reali;e its ai1s. &his is done /! creatin" for the new personnel conditions and processes conduci e to their oluntar! coCoperation in the or"ani;ation7s <uest to secure /etter educational opportunities for its clients. Exercise 1.2 *utline + o%,ectives of induction programme. Answer Kit ;, 2, <, +. Ad1usted to t'e .stem A%%epted -. ot'ers Assimilated into t'e s.stem Support in "ettin" 1aterials in achie in" a satisfactor! le el of perfor1ance Oriented into the s!ste1.
,.
/()
Co"$'u#+o"
N!UN
*B
EDA 702
It is essential that e en when school heads appear too /us! to introduce new staff to their s!ste1# the! should dele"ate this responsi/ilit! to their i11ediate su/ordinates or to a senior staff 1e1/er who ha e /een lon" in the s!ste1 and who also ha e a deep insi"ht into the pro/le1s and 1odus operandi of the s!ste1.
0()
Su!!ar1
In this unit !ou ha e learnt a/out the definitions of induction of personnel# its nature# scope and o/%ecti es. B! i1plication# what !ou ha e studied 1ust ha e shown !ou that induction is i1portant to enhance staff settlin" down to do their wor4. New staff should not /e allowed to /e"in on a trial and error /asis for a lot of har1 1i"ht ha e /een done on so1e of his 1ista4es.
2()
Re ere"$e#
3astetter# A.B. ('9.-) &he @ersonnel Ad1inistration. New For4# Mac1illan. function in Educational
7()

@repare an induction pro"ra11e for newl! e1plo!ed teachers for !our school.
Unit 6
Re4ar* S1#te! +" Or%a"+8at+o"#
Ta&'e o Co"te"t#
N!UN
*9
EDA 702
'.( ).( *.( *.' *.) *.* *.+ +.( ,.( -.( ..(
Introduction O/%ecti es 2eward S!ste1s Aa"e and Salar! Ad1inistration Aspects of Aa"e and Salar! Ad1inistration 0ow to Deter1ine the O erCall Aa"e and Salar! $e el Go/ E aluation 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ents
1()
I"tro*u$t+o"
&his unit is related to 0u1an 2esource Mana"e1ent and it focuses specificall! on reward s!ste1s# wa"es and salar! ad1inistration# aspects of wa"e and salar! ad1inistration# how to deter1ine the o erCall wa"e and salar! le el and %o/ e aluation. $et us loo4 at what !ou should learn in this unit# as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Define reward s!ste1 E>plain how salar! and wa"es are ad1inistered Identif! the features of salar! and wa"e ad1inistration Descri/e the 1eans of deter1inin" o erCall salar! and wa"e le el. E>plain the 1eanin" of %o/ e aluation.
.()
Re4ar* S1#te!
0a in" the ri"ht people in the ri"ht %o/s at the ri"ht ti1e is onl! one part of 1ana"e1ent7s responsi/ilit! to de elop and 1aintain effecti e personnel policies. E1plo!ees and 1ana"ers and the or"ani;ation in which the! wor4 are also itall! interested in the conditions of e1plo!1ent. &hese affect e er! wor4in" hour.
N!UN
+(
EDA 702
No/od! is surprised to find that e1plo!ees e>pect pa!1ent for the ser ices the! render. &he pro/le1 arises when the or"ani;ation has to deter1ine how 1uch 1one! each e1plo!ee is to recei e for the wor4 he or she perfor1s. Each or"ani;ation 1ust 1a4e a nu1/er of interrelated decisions concernin" the relati e 1a"nitude of its wa"es and salaries (as co1pared with those in other or"ani;ations) and the relati e rates for different %o/s within the or"ani;ation. &he cost of e1plo!ee co1pensation is not li1ited e>clusi el! to wa"es and salaries. Another source of e1plo!ee re1uneration and one that is continuousl! increasin" in i1portance is :Benefit pro"ra1s5 2ewards for $o!alt!=. @opularl! 4nown as :frin"e /enefits=# these pro"ra11es are now an esta/lished co1ponent of nearl! e er! or"ani;ation7s personnel pro"ra11e. &heir ad1inistration in ol es 1uch 1ore than 1ere a"ree1ent to pa! for acations and insurance. In fact# so1e of the 1ost perple>in" <uestions in personnel arise in this area. 0ow successfull! 1ana"e1ent answers these <uestions deter1ine whether or not the /enefit pro"ra11es ser e as an incenti e for increasin" producti it!. E1plo!ees recei e inco1e fro1 the or"ani;ation for wor4 perfor1ed# /ut how 1uch wor4 constitutes a :fair da!7s wor4= or the effort that 1ana"e1ent can reasona/l! e>pectL Aor4 1easure1ent techni<ues can /e e1plo!ed# /ut these do not pro ide precise# incontro erti/le results. If e<uita/le standards can /e set# howe er# incenti e plans can /e desi"ned to pro ide financial rewards co11ensurate with e1plo!ee perfor1ance. Exercise 1.1 What is reward system?
Answer Kit It is the s!ste1 of co1pensation "i en to wor4er for a %o/ done. It should /e co11ensurate to the a1ount and <ualit! of word done.
.(1
7a%e a"* Sa'ar1 A*!+"+#trat+o"

@eople want 1ore fro1 their %o/s than %ust a wa"e or salar! !et this is a /asic need. E en teachers and 1inisters# who 1a! willin"l! accept less ta4e ho1e
N!UN
+'
EDA 702
pa! for 1ore onCtheC%o/ satisfaction# re"ard relati e pa! as hi"hl! i1portant. A @rofessor 1a! /e unconcerned a/out the fact that he earns less than a /ric4la!er# /ut still he 1a! /eco1e enra"ed if @rofessor N across the hall# with si> pu/lications less than his# "ets a salar! increase while he does not. @a! pro ides 1ore than a 1eans of satisf!in" ph!sical needsD it pro ides reco"nition and a sense of acco1plish1ent. O/ iousl!# people o/%ect to /ein" underpaid# /ut e>peri1ental e idence su""ests that the! also feel upset when the! are underpaid. Alle"ed wa"e and salar! ine<uities are a1on" the 1ost dan"erous sources of friction and low 1orale in an or"ani;ation. Aithout a sound polic! of wa"e ad1inistration# wa"es are often deter1ined on the /asis of :personali;ed= ar/itrar! decisions without re"ard for the o erC all wa"e structure. ?or the sa4e of /re it!# we will tal4 of :wa"e ad1inistration= rather than :wa"e and salar! ad1inistration= since rou"hl! the sa1e pro/le1s are in ol ed. Aa"e ad1inistration is a s!ste1atic procedure for esta/lishin" a sound co1pensation structure. B! reducin" ine<ualities /etween e1plo!ees7 earnin"s# a "ood wa"eCad1inistration pro"ra11e raised indi idual 1orale and reduces inter"roup friction. It also sets wa"es hi"h enou"h to per1it the co1pan! to recruit satisfactor! e1plo!ees (/ut not so hi"h as to cause unnecessar! e>penses)# 1oti ates people to wor4 for pa! increases and pro1otions# reduces union and e1plo!ee "rie ances# and ena/les 1ana"e1ent to e>ercise centrali;ed control o er the lar"est sin"le ite1 of costD wa"e and salaries. But# as we shall see# so1e of these o/%ecti es are in conflict.
.(2
A#5e$t o 7a%e a"* Sa'ar1 A*!+"+#trat+o"

&here are four closel! related aspects of wa"e ad1inistrationD wa"e and salar! sur e!s# %o/ e aluation# 1erit ratin"# and incenti es. Aa"e and salar! sur e!s are desi"ned to deter1ine the "eneral pa! le el in the co11unit! and industr!# thus "i in" a co1pan! a /ase for settin" its own rates. Go/ e aluation esta/lishes the relationships /etween wa"es on arious %o/s within the or"ani;ation to"ether# wa"e sur e!s and %o/ e aluation set the :/ase= or 1ini1u1 rates for each %o/. Instead of settin" one rate for each %o/# 1an! institutions esta/lish a series of rates or steps. A new e1plo!ee nor1all! starts at the /ase rate for the %o/D then# as he "ains proficienc! and seniorit!# he ad ances throu"h 1erit ratin" to hi"her steps. Merit ratin" on one %o/ should not /e confused with pro1otion fro1 one %o/ to another. Esta/lish1ents with incenti e plans pa! the /ase rate onl! for a :nor1al= a1ount of production# as deter1ined /! ti1e stud!. If a wor4er produces
N!UN
+)
EDA 702
1ore than nor1al# he recei es an e>tra incenti e /onus. Si1ilarl!# salaried personnel 1a! <ualif! for /onus earnin"s of one 4ind or another. &he personnel depart1ent is nor1all! responsi/le for the ad1inistration of the wa"e and salar! pro"ra11e and often has a special di ision that concentrates on this function. &op 1ana"e1ent# howe er# has a continuin" responsi/ilit! to re iew wa"e and salar! policies# and e er! le el of 1ana"e1ent 1a! /eco1e in ol ed in 1erit ratin" and in introducin" a new %o/ e aluation pro"ra11e.
.(.
Ho4 to Deter!+"e the O-er a'' 7a%e a"* Sa'ar1 Le-e'

Deter1inin" the o erCall wa"e and salar! polic! E whether to pa! wa"es and salaries that are hi"h# a era"e or /elow a era"e as co1pared with standards elsewhere is one of 1ana"e1ent7s 1ost difficult decisions. Ahat factors 1ust 1ana"e1ent ta4e into account in 1a4in" this decisionL 3onsider the followin"5
'
&he or"ani;ation wa"e polic! is related to its recruit1ent and selection polic!# for hi"h wa"es attract 1ore %o/ applicants and per1it 1ana"e1ent to chose e1plo!ees fro1 a wider reser oir of talents. Moreo er# the! help 1aintain 1orale and 1a4e e1plo!ees 1ore reluctant to <uit their %o/s. 0i"h wa"es in the1sel es do not "uarantee 1oti ation for hi"h producti it! unless the e1plo!ee so1ehow percei es that harder wor4 will in fact /e rewarded /! hi"her pa!. (But a sound 1erit ratin" and pro1otional polic! 1a! pro ide such 1oti ation). E1plo!1ent conditions in the area naturall! affect wa"e polic!. Ahen there is a "reat deal of une1plo!1ent# a well or"ani;ed nonCunioni;ed esta/lish1ent 1a! /e a/le to hire all the 1en it needs at little 1ore than the le"al 1ini1u1 wa"e. Ahen the la/our 1ar4et is ti"ht# an e1plo!er 1a! ha e to pa! 1ore than the "oin" rate if he is to recruit <ualified new e1plo!ees. If an or"ani;ation is an>ious to "ain a reputation in the co11unit! as a "ood e1plo!er and a "ood citi;en as are 1an! pu/lic utilities# it 1a! decide to pa! hi"h wa"es to ensure "ood pu/lic relations. S1all institutions not in the pu/lic spotli"ht are not under co1pulsion to follow suit. Unioni;ed or"ani;ations 1a! /e forced to pa! hi"h wa"es as a result of union pressure. NonCunioni;ed or"ani;ations 1a! pa! e<uall! hi"h wa"es to 4eep the union out. Fet if wa"es are too hi"h other e1plo!ers 1a! o/%ect that the or"ani;ation or co1pan! is :unsta/ili;in" the 1ar4et= and 1a! e>ert su/tle pressures to /rin" the co1pan! into line.
N!UN
).
*.
+.
+*
EDA 702
,.
An institution7s profita/ilit! sets li1its on its wa"e polic!. &he or"ani;ation that is losin" 1one! cannot afford to pa! 1ore than the 1ini1u1D the co1pan! that is 4nown to /e profita/le is e>pected /! the co11unit! and its e1plo!ees to pa! li/erall!. Aa"e policies 1a! /e influenced /! other factors too. Or"ani;ations 4nown for their sta/ilit! of e1plo!1ent need not pa! wa"es as hi"h as those in which la!offs are fre<uent. Su/stantial frin"e /enefits 1a! also reduce the need for hi"h wa"es. And pa! le els in unioni;ed co1panies are ine ita/l! affected /! collecti e /ar"ainin" a"ree1ents pro idin" for wa"e increases /ased on chan"es in producti it! or the cost of li in". Once the institutions has decided on its o erCall wa"e polic!# the ne>t <uestion it 1ust answer is this5 what are other or"ani;ations pa!in" on co1para/le %o/sL &his infor1ation is useful in deter1inin" whether the co1pan! is 1eetin" co11unit! standards and also in /ar"ainin" with the union. After the wa"eCsur e! fi"ures ha e /een "athered# "reat caution 1ust /e e>ercised in interpretin" the1# particularl! is# as it often happens# there is not central tendenc! or clear :"oin" rate=. &he sur e! itself# howe er# does pro ide a series of /enchC1ar4s a"ainst which the co1pan! can co1pare its present wa"e and salar! rates and decide whether ad%ust1ents are necessar! to 1a4e the1 consistent with its o erCall wa"e polic!. Sur e!s are 1eanin"ful chiefl! in re"ard to :4e!= %o/s which are co11on to 1an! or"ani;ations. Aa"e for %o/s which are uni<ue to a "i en or"ani;ation cannot /e set /! wa"e sur e!s alone. &he institution should 4eep its rates under constant re iew if the wor4ers are unioni;edD of course# 1ana"e1ent will ha e little chance to for"et this need. New wa"e sur e!s should /e 1ade periodicall! to deter1ine whether the or"ani;ation7s rates are "ettin" out of line. Ad%ust1ents 1a! also /e dictated /! chan"es in the cost of li in" or in or"ani;ation7s profita/ilit! or producti it!. Once the o erCall wa"e le el has /een set# the co1pan! can turn to a consideration of indi idual rates. 0ere %o/ e aluation is widel! used. Exercise 1.2 What factors should %e considered in determining wage and salary levels of wor-ers in the school system?
N!UN
-.
++
EDA 702
Answer Kit Fou 1a! wish to consider their <ualification and s4ills re<uired for the wor4D the pre ious e>perienceD wor4 hoursD the a1ount of wor4 the! perfor1 etc.
.(/
9o& E-a'uat+o"
&his is the deter1ination of the worth of a %o/ to an or"ani;ation. It is usuall! a co1/ination of co1parison of internal %o/ le els and anal!sis of the e>ternal %o/ 1ar4et. Strictl! spea4in"# %o/ e aluation is a 1ethod of deter1inin" the relationship /etween wa"e rates# rather than the rates the1sel es. In practice it is hard to consider these two <uestions separatel!. In theor!# for instance# the co1pletion of a %o/ e aluation pro"ra1 need not lead to an! increase in the total wa"e /ill. So1e people will "et increases# others decreases. In practice# howe er# so1e increase in the wa"e /ill is necessar! if the pro"ra11e is to /e accepted /! the e1plo!eeD nor1all! no one "ets his wa"e cut. ?urther1ore# if the rates that are finall! set for an! %o/ are out of line with pre ailin" rates for that %o/ in the co11unit!# the %o/ e aluation pro"ra11e 1a! ha e to /e ad%usted. Go/ E aluation is a s!ste1atic wa! of appl!in" %ud"1ent# /ut it does not eli1inate the need for e>ercisin" %ud"1ent. It is not an auto1atic process# for it is ad1inistered /! people and is su/%ect to all hu1an frailties. &here are 1an! 1ethods of %o/ e aluation# so1e of which are <uite si1ple# /ut 1an! of which are e>tre1el! co1plicated. In essence# howe er# all for1s of %o/ e aluation are desi"ned to ena/le 1ana"e1ent to deter1ine how 1uch one %o/ should pa! relati e to others. Most or"ani;ations use one ariation or another of the point s!ste1 of %o/ e aluation# thou"h the factorC co1parison# ran4in"# and %o/Cclassification 1ethods are also <uite co11on. Exercise 1.) What is ,o% evaluation?
Answer Kit Go/ e aluation is concerned with the deter1ination of the worth or alue of a %o/ to an or"ani;ation.
N!UN
+,
EDA 702
/()
Co"$'u#+o"
It is er! i1portant that 1ana"e1ent and e1plo!ers of la/our ta4e the issue of reward s!ste1s er! serious. Staff perfor1ance would increase su/stantiall! if the! are ade<uatel! co1pensated accordin" to the <uantit! and <ualit! of wor4 done. Merel! lu1pin" wor4ers to"ether as is done in this countr! will not au"ur well for national de elop1ent. Aor4ers should /e cate"ori;ed accordin" to <ualification# s4ills re<uired for the %o/s and the nu1/er of hours of tas4s perfor1ed should for1 the /asis for rewardin" staff in the countr!.
0()
Su!!ar1
In this unit# !ou ha e learnt a/out reward s!ste1s# wa"e and salar! ad1inistration# aspects of wa"e and salar! ad1inistration# deter1inations of wa"e and salar! le el and %o/ e aluation. &he ne>t units treats staff de elop1ent (retrainin")
2()
Re ere"$e#
No it# M.S. ('9.9) Essentials of @ersonnel Mana"e1ent $ondon @rentice 0all Inc. @u/lishers Mana"e1ent De elop1ent in @u/lic Enterprises. Shar1a# A.I. ('9.9) Delta A%anta @u/lications
7()

E>a1ine the current conditions of ser ice of secondar! school teachers in Ni"eria. 0ow can we i1pro e current conditions to i1pro e staff perfor1ance.
Unit 7
Sta De-e'o5!e"t
N!UN
+-
EDA 702
Ta&'e o Co"te"t# '.( Introduction ).( O/%ecti es *.( Staff De elop1ent in Or"ani;ation *.' Meanin" of Staff De elop1ent *.) &!pes of Staff De elop1ent (&rainin") *.* &rainin" @rocess *.+ E aluation of &rainin" *., Ad anta"es of &rainin" +.( 3onclusion ,.( Su11ar! -.( 2eferences ..( &utor Mar4ed Assi"n1ents
1()
I"tro*u$t+o"
&he unit focuses on the 1eanin" and si"nificance of staff de elop1ent. &he unit "uides !ou throu"h the i1portant role staff de elop1ent pla!s in the pro"ress of an or"ani;ation. $et us loo4 at what !ou should learn in this unit# as specified in the Unit O/%ecti e /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Differentiate /etween staff trainin" and staff de elop1ent. E>plain the role of staff de elop1ent to the pro"ress of an or"ani;ation. Descri/e t!pes of staff de elop1ent# which can /e used for staff in school situation.
.() .(1
Sta De-e'o5!e"t +" Or%a"+8at+o" Mea"+"% o Sta De-e'o5!e"t

N!UN
+.
EDA 702
&he ter1s trainin" and de elop1ent ha e different 1eanin"s /ut are used s!non!1ousl! /! so1e writers. 0owe er# the two ter1s are different on two fold counts. One# the! are either different on the /asis of the su/%ect 1atter in ol ed or the le el of the participants drawn fro1 the or"ani;ation# while trainin" usuall! i1plies specific# factual# and narrowCran"e content# de elop1ent refers to a focus on "eneral decision 1a4in" and hu1an relations s4ills. In /oth staff trainin" and staff de elop1ent the ai1 is to i1pro e the s4ills and perfor1ance of the su/ordinates. ?ro1 the a/o e distinctions# therefore# staff de elop1ent is itself a trainin" process and /est iewed in two di1ensions. &he first /ein" an inCser ice trainin" pro"ra11e where indi iduals in an or"ani;ation are "i en opportunities to further their education to ena/le the1 prepare for future positions. &he second t!pe of trainin" is ai1ed to prepare indi iduals to /e a/le to handle new %o/ assi"n1ents. &his is concurred in Shar1a ('9.95)*) when he noted that staff de elop1ent is ai1ed at the followin" points5 &o i1pro e the current le el of perfor1ance of incu1/ents in their present %o/sD and &o e<uip 1en with potentials for hi"her le el responsi/ilities. &he for1er represents the i11ediate preCoccupation or o/%ecti e of staff de elop1ent concerned with considerations currentl! rele antD whereas the latter in ol es lon" ran"e considerations and plannin". &hus# staff de elop1ent can si1pl! /e defined as acti ities pro ided for the 1iddle and upper 1ana"e1ent in and outside an or"ani;ation. A narrow iew to the 1eanin" of staff de elop1ent was "i en in 3a1p/ell# etCal ('9.(5)*+) when the! state that :Staff De elop1ent is a teachin" acti it! planned and initiated /! an or"ani;ation=. Ahile 0arris ('9B() iews staff de elop1ent as that aspect in ad1inistration# which i1plies the trainin" of an indi idual in or"ani;ation to enhance his perfor1ance# N"u ('9B95),) iews it as the process of /eha ioural 1odification or 1ouldin" of wor4ers in order to inte"rate or"ani;ational needs with their characteristics. &his iew is in consonance with the iew e>pressed in No it ('9.9) when he noted that staff de elop1ent is the trainin" of personnel in an or"ani;ation towards 1oti atin" the1 to /eco1e co1petent and wor4 hard in achie in" the "oals of an or"ani;ation. &hus# fro1 the a/o e definitions it /eco1es clear that staff de elop1ent connotes the or"ani;ation7s efforts in its pro"ra11e to pro ide the needC /ased trainin" and education to its wor4ers to ena/le the1 /eco1e co1petent in handlin" their present or future assi"ned tas4s. 0owe er# the scope of staff
N!UN
+B
EDA 702
de elop1ent sche1e in ter1s of its co era"e aries fro1 one or"ani;ation to another. &he ariations in co era"e 1a! arise due to the resources an or"ani;ation 1a! decide to ear1ar4 for the purpose within its reach. Accordin" to Shar1a ('9.95))) the /roadest sche1e is 1ade up of all the 1e1/ers of the 1ana"e1ent at the top le el down to the lower le el. &his is concurred in 0u1/le ('9-95),) when he noted that staff de elop1ent is reC appraisal of the staff resources to achie e the desired o/%ecti es of an or"ani;ation. It co ers /oth 1ana"ers and la/our force. 0e went further to "i e the o/%ecti es of staff de elop1ent as follows5 &he preparation of 1ana"e1ent succession plansD 2ecruit1ent o/%ecti es for specific t!pe of 1ana"erial and technical s4illsD &rainin" plansD &he introduction of specific for1s of incenti e and wa"e pa!1entsD and &he settin" of li1its to la/our staff turno er. Staff de elop1ent is a /asic factor in /uildin" and 1aintenance of the or"ani;ational effecti eness. Accordin" to N"u ('99(5)-) staff de elop1ent is so i1portant that it is not onl! i1perati e /ut continuous. No or"ani;ation can dispense with it as a pro"ra11e and as a process. &his 1eans# howe er# that no 1atter the cost# or"ani;ations ha e to train their wor4ers at least to ena/le the1 handle the assi"ned %o/s. &his is concurred and ela/orated in 2oscoe and ?rea4 ('9.-5)9)) when the! noted that5 !rgani+ation 'as to give t'e minimum training to its emplo.ees to ma*e t'em at least -e%ome a%7uainted )it' t'e o-1e%tives( poli%ies( rules( standards( and pro%edures pe%uliar to t'e organi+ation and t'e parti%ular 1o-, At t'e ot'er eAtreme( sta&& development %an in%lude a long programme o& edu%ation and planned eAperien%e( leading to *e. positions, ome organi+ations 'ave development programmes &or supervisors and eAe%utives( ena-ling t'em to 'andle t'eir 1o-s -etter and preparing t'em &or greater responsi-ilities. &o 1eet the challen"es of chan"e# or"ani;ations 1ust ensure that sufficient trainin" and pro"ra11es for de elop1ent of wor4ers are put in place.
N!UN
+9
EDA 702
Accordin" to $on"enec4er ('9..5)*)) an or"ani;ation7s "reatest asset is its people and so it 1a4es sense to ensure that e er! e1plo!ee is trained for the %o/ he is doin" and de eloped to ta4e on future responsi/ilities within his scope of co1petence. &his iew is in consonance with iew of Shar1a ('9.959-) when he noted that when the ai1 is to /roaden the e>perience of an indi idual# it /eco1es necessar! to offer hi1 opportunities to de elop fa1iliarit! with different andJor lon"er ran"e of the or"ani;ational operations. &he iews of $on"enec4er and Shar1a were strea1lined and 1oderated to suit the interests of e1plo!ees# /! Miner ('9-B5,.) when he noted that althou"h the de elop1ent effort 1ust ha e so1ethin" to do with the or"ani;ational "oals# the particular "oals under consideration need not /e restricted to narrow econo1ic ai1s. @ersonal de elop1ent for personal de elop1ent7s sa4e 1a! indeed /e a conscious o/%ecti es of the or"ani;ation. 0owe er# it is i1perati e to note that althou"h an or"ani;ation can pro ide opportunities for staff de elop1ent# it cannot actuall! de elop e1plo!ees. &he! need to acco1plish de elop1ent the1sel es. &hat is the! need to assu1e so1e responsi/ilities for their own pro"ress. In an! or"ani;ation personnel di ision is responsi/le for plannin" and coordinatin" trainin" acti ities. &he di ision can conduct trainin" acti ities for e1plo!ees. &he di ision can conduct trainin" acti ities for e1plo!ees e en outside their re"ular wor4 assi"n1ent. &his is accepted /! $on"enec4er ('9..5'..() when he noted that personnel de elop1ent often or"ani;es trainin" conference to i1part 4nowled"e or to i1pro e s4ills of participants. &his# he went further to sa!# is conducted when the ec1plo!ees ha e the trainin" needs# where for instance# certain /asic ideas are i1parted to the participants to de elop their careers and help in enhancin" the pro"ress of the or"ani;ation. &his iew is in line with the iew of 0urst ('9.(5'.+) when he e>pressed that5 Personnel management deals )it' an eAtensive programme( ranging &rom t'e pla%ement( indu%tion and training o& ne) personnel to t'e provision o& %ourses &or management, #'e e&&ort is dire%ted to t'e development o& %areers and progress )it'in t'e organi+ation -. utili+ing t'e edu%ational resour%es and &a%ilities availa-le to ea%' stage.
E:er$+#e 1(1
E>plain what is 1eant /! staff de elop1ent
N!UN
,(
EDA 702
A"#4er ;+t
Four response 1a! include the followin"5 one of the 1ost i1portant factors that contri/utes to the success of an! or"ani;ation is the <ualit! and stren"th of its staff. Staff de elop1ent is a process of /eha ioural 1odification or 1ouldin" of wor4ers in order to inte"rate or"ani;ational needs with their characteristics. It is a process of trainin" staff to i1pro e their s4ills for /etter perfor1ance.
.(2
T15e# o Sta De-e'o5!e"t <Tra+"+"%=

&rainin" polic! can /e defined as a written state1ent on or"ani;ational plans or pro"ra11es to de elop the s4ills of the wor4ers. &rainin" needs or o/%ecti es are usuall! deri ed fro1 the current 1anpower situation in an or"ani;ation# state or countr!. &he e>istin" 1anpower situation deter1ines the trainin" o/%ecti es. &o /e a/le to identif! trainin" needs will entail a co1prehensi e 1anpower sur e!# which will e>pose the t!pe of s4ills of personnel that need to /e trained or de eloped. &he t!pes of trainin" that can /e readil! a aila/le for an educational or"ani;ation will include5
1(
2(
I">#er-+$e Cour#e or Tea$her# One 1ost i1portant concern and dut! of the school head is the professional de elop1ent of its staff throu"h inCser ice trainin". Ahene er possi/le and necessar!# the staff should /e "i en opportunities to attend rele ant useful courses# which will update their 4nowled"e in their su/%ect areas and help so1e teachers and e en the school heads up"rade their <ualifications and there/! i1pro e their conditions of ser ice and prospects of ad ance1ent in the ser ice. Apart fro1 the /enefit to the indi idual 1e1/ers of staff who participate in inCser ice courses# other 1e1/ers of staff could /enefit as well throu"h discussion and i1ple1entation of so1e of the ideas and techni<ues "ained in the course. &hus# all the staff 1e1/ers would /e "rounded in their 4nowled"e and techni<ues of current de elop1ent and pro/le1s in their respecti e area of discipline. &he school therefore# stands to /enefit fro1 a well planned and coordinated staff trainin" pro"ra11e as it would contri/ute to <ualitati e i1pro e1ent in education. Sta Se!+"ar So1eti1es se1inars on selected topics for staff 1e1/ers can /e or"ani;ed as part of school pro"ra11es# such se1inar can contri/ute to staff professional de elop1ent. &here 1a! /e the er! 4nowled"ea/le and e>perienced teachers a1on" his staff# or in the co11unit! who 1a! /e willin" to lead discussions on such topics which are or"ani;ed not onl! as a 1eans of
N!UN
,'
EDA 702
pro1otin" staff professional "rowth /ut also as a wa! of i1pro in" staff relations. 1( I"*u$t+o" Cour#e# &hese are conducted to introduce the newl! e1plo!ed personnel to their new %o/s# since 1ost of the1 are not li4el! to possess pre ious e>perience. It is desi"ned to /rin" the 4nowled"e and s4ills of the new e1plo!ees to a satisfactor! le el. 2( O">the>9o&>Tra+"+"% &his is si1ilar to the induction course %ust concluded a/o e. &he 1a%or o/%ecti es of the two t!pes of trainin" are si1ilar in the sense that the! entail ac<uirin" new s4ills to /e a/le to handle new %o/s. Induction course is /asicall! 1eant for new e1plo!ers. 0owe er on the %o/ trainin" can /e e>tended to include old e1plo!ees# if a new s4ill is introduced in the or"ani;ation. .( O >the>9o&>Tra+"+"% &his is the t!pe of trainin" that can /e conducted outside the wor4in" en iron1ent. It is usuall! conducted in classroo1s where trainees are "i en theoretical 4nowled"e on how to handle a particular operation. &he onl! practical aspect of this t!pe of trainin" is the use of fil1s or charts or dia"ra1s for illustrations. /( O">a"*>O >the>9o& Tra+"+"% It co1/ines classroo1s instructions with practical instruction in the wor4in" en iron1ent. &his has al1ost the sa1e 1a%or o/%ecti e with :Industrial Attach1ent= pro"ra11es for technicians or teachin" practice for teacher trainees. 0( Ve#t+&u'e Tra+"+"% It is si1ilar to :OnCtheCGo/ &rainin"=. 0ere the trainees are "i en instructions usin" the t!pes of 1achines or 1aterials the! will operate in the wor4in" en iron1ent. In 1ost cases# si1ilar 1odel 1achines are used for esti/ule trainin". It is er! costl! and has the ad anta"e of not interruptin" the flow of wor4 in operatin" depart1ents. E>a1ple of such is the Business Apprentice &rainin" 3entre (BA&3) /ein" in operation in Iaduna State and a few other States in Ni"eria. 2( Re re#her Cour#e# It is used 1ainl! to update 4nowled"e and s4ills or e>ternall! or /oth. It is er! useful and necessar! with inno ations throu"h chan"es of ideas. It ser es as a 1oti atin" factor where the e1plo!ee feels satisfied for /ein" "i en the opportunit! for learnin".
N!UN
,)
EDA 702
7( Co" ere"$e Tra+"+"% &his is so1eti1es conducted throu"h conference or wor4shops. &his is not hi"hl! for1ali;ed since the trainees are treated as participants and not %ust passi e recipients. &he the1e chosen for conferences 1ust /e rele ant to the or"ani;ation7s o/%ecti es. ?( Ro'e P'a1+"% &his is another trainin" de ice that can /e used in or"ani;ationsD it can /e used for e>ecuti e de elop1ent. &he participants assu1e the roles or positions the! are e>pected to occup! after the trainin" and their perfor1ance are si1ultaneousl! e aluated and corrected where necessar! /! the trainin" instructors. @( Se"#+t+-+t1 Tra+"+"% It is used for de elop1ent of awareness to /eha ioural pattern of oneself and one7s collea"ues. It is used to encoura"e 1utual understandin" a1on" wor4in" "roup. It is hi"hl! reco11ended for leadership trainin" and e>ecuti e de elop1ent. 1)( Su55'e!e"tar1 Tra+"+"% $astl!# since 1an! or"ani;ations 1a! utili;e <uite a "ood nu1/er of the trainin" 1ethods discussed a/o e it 1a! still /e ine ita/le for the1 to see4 supple1entar! trainin" 1ethods fro1 independent institutions. @u/lic or pri ate or"ani;ations used the supple1entar! trainin" 1ethod /! sponsorin" their e1plo!ees in different institutions of learnin".
.(.
Tra+"+"% Pro$e##e#
Before the trainin" process co11ences# the trainin" o/%ecti es 1ust ha e /een identified# the participants of trainees selected# <ualified instructors also selected# and the train facilities ade<uatel! pro ided. &he trainin" 1ethod to /e used /! instructors will depend lar"el! on the trainin" content and the e>tent of /oth ph!sical and 1ental 1aturit! of the trainees. &hrou"hout the trainin" process# the instructors should help to create e>citin" illustrations. &rainin" /! periods or hours should not /e unnecessaril! too lon". Instructors should not do the tal4in" or de1onstration all alone. &rainin" lessons 1ust /e prepared ahead of ti1e. Both preparation and presentation of the lesson 1ust /e /ased on the le el# <ualifications# s4ills or e>perience of the trainees.
.(/
E-a'uat+o" o Tra+"+"%
N!UN
,*
EDA 702
&his is to ena/le the e1plo!ers to deter1ine the effects of trainin" on /oth the trainees (e1plo!ees) and the or"ani;ation. &he followin" are the criteria for a trainin" pro"ra11e. @articipants7 2eactions or 3han"es in the &rainees7 2eaction5 this is deter1ined durin" the trainin" period. &he feelin"s and responses of the trainees to the trainin" pro"ra11e are e>a1ined. &he! 1a! find their instructor7s un<ualified. &he! 1a! find the trainin" session /orin" to 1ention /ut a few reactions. &he trainees7 reactions can /e 1easured /! co1pletin" a well desi"ned <uestionnaire or e aluation for1. 3han"es in the &rainee7s Inowled"e5 &he o/%ecti es of trainin" pro"ra11e is to increase the participants 4nowled"e or s4ill on specific area. ?or e>a1ple# if a trainin" pro"ra11e is desi"ned to enhance an e1plo!ee 4nowled"e of specific office procedures. It is pertinent to e>pect that the e1plo!ee concerned will 4now 1ore a/out the procedures /! the end of the trainin" pro"ra11e. 3han"es in the &rainee7s Attitude5 3han"es in the attitude of participants ta4es place /ecause trainin" itself is a chan"e a"ent. &his can /e 1easured /! co1parin" the trainee7s pre ious sense of dut! with the afterCtrainin" or present one. 0is dut! and his relationships with his superior and su/ordinate officers will chan"e. 3han"e in Go/ @erfor1ance5 &his is shown throu"h effecti e chan"es in %o/ perfor1ance /! the e1plo!ees. &his can /e 1easured /! the trainee7s a/ilit! to handle 1ore challen"in" %o/s er! effecti el!. Or"ani;ational perfor1ance or result5 &rainin" and de elop1ent are 1eans to attain or"ani;ational "oals or desired results. &he a/o e four points for trainin" e aluation are inade<uate unless the or"ani;ational o/%ecti es are full acco1plished. &herefore# it is i1portant in appl!in" or"ani;ational perfor1ance standards and results as the ulti1ate criteria for e aluatin" trainin" pro"ra11e.
.(0
A*-a"ta%e# o Tra+"+"%
'. &hese courses ena/le e1plo!ee to i1pro e on their %o/s. ). &hrou"h trainin" and staff de elop1ent pro"ra11es# staff are /etter a/le to handle 1achiner! and e<uip1ent thus reducin" da1a"es to the 1ini1u1.
N!UN
,+
EDA 702
*. &here is satisfaction associated with a sense of achie e1ent# and 4nowled"e that staff are de elopin" their inherent capa/ilities at wor4. +. It ena/les staff to increase their alue to the or"ani;ation and thus prepare the1sel es for pro1otion. ,. It ena/les staff to learn and adapt the1sel es to new 1a%or %o/ content and wor4 relationships.
E:er$+#e 1(2
0a e !ou e er attended an! staff trainin" pro"ra11e since !ou were e1plo!ed as a teacherL Ahich ones ha e !ou attendedL In what wa!s ha e such trainin" pro"ra11e /enefited !ou and the school or"ani;ationL
/()
Co"$'u#+o"
Staff de elop1ent and trainin" are "eared towards i1pro e1ent on s4ills and perfor1ance. Both in ol e 1ouldin" the wor4ers characteristics towards /etter perfor1ance. &he! should /e an inC/uilt# inte"ral part of the school s!ste1 if teachers would perfor1 their %o/s well and "et full satisfaction fro1 their wor4.
0()
Su!!ar1
In this unit !ou ha e learned the 1eanin" of staff de elop1ent (trainin"). Different approaches to staff de elop1ent were full e>a1ined. &he process of trainin" and how to e aluate trainin" were hi"hli"hted and the 1ain ad anta"es of trainin" for /oth the staff and the or"ani;ation were descri/ed. &he ne>t unit treats transfer of staff in an or"ani;ation.
2()
Re ere"$e#
3a1p/ell# G. @.# Dunnete# M. D.# Mana"erial Beha iour $awler# E. B. and A eic4# I. ('99() @erfor1ance and Effecti eness. New For4# Mc8rawC0ill. 0arris# B. M. ('99(). I1pro in" Staff @erfor1ance &hrou"h InCSer ice Education. $ondon All!n and Bacon Inc.
N!UN
,,
EDA 702
$on"nec4er# G. 8. ('9..). Essentials of Mana"e1ent E A Beha ioural Approach. Ohio# 3harles E. Merril @u/lishin" 3o1pan! Miner# G. B. 9'9-B). &he Mana"erial Moti ation of School Ad1inistrators. Uni ersit! 3ouncil for Educational Ad1inistration# Muarterl!# Ainner. No it# M. S. ('9.9). Essentials of @ersonnel Mana"e1ent. $ondon# @rentice 0all Inc. @u/lishers. N"u# S. K. ('99(). An Introduction of @ersonnel Mana"e1ent in Ni"eria. Zaria. ?acult! of Ad1inistration. A.B.U. Shar1a# A. I. ('9.9). Mana"e1ent De elop1ent in @u/lic Enterprises. Detta A%anta @u/lication. 0u1/le# G. A. ('9-B). I1pro in" Mana"e1ent @erfor1ance E A D!na1ic Approach to Mana"e1ent /! O/%ecti es. $ondon# Brit Mana"e1ent @u/lications $td.
7()

Discuss the uses and alue of an! four trainin" pro"ra11es to the de elop1ent and o erall "oal achie e1ent of !our school or"ani;ation.
Unit 8
Tra"# er a"* Pro!ot+o" o Sta +" S$hoo' Or%a"+8at+o"
Ta&'e o Co"te"t#
N!UN
,-
EDA 702
'.( ).( *.( *.' *.) *.* *.+ *., *.+.( ,.( -.( ..(
Introduction O/%ecti es &ransfer in School Or"ani;ation Meanin" and Scope of &ransfer 3onditions for &ransfer 2easons Ah! &ransfers Are Made Meanin" of pro1otion 3onditions for @ro1otion of Staff @rinciples of Merit @erfor1ance 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his Unit is related to arious 1odels of hu1an resource 1ana"e1ent. &he unit focuses 1ainl! on transfer and pro1otion in or"ani;ations. &he or"ani;ation in the e ent of conflict pre alence. $et us see what !ou will learn in this unit# as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Define the ter1s transfer and pro1otion. Descri/e the conditions when transfer is necessar!. E>plain the process of pro1otion in the school s!ste1.
.() .(1
Tra"# er +" S$hoo' Or%a"+8at+o" Mea"+"% a"* S$o5e o Tra"# er

B! transfer it si1pl! 1eans a s!ste1 in an or"ani;ation throu"h which acant positions or posts are filled throu"h an internal source. &hrou"h this s!ste1 a staff can /e con enientl! transferred to ta4e o er an e>istin" post. 0owe er# transfer is for the "ood or /ad of the affected staff. &his 1eans that in the
N!UN
,.
EDA 702
process of transfer a staff is either pro1oted or de1oted. An or"ani;ation can transfer its 1e1/ers fro1 one unit to the other with the ai1 of rewardin" that indi idual. But so1eti1es an indi idual is transferred within an or"ani;ation to ser e as a punish1ent for his wron" doin". Ahen ta4en to a place where he is redundant it 1a! suffice hi1 to put in his resi"nation. Nonetheless# transfer in whate er di1ension is 1eant to /rin" positi e chan"es to the or"ani;ation. In the Ni"erian secondar! education s!ste1# it is co11on to hear of the case of teachers7 transfer fro1 the school to the other# /ecause of e>tre1e di1ension of conflict in the school. &a4e for instance# a teacher in a "irls7 school who cannot control his e1otions needs to /e transferred to a /o!s7 school lest his /ad /eha iour is copied /! other teachers. Accordin" to N"u ('99(5-) transfer is an internal source within which an or"ani;ation fills acant position# and throu"h this s!ste1 an office is con enientl! transferred fro1 one unit to the other to /oost the producti it! of the or"ani;ation. 3ertain or"ani;ations see transfer of their e1plo!ees fro1 one unit to the other as a 1eans of e>pandin" their %o/ e>perience# which ser es as another for1 of trainin". &his is concurred in $on"enec4er ('9..5'.-) when she noted that one 1ethod of e>pandin" direct %o/ e>perience is to /roaden that e>perience throu"h a s!ste1 of rotation. Such a %o/ rotation plan see4s to 1a>i1i;e e>perience /! shiftin" staff periodicall! fro1 one %o/ to another. She went further to sa! that indi iduals selected for such pro"ra11es are 1o ed at the end of a stipulated period sa! one !ear# and the position the! hold at an! "i en ti1e are iewed as trainin" position.
.(2
Co"*+t+o"# or Tra"# er
3ertain transfers are 1eant to control conflicts in an or"ani;ation. If# for instance# two indi iduals wor4in" in a particular unit of an or"ani;ation alwa!s fi"ht o er a s1all thin"# it 1eans the! do not fit to sta! to"ether# then transfer is ine ita/le. B! this# it 1eans per1anent ph!sical separation of warrin" persons. &he! are 1o ed fro1 each other to 1a4e the1 not ha e direct contact. &his is confir1ed in Bla4e and Mouton ('9.'5')+) when the! noted that /! 1eans of or"ani;ation polic!# arran"e1ents are wor4ed out to pro ide an assi"n1ent in another location to the person who see1s to /e the focus for a pro/le1. Bla4e and Mouton went further to propose 1ore solutions to the pro/le1 of conflict throu"h transfer when the! noted that or"ani;ation needs to redraw the or"ani;ation chart# where the function of one of the contendin"
N!UN
,B
EDA 702
parties is transferred# in ter1s of its reportin" line so that the two indi iduals in conflict no lon"er ha e a co11on /oss. Ahen this is done the two conflictin" "roups do not ha e /ase to 1aintain close interpersonal relationship. Aith transfer of function it is possi/le to esta/lish new arran"e1ent where the two officers report fro1 different le els# which /eco1es an auto1atic 1eans of separatin" the1. Aith this the pro/le1 of people who were in conflicts /efore is now sol ed. In an! or"ani;ation infor1al "roupin" such as cli<ues should not /e allowed to de elop. Ahere it de elops chances are that it /eco1es an i1pedi1ent to the attain1ent of or"ani;ational "oals. &his is /ecause it is co11on to o/ser e so1e 1e1/ers of an or"ani;ation pursuin" the acti ities of their infor1al "roup at the e>pense of their pri1ar! assi"n1ent. In iew of the ad erse effect the e1er"ence of infor1al "roup has in the or"ani;ation# ?rean ('9..5'..) 1aintains that# leaders should not allow old cli<ues to sta! in an or"ani;ation. Ahere the! e>ist it /eco1es necessar! that 1e1/ers are dis/anded throu"h separation or transfer so that people7s ener"ies are directed towards or"ani;ation7s o/%ecti es and not cli<ue7s interest. &his is concurred in 2o! ('9..5*)9) when he noted that 1ana"ers in for1al or"ani;ations 1ust /e aware that transfer /eco1es necessar! in a situation where 1e1/ers consider personal issues 1ore i1portant than the tas4s of the or"ani;ation. 3onflict is natural in an! or"ani;ation. 0owe er# its persistent occurrence 1eans that there is so1ethin" wron" with the s!ste1. Ahat needs to /e done "i en this 4ind of situation is to o erhaul the or"ani;ation# here transfer of certain 1e1/ers fro1 one unit to the other /eco1es necessar!. E en then care has to /e ta4en to ensure that onl! ri"ht people are transferred. &his is /ecause the 1orale of certain people in their places of wor4 is 4illed when the! are transferred at a ti1e the! do not e>pect# especiall! if the transfer is to their disad anta"e. In school or"ani;ation constant transfer of teachers and principals is not "ood for the s!ste1 /ecause it affects the1 ps!cholo"icall!# which /! i1plication 1eans learnin" is affected. &his is in a"ree1ent with 2o/inson7s iew ('9.-5.() when he noted that constant transfers of heads of schools and different 1e1/ers of their staff do not enhance the 1oti ation of teachers who are not allowed to re1ain lon" enou"h in one school to see the cli1a> of the fruits of their la/ours. It is not onl! as a result of conflicts that staff are transferred in educational or"ani;ations. Most or"ani;ations utili;e transfers as a s!ste1 of fillin" e>istin" acancies. &hrou"h this s!ste1 a er! senior teacher with a sound 4nowled"e of school s!ste1 can /e con enientl! transferred fro1 his
N!UN
,9
EDA 702
position as a classroo1 teacherJhead of depart1ent to /eco1e the school7s ice principal. &he transfer of teachers and their heads ta4e place re"ularl! and should /e seen as nor1al. &he transfer could /e 1oti ated /! the teacher hi1self# the head of the school and the students as well. Ahoe er is responsi/le for transfer in an esta/lish1ent should consider the followin" points5 '. It is necessar! to stipulate a 1ini1u1 period of ser ice a teacher could render /efore a transfer can /e conte1plated. In this wa! the school head has opportunit! of e aluatin" the perfor1ance of the teachers so as to deter1ine his effecti eness and producti it! since /ein" posted to the school. Sudden interruptions in the teachin" pro"ra11e can /e a oided if teachers ha e to ser e for a reasona/le period of ti1e /efore /ein" transferred to another school. &here should /e esta/lished procedures for processin" transfer re<uests. &he teacher 1ust understand the purpose of his transferD this will help hi1 to ad%ust to his new piece of wor4. &his is especiall! i1portant if a teacher is transferred /ecause of his unsatisfactor! wor4 or /eha iour.
).
.(.
'.
Rea#o"# 7h1 Tra"# er# Are Ma*e

&he Ministr! of Education 1a! initiate the transfer as a disciplinar! action followin" a /eha iour pro/le1 or /ecause of wea4enin" personal relationship a1on" teachers# chan"es in the or"ani;ation of instruction# pro1otion# or the need to 1aintain well /alanced staff in e er! school. &ransfers can /e re<uested /! teachers the1sel es /ecause of desire to wor4 in a new school# personal friction in the present place or wor4# a desire to wor4 near ho1e# a desire for ad ance1ent in status or inter1s of pro1otion.
).
E:er$+#e 1(1 Ahat do !ou understand /! transferL 8i e one 1ain reason for transfer of staff in !our school. A"#4er ;+t
N!UN
&ransfer 1eans a process (s!ste1) throu"h which positions are filled throu"h an internal source.
acant posts or -(
EDA 702
i) ii) iii)
&ransfer 1a! /e initiated /! the Ministr! of Education# the school head or the teacher hi1self /ecause of5 Aea4enin" personal relationship a1on" teachersD 3han"es in the or"ani;ation of instructionD and @ro1otion.
.(/
Mea"+"% o Pro!ot+o"
@ro1otion is a positi e wa! of rewardin" people for their efforts and ser ices. Nor1all! pro1otion 1eans increased responsi/ilities# 1ore presti"e or status# and increased pa!. @ro1otion helps to /oost staff 1orale and 1oti ates staff to wor4 harder# there/! increasin" producti it! and efficienc!. On the other hand# lac4 of pro1otion can lead to lower staff 1orale# resultin" in frustration# resi"nation and pre1ature retire1ent fro1 the %o/.
.(0
Co"*+t+o"# or Pro!ot+o"
@ro1otion is another s!ste1 throu"h which an or"ani;ation can easil! fill a acanc! internall!. &hrou"h this s!ste1 ser icin" officers who ha e de1onstrated so1e professional s4ills of hi"h standard 1a! /e "i en preferential treat1ent in fillin" acant posts for which the! are <ualified. In so1e States of the ?ederation# /efore teachers are pro1oted the! 1ust attend an inter iew. It is the result of such inter iew that will deter1ine whether the staff should /e pro1oted or not. &he ci il ser ice e>a1ination is often conductedD the result of the e>a1ination is one of the conditions that deter1ines the fate of such staff for pro1otion. At /oth the ?ederal and State le els# pro1otion is /ased on confir1ation of staff appoint1ent which is usuall! effected after two to three !ears of continued satisfactor! perfor1ance /! the staff if such a staff is on a tenure appoint1ent. &he confir1ation of appoint1ent "rants the staff a pension a/le appoint1ent status in the or"ani;ation. It is after this confir1ation of appoint1ent that staff are pro1oted after three !ears of acti e un/ro4en ser ice. @ro1otion is /ased on co1petence# <ualifications and or seniorit! /oth for teachin" and nonCteachin" staff. In the countr!# staff are pro ided with e aluation for1 of which the "rade accorded will also /e a criteria for pro1otion. ?or e>a1ple# a State 1a! ha e the followin" factors as criteria to /e considered in the pro1otion of its teachers5
N!UN
-'
EDA 702
Mualification Seniorit! (deter1ined /! the date of appoint1ent) 3o1petenceD and @roducti it! In so1e cases# staff are told how pro1otions are decided and how the! can prepare the1sel es for ad ance1ent in the school hierarch!. &hose senior teachers who ha e not /een pro1oted should /e told reasons for this. Ae li4e to caution here that the pro1otion e>ercise should not /e turned into a secret issue.
.(2
Pr+"$+5'e# o Mer+t Per or!a"$e

Ahen pro1otin" teachers the followin" points should /e ta4en into consideration5 '. &eachin" effecti eness# which in ol es lesson preparation# 1aster! of su/%ects# co11unication s4ills# studentCteacher relationships and personal <ualities. In assessin" teachin" effecti eness# the difficult! of the su/%ect and the facilities a aila/le should /e considered. @articipation and effecti eness in coCcurricular and outCofCclass acti ities and responsi/ilities. Attitude to wor4 and "eneral i1pression. Acade1ic <ualifications and teachin" e>perience @resent salar! and date of last pro1otion Gud"1ent and <ualities of leadership 3reati it! includin" a/ilit! to or"ani;e people and pro%ects 2esponsi/ilit! and wor4 load of the position in <uestion. ?inall!# the staff inCchar"e should ensure that reco11endation or confidential reports of staff is reall! confidential. 0e should "et the wor4 t!ped while he is present and 4eep all the copies secure in the ca/inet. It is i1portant in the interest of !our staff and the institution to prepare all the reports relatin" to pro1otion at the appropriate ti1e.
N!UN
). *. +. ,. -. .. B.
-)
EDA 702
E:er$+#e 1(2 Ahat is pro1otionL Ahat factors would !ou consider in reco11endin" a staff for pro1otion in !our schoolL
A"#4er ;+t i) ii) iii) i ) ) i) ii) @ro1otion 1eans the positi e 1eans of rewardin" staff for their efforts and ser ices ?actors of pro1otion include5 Mualifications 3o1petence E>perience Seniorit! @roducti it! Date of last pro1otion $en"th of ser ice in the esta/lish1ent
/()
Co"$'u#+o"
&ransfer is the 1o e1ent of staff fro1 one school to another. It can /e initiated /! the Ministr! of Education# the school head or the staff hi1self. @ro1otion is the positi e 1eans of rewardin" staff for their efforts and ser ices. It is a "ood idea for educational esta/lish1ent to ha e sound policies in respect of staff transfer and pro1otion to ensure that %ustice and fairness pre ail in dealin" with staff.
0()
Su!!ar1
&he unit !ou ha e %ust studied treated the issues of transfer and pro1otion in educational or"ani;ations. &he ter1s were defined# the conditions and reasons for /oth were descri/ed. &he criteria for pro1otion were also hi"hli"hted.
2()
Re ere"$e#
N!UN
-*
EDA 702
?rean# D. ('9..). &he Board and Mana"e1ent De elop1ent. $ondon# &ho1son $itho $td. $on"enec4er# G. 8. ('9..). Essentials for Mana"e1ent E a Beha ioural Approach. Ohio# 3harles E. Merril @u/lishin" 3o1pan! N"u# S. K. ('99(). An Introduction to @ersonnel Mana"e1ent in Ni"eria. Zaria# ?acult! of Ad1inistration# ABU. 2o/inson# A. ('9.-). :&eacher Moti ation5 Influencin" ?actors=. Ni"eria Educatin ?oru1. )()). Iaduna. Bara4a @ress for Institute of Education# A.B.U# Zaria.
7()
E>a1ine so1e of the pro/le1s encountered in the transfer and pro1otion of teachers in schools in !our state. 0ow can these pro/le1s /e reducedL
MODU$E *
Unit 9
;ee5+"% Per#o""e' Re$or*# +" S$hoo' Or%a"+8at+o"
N!UN
-+
EDA 702
Ta&'e o Co"te"t# '.( Introduction ).( O/%ecti es *.( Ieepin" Staff 2ecords in School Or"ani;ation *.' &!pes of Staff 2ecords *.'.' Staff 2ecord Boo4 *.'.) Staff Mo e1ent Boo4 *.'.* Staff Attendance 2e"ister Boo4 *.'.+ @ersonal ?ile *.'., 3onfidential ?ile *.'.3lass Attendance 2e"ister *.'.. Staff A/senteeis1 Boo4 *.'.B Staff Acade1ic E aluation 2ecord *.) @urposes of Ieepin" Staff 2ecords *.* 3lassification of Staff 2ecords +.( 3onclusion ,.( Su11ar! -.( 2eferences ..( &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his unit treats the issue of 4eepin" personnel records in school or"ani;ation under which areas such as t!pes of staff records and classification of staff records# are e>a1ined. &he unit "i es an insi"ht into arious uses of records and how the! are 4ept in school or"ani;ation. $et us loo4 at what !ou should learn in this unit# as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 E>plain what staff records are Descri/e the uses of arious t!pes of staff records E aluate the classification of staff record.
.()
;ee5+"% Per#o""e' Re$or*# +" S$hoo' Or%a"+8at+o"

N!UN
-,
EDA 702
?or purpose of ad1inistration# infor1ation a/out staff 1e1/ers is usuall! centrall! 1aintained and it descri/es the /ac4"round and <ualifications of prospecti e and current staff 1e1/ers# their current assi"n1ents and their conditions of e1plo!1ent. Such records are used to select new staff 1e1/ers# to deter1ine the step at which each staff 1e1/er is placed on the salar! schedule# to assi"n a staff 1e1/er to an area in which he is certified# to e aluate a staff 1e1/er7s education and e>perience for pro1otion and place1ent on tenure# and to select personnel for new assi"n1ents. @ortions of an e1plo!ee7s records 1a! /e 1aintained in the local school unit as the /asis for schedulin" hi1 into arious t!pes of acti ities. 2eports a/out indi idual staff 1e1/ers# usuall!# are forwarded periodicall! to the school s!ste17s central office in order to co1pute salaries and /enefits.O &he State Education A"enc! uses reports to ascertain if a staff 1e1/er is perfor1in" an! assi"n1ent for which he is certified# such reports also 1a! per1it the State A"enc! to update the staff 1e1/er7s retire1ent status. &he <ualifications of staff 1e1/ers are considered the pri1e factor in his initial selection on appoint1ent# in his ad ance1ent and in his /ein" scheduled for specific acti it!. 3ate"ories of si"nificant <ualifications include detailed infor1ation a/out educational /ac4"round# credentials# inCser ice education# or"ani;ational 1e1/erships and prior school and nonCschool e1plo!1ent. 3entral personnel records fre<uentl! include the followin"5 ter1s of contract and assi"n1ent infor1ation# date of entrance into e1plo!1ents# pa!1ent status# nature of appoint1ent (pro/ationar! or tenure)# ti1e status (full ti1e or part ti1e)# contractual dates and status (for e>a1ple annual contract# two !ears contract# continuin" contract)# period of ti1e annuall! e1plo!ed# assi"n1ent location# !ears e1plo!ed in current assi"n1ent and in school s!ste1 and salar! infor1ation. It is pertinent howe er# to 1ention and discuss the arious t!pes of staff records 4ept /oth at the school le el and the Ministr! of Education and the Zonal Office le els.
.(1
T15e# o Sta Re$or*#

&he sur e! of the t!pes of staff records 4ept in the school is <uite interestin" and re ealin". Fou will find that <uite a lar"e nu1/er and different t!pes of staff records are 4ept /! schools and Ministr! of Education or Education
N!UN
--
EDA 702
Zonal Office in respect of the school staff. Staff records 4ept include those descri/ed /elow.
.(1(1 Sta Re$or* Aoo3

&his /oo4 contains a list of the staff of the school with their re"istration (personnel) nu1/ers# <ualifications and e>perience and it is usuall! 4ept /! the school ad1inistrator. A record of when the staff %oins and lea es the school with dates and reasons for lea in" are also recorded. It also contains the staff file nu1/er# the /an4 with which the staff operates# the ran4 of the staff and the teachin" su/%ect. &his record helps the school head in plannin" for staff needs and school7s teachin" pro"ra11e.
.(1(2 Sta Mo-e!e"t Aoo3

&his record tells a/out the 1o e1ent of the staff within and outside the school co1pound. It contains the colu1n for na1e of the staff# date# destination# purpose of 1o e1ent# ti1e of departure# and arri al as well as the si"nature of staff in respect of his authori;ed 1o e1ent fro1 the school. ?or 1ore details# a for1at of the staff 1o e1ent /oo4 is shown /elow5 &i1e of Si"nature Arri al
SJN '. ).
&i1e of Date Na1e 2an4 Destination @urpose Departure
.(1(. Sta Atte"*a"$e Re%+#ter Aoo3

&he dail! attendance re"ister shows whether the staff are in the school or not and also indicate whether the! are late or punctual. Staff are 1ade to write their na1es# ti1e of arri al and si"nature in the dail! attendance re"ister. Shown /elow is a sa1ple of the dail! attendance re"ister. SJN '. ). Date Na1e &i1e of Arri al Si"nature
.(1(/ Per#o"a' F+'e

N!UN
-.
EDA 702
@ersonal file which is otherwise 4nown as the open file contains staff docu1ents such as credentials# acade1ic <ualifications or certificates# letter of appoint1ent# letter of postin"# 1arria"e certificate# certificate of /irth or declaration of a"e# NFS3 certificate (if an!)# letter of pro1otion# letter of inC ser ice trainin". It also contains all application for re<uest for either annual lea e# casual lea e# or 1aternit! lea e and all re<uests 1ade /! the staff# the school or Ministr! of Education in "eneral. 3orrespondence fro1 the Ministr! or an! official correspondence in respect of the staff are also 4ept in the file for e>a1ple# a letter of <uer! or warnin".
.(1(0 Co" +*e"t+a' F+'e

It contains staff confidential 1atters. It is "enerall! 4ept /! the Ministr! of Education either at the State or the ?ederal le elD /ut the case is different with pri ate schools such as Ah1adu Bello Uni ersit! De1onstration Secondar! School# Zaria# where# such a file is /ein" 4ept /! the school head /ut is 1ade hi"hl! confidential and secret. &his file contains thin"s li4e the staff annual perfor1ance appraisal (e aluation) for1# staff disciplinar! cases and others. &his could for1 /ases for staff assess1ent in relation to pro1otion and an! other official appoint1ent.
.(1(2 C'a## Atte"*a"$e Re%+#ter

&his is 4ept in order to ha e teacher or staff record of attendance to their classes. &his is howe er# i1portant in order to chec4 staff e>cesses or ne"li"ence of dut!. &he class captain usuall! co1pletes the for1 and returns to the principal at the end of the da!. Shown /elow is a for1at of the class attendance re"ister.
Da! and Date
$esson
Su/%ect
&opic
Na1e of &eacher
&i1e
Assi"n1ent 8i en
Si"nature of &eacher
.(1(7 Sta A&#e"tee+#! Aoo3
N!UN
-B
EDA 702
&he /oo4 is used for recordin" staff 1o e1ent in the class# reasons for not /ein" in class is recorded with warnin"# or re/u4e "i en to staff who fall icti1s of such offence. &he date and ti1e such teachers were counseled on this issue and the ad ice "i en to staff are recorded their /! the ice principal. 0owe er# acute cases are reported to the principal for necessar! action# and where need /e a <uer! is usuall! issue to such 6offenders7. &he essence of 4eepin" this record is for super ision purpose# controllin" staff e>cesses# and to record those who are late for classes or deli/eratel! refuse to attend. &he 1ost senior 1e1/er of staff is dele"ated to 4eep this record of a/senteeis1.
.(1(? Sta A$a*e!+$ E-a'uat+o" Re$or*

&his re"ister contains the na1es of staff who su/1it their record of wor4 at the appropriate ti1e and their continuous assess1ent results as e>pected /! the school ad1inistration. &his is howe er# used for e aluation purposes.
.(2
Pur5o#e# o ;ee5+"% Sta Re$or*#

&he "eneral purpose of 4eepin" staff records are howe er hi"hli"hted /elow. &o 4eep an orderl! account of pro"ressD /! writin" and preser in" arious papers# docu1ents# 1e1orandu1 of different t!pes of transactions on staff# the pro"ress report of staff are recorded# and this could ser e as /asis for pro1otion and e aluation of perfor1ance. &o prepare state1ent of true conditions and conduct can /e 4nown throu"h upCtoCdate records. &his could /e er! useful in future# if such staff is to /e no1inated for an i1portant post or for an! t!pe of reco11endation re<uired fro1 the school on such staff e en if he has left the school. 2ecords help to 1a4e co1parison a/out staff perfor1ance and conduct /etween one period of ti1e and another. Such co1parison can /e descri/ed as the anal!tical functions of records. Detect errors and wastes5 Errors and wastes can /e 4nown onl! with the help of proper records 1ana"e1ent.
.(.
C'a##+ +$at+o" o Sta Re$or*
N!UN
-9
EDA 702
3lassification of s!ste1 affects the speed# accurac!# econo1!# fle>i/ilit! and transfer to reser e stora"e of arious papers and docu1ents. 3lassification# accordin" to Arore ('9B(5'+)C'+-) "rouped or classified on the /asis of co11on characteristics. Before filin" ta4es place# it is necessar! to choose the ri"ht t!pe of classification. &he arious classification 1ethods used in our school s!ste1 are as follows5 Nu!er+$a': ?older or records is "i en a nu1/er and the files are placed in strict nu1erical order. A'5ha&et+$a': Based on the occurrence of the letters in alpha/ets. Geo%ra5h+$a': Based on the "eo"raphical ori"in of a docu1ent. Su&,e$t: A 1ethod in which all docu1ents relatin" to a su/%ect are /rou"ht to"ether in one file# e en thou"h the! 1a! ha e co1e fro1 different sources and fro1 1an! different people. Chro"o'o%+$a': Karious records under this 1ethod are arran"ed in strict date order.
E:er$+#e 1(1
Did we o1it an! staff records which !ou 4eep in !our schoolL If we did# 4indl! add the1 to the list in this unit. Ah! is record 4eepin" i1portant in !our school ad1inistrationL
A"#4er ;+t
2ecords 4eepin" is i1portant /ecause it ena/les us "et accurate infor1ation er! easil! on a staff so that we can 1a4e the ri"ht decisions a/out the1 for the pro"ress of the school.
/()
Co"$'u#+o"
Four records are 1ost useful if the! are 4ept in an or"ani;ed wa! so that the infor1ation !ou need and "et is i11ediatel! isi/le to !ou. 2ecords should also /e 4ept upCtoCdate so that !ou will /e /eha in" in an efficient wa! and "et to 4now !our staff in a er! thorou"h 1anner. B! this alone will !ou assist !ourself in 1ana"in" and de elopin" the school for the /enefit of the learners and staff ali4e.
N!UN
.(
EDA 702
,.(
Su!!ar1
&his unit has /een concerned with the /asic staff records needed to assist in the s1ooth functionin" of a school. Ahate er the State or ?ederal Ministr! of Education re<uire1ents in ter1s of staff records# we li4e to stress here that it is a/solutel! i1portant that school heads 1aintain a record of their staff 1e1/ers# for the 4eepin" of efficient staff records is an i1portant tool in the hands of the school heads.
2()
Re ere"$e#
?ederal Ministr! of Education ('99*). Better Schools Mana"e1ent5 0ead &eacher Education and 2esources Materials. $a"os. ?.M.E.
7()
Tutor# Mar3e* A##+%"!e"t

Desi"n a sa1ple of staff records to /e 4ept in teacher7s file which "i es all the necessar! facts and infor1ation a/out the teacher fro1 the da! he started wor4 in !our school.
Unit 10
Mora'e6 Mot+-at+o" a"* Per or!a"$e +" the S$hoo' Or%a"+8at+o"
Ta&'e o Co"te"t#
N!UN
.'
EDA 702
'.( ).( *.( *.' *.) *.* +.( ,.( -.( ..(
Introduction O/%ecti es Morale# Moti ation and @erfor1ance in the School Or"ani;ation Morale of &eachers and the &eachin" @rofession Boostin" the Morale of Staff Staff Morale and Moti ation 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his unit is related to 0u1an 2esources Mana"e1ent. It focuses specificall! on issues of 1orale# 1oti ation and perfor1ance in School Or"ani;ation# 1orale of teachers and the teachin" profession# /oostin" 1orale# staff 1orale and 1oti ation. &he unit "i es !ou an insi"ht into the si"nificant role 1oti ation and 1orale pla! in the pro"ress of an or"ani;ation. $et us loo4 at what !ou should learn in this unit# as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Define the concepts of 1orale and 1oti ation. E>plain the influence of 1oti ation on staff perfor1ance. Descri/e how staff 1orale can /e /oosted /! the school head.
.()
Mora'e6 Mot+-at+o" a"* Per or!a"$e +" S$hoo' Or%a"+8at+o"

8o ern1ent and or"ani;ation 1a! /uild and e<uip all schools with the /est science and technical e<uip1ent# pro ide all the /asic educational 1aterials# reno ate and reha/ilitate all old schoolsD pro ide li/rar! and other necessar! facilities as well as the /est <ualified staff# !et the pro/le1 confrontin" educational ad1inistration would /e half sol ed. &eachers who are the /edroc4 of an! educational s!ste1 need to /e treated fairl! well in ter1s of pro1pt settle1ent of their entitle1ents and en%o!1ent of other /enefits en%o!ed /! other pu/lic ser ants. So until the hu1an needs of the teachers
N!UN
.)
EDA 702
are satisfied the desire of the "o ern1ent# parents and societ! for an i1pro ed educational s!ste1 will /e a hopeless drea1 and at /est a ni"ht1areD and in est1ent in education will not /e er! /eneficial to societ! in the final anal!sis.
.(1
Mora'e o Tea$her# a"* the Tea$h+"% Pro e##+o"

Morale is the e1otional reaction of a person to his %o/. So1e ele1ents of 1orale are coura"e# ;eal# discipline# enthusias1 and willin"ness to endure hardship (Out# '99B5.9). Morale also refers to the condition of a "roup where there are clear and fi>ed "roup "oals that are felt to /e i1portant and inte"rated with indi idual "oals. In addition# 1orale also refers to confidence in the 1eans of "oal attain1ent# in the leaders# su/ordinates# and finall! in one7s self. Morale can /e low or hi"h. Morale is not concrete. It cannot /e seen or isolated. 0owe er# it is possi/le to deter1ine the <ualit! of 1orale /! careful o/ser ation of the wa! people act. A positi e relationship can /e found /etween low 1orale and a hi"h rate of a/senteeis1 and indolence in an or"ani;ation. $oafin"# ta4in" e>cessi e ti1e awa! fro1 the wor4 at hand and constant /ic4erin" are si"ns of dissatisfaction with the %o/. On the other hand# pro1ptness# enthusias1# dependa/ilit! and cooperation are indications of hi"h 1orale. &he present e>odus of teachin" personnel at all le els of our educational s!ste1 to "reener pastures# especiall! the pri ate sector and politics# is a clear indication of the "rowin" dissatisfaction that pla"ues the teachin" profession. A/%ect po ert!# disre"ard /! the societ!# low e1olu1ents and lac4 of incenti es# lac4 of social 1o/ilit! and lac4 of securit! are responsi/le for the low 1orale of teachers at all le els of Ni"eria7s educational s!ste1. &o ste1 the tide# "o ern1ents should throu"h appropriate a"encies# enhance the status of not onl! teachers /ut also the teachin" profession. &here should /e a deli/erate polic! of e1ancipation re"ardin" all cadres of teacher to 1a4e teachin" as lucrati e as an! other %o/ within the pu/lic sector. &his would not onl! attract <ualified personnel to teachin" /ut also retain the1 on the %o/. &eachin"# 1ore than an! other profession touches the life of practicall! e er! citi;en either as students# parents# "uardians# or ad1inistrators or planners.
.(2
Aoo#t+"% the Mora'e o Sta

Effecti e ad1inistration is 1easured /! the e>tent to which it contri/utes to teachin" and learnin". A school ad1inistrator 1a4es his lar"est contri/ution /! pro idin" and retainin" staff# and /! furnishin" the1 and their students
N!UN
.*
EDA 702
with efficient and sufficient wor4in" tools and creatin" a conduci e en iron1ent in which the! can wor4. A war1 and consonant ps!cholo"ical cli1ate for staff and students in a school settin" has the 1a"ical powers of /oostin" staff 1orale and enhancin" their selfCin est1ent in their wor4. A school leader 1ust su/%ect periodic shots of enthusias1 in his collea"ues /! respectin" their iews# reco"ni;in" their worth# confidin" in the1 on polic! issues and trustin" their a/ilities and disa/ilities. Infor1al interactions re1o e ele1ents of fear# opposition and suspicion while at the sa1e ti1e enhancin" "ood rapport /etween school heads and staff. Apart fro1 stri in" to /e friendl! and accessi/le to staff# school ad1inistrators 1ust /e fle>i/le and willin" to effect the necessar! possi/le and practica/le chan"es in their ad1inistration. ?air distri/ution of a aila/le frin"e /enefits to worth! and deser in" staff helps to raise personal presti"e of indi iduals. &here are indeed se eral for1s of reward s!ste1s at the disposal of school heads that can contri/ute towards the 1aintenance of hi"h 1orale a1on" staff. &hese include praises# assi"nin" posts of responsi/ilit!# reco11endin" effecti e staff for pro1otion and facilitatin" professional and acade1ic "rowth or ad ance1ent. Mone! is indeed i1portant for 1oti ational purposes# /ut it is not a su/stitute for effecti e ad1inistrati e leadership.
.(.
Sta Mora'e a"* Mot+-at+o"

Moti ation is the inner dri e which pro1pts people to act in a certain wa! (Musaa;i# '99)). Moti ation is also an ur"e or dri e within or outside an indi idual which 1a4es hi1 to ta4e action. It could /e aroused /! a tan"i/le ph!sical need# an e1otion or an idea. &o ensure that an or"ani;ation functions efficientl! and effecti el! in attainin" its "oals# there is er! need to 1oti ate its wor4 force to a oid de iation fro1 the standard operatin" procedures. ?or an! or"ani;ation li4e a school to function effecti el!# 1one!# ph!sical facilities# well thou"ht out policies# e<uip1ent and hu1an input are er! essential. 0u1an resources are the lifeC/lood of an institution. &hus# the success of an! school s!ste1# therefore# depends to a lar"e e>tent# on the <ualit! of those who perfor1 its tas4s leadin" to the set o/%ecti es# as well as conditions# which affect their 1ental and ph!sical health. A"ainst the a/o e /ac4"round settin"# 1aintainin" and retainin" efficient and effecti e school staff is one of the 1ost essential tas4s of school authorities. &his tas4 is not an eas! one /ecause each staff within the school s!ste1 e>hi/its his or her personalit! traits# needs# hopes and aspirations which are
N!UN
.+
EDA 702
not alwa!s co1pati/le with the de1ands of the set up. 0owe er# the e>tent to which these indi idual need dispositions are inte"rated to achie e or"ani;ational "oals deter1ines the success of an ad1inistrator. &his 1a4es the disposition 1ore 1eanin"ful to those in the s!ste1 than he hi1self can i1a"ine. Althou"h the pro ision of 1aterial /enefits in for1 of re1uneration# ad ance1ent and frin"e /enefits are not entirel! within the powers of the school head# he ne ertheless# has power to initiate the1. &he school head can do a lot /! fillin" staff confidential report for1s as at when due# reco11endin" deser in" staff for pro1otion and further studies# reco11endin" their annual lea e and pursuin" their lea e /onus for the1# "ettin" staff salaries for the1 on ti1e# rectif!in" a/nor1alities in the pa!1ent ouchers li4e o1ission or pa! shorta"es and so on. All these are 1oti atin" factors that can sti1ulate staff to react positi el! to the school s!ste1 leadin" to the achie e1ent of or"ani;ation "oals. &here are three /asic t!pes of /eha iour which are essential for an or"ani;ation to function effecti el! na1el!5 @eople should /e induced to enter and re1ain within the s!ste1. &he! 1ust carr! out their role assi"n1ents in a dependa/le fashion. &he! 1ust /e in ol ed in inno ati e and spontaneous acti it! in achie in" or"ani;ational o/%ecti es. &here is e1/edded in the three the need to 1oti ate the staff towards a co11on "oal. Staff 1oti ation# therefore has to do with how our staff in our educational institutions percei e their wor4 and how 1uch the! ha e towards their wor4. It is clear that a person will alwa!s 4now that what he has "reat enthusias1 in doin" is that which will "i e hi1 or her 1a>i1u1 satisfaction# or at least so1e content1ent will /e deri ed fro1 it either to hi1self or to the institutions# which he /elon"s. Moti ation# therefore# is not /ri/er!# and it is not a/out 1anipulation. It is /ut understandin" the needs of wor4ers and pro idin" wa!s to help the1 attain or satisf! those needs throu"h the or"ani;ation. &heories ha e /een postulated to help us understand the role of 1oti ation in hu1an or"ani;ations. A/raha1 Maslow in '9+* for1ulated his theor! of needs. 0e e>plained 1oti ation as a contin"ent :series of ascendin" ur"es= fro1 the /asic ph!sical needs throu"h safet! and social needs to self estee1 and selfCactuali;ation. &he si"nificance of Maslow7s theor! of hierarch! of needs is that the /eha iour of an! person is do1inated /! the lowest "roup of need# which re1ain unsatisfied# /ut once the needs ha e /een satisfied the!
N!UN
.,
EDA 702
cease to pla! an acti e role. &he ne>t hi"her need in the p!ra1id will /e pursued. School principals are dut! /ound to see that the teachers under the1 are 1oti ated and their interests are alwa!s hi"h. 3hallen"in" situations should /e pro ided so that the teachers find the1sel es 1o in" towards self actuali;ation. Accordin" to ?rederic4 0er;/er" ('9,9)# the h!"iene factors# which are in the wor4 en iron1ent# are sources of dissatisfaction in wor4ers. Mana"ers are to /e aware of the1 and rectif! the1. &hese factors include wor4ers7 pa!# frin"e /enefits# wor4in" conditions# <ualit! super ision and ad1inistrati e policies. On the other hand# there are 1oti ators which 1ana"e1ent should underta4e to encoura"e the wor4ers. &hese are needs for reco"nition# ad ance1ent# achie e1ent# personal "rowth and selfCfulfil1ent. It is pertinent to note that needs are in a continuu1. &he 0er;/er" 1odel lends itself er! 1uch to school authorities7 practice# despite its alue loaded connotations. Ahen a teacher is denied his salaries# depri ed of frin"e /enefits and 4ept outside the decisionC1a4in" process in the school# we shall e>pect nothin" /ut low perfor1ance and so1eti1es anta"onis1 fro1 such a teacher. &he downin" of chal4 /! teachers in 1an! States of this countr! is an indicator of the dissatisfaction of teachers with their en iron1ent. It has /een ar"ued that 1en are led to /eha e sensi/l! and to do the ri"ht thin" /! a ariet! of sti1ulations# induce1ents and the or"ani;ation of the wor4 en iron1ent. &he wor4in" en iron1ent of teachers should /e i1pro ed. &he staff will feel happ! if after teachin" for so1e periods the! co1e to the staff roo1 and find water to wash their chal4! hands# can ha e so1e cold water to drin4 and a/o e all so1e tea or coffee to refresh the1sel es. School principals# can ta4e the lead in 1a4in" the wor4in" en iron1ent conduci e for teachers to sta! and for 1oti ation to thri e. Of course# school heads ha e their own handicaps in /oostin" 1orale and 1oti ation a1on" their fellow teachers. ?or e>a1ple# it is /e!ond the powers of a school principal to pro ide housin" acco11odation for teachers without /uildin" "rants fro1 the "o ern1ent or school proprietors. &eachers howe er# en%o! rent su/sid! /ut report late to school and or forfeit so1e ital school acti ities owin" to i11o/ilit!. It is not the principal /ut the Ministr! of Education or &eachin" Ser ice Board J 3o11ission that are supposed to ad ance ehicle and housin" loans to teachers. @rospects for pro1otion 1oti ate staff to wor4 harder to achie e school "oals. @ro1otion 1a4es an indi idual see a concrete si"n of his worth and reco"nition for his past perfor1ance. 0e is i"nited to wor4 harder to %ustif! the confidence reposed on hi1. @ro1otion should /e purel! on 1erit and not /! an! 4ind of fa ouritis1. ?a ouritis1 is a ne"ati e i1petus towards staff
N!UN
.-
EDA 702
1oti ation. It is unfortunate that in 1ost of our Ministries of Education# pro1otion issues are not treated fairl!. So1e teachers are 4nown to ha e /een sta"nated on one "rade le el for 1an! !ears without pro1otion. Such teachers are 4illed professionall! as the! continue to "rud"e and lose interest in the %o/. A teacher e>periences ps!cholo"ical i1/alance when he sees his 1ates and conte1poraries pro1oted o er hi1. &he Ministr! of Education has a "reat role to pla! in 1oti atin" staff. $ac4 of effecti e coordination /! the Ministr! lea es us with a /i;arre situation in the schools. &he Ministr! is in a /etter position to i1pro e conditions of ser ice to /oost the i1a"e and 1orale of the teacher in the societ!. &hus# personnel in a school settin" need hi"h 1orale and 1oti ation for their social# econo1ic and ps!cholo"ical satisfaction. &he ur"e to /elon" should /e encoura"ed and de eloped in the staff. It is the contention that unless the hu1an factor is treated carefull!# and seen to /e i1portant as the producti e s!ste1# the or"ani;ation 1a! not succeed. 0u1an /ein"s cra e for lo e and reco"nition# their worth should /e appreciated and rewarded to ce1ent their e"o and this can /e done throu"h proper 1orale and 1oti ational processes.
E:er$+#e 1(1
Ahat is 1oraleL Ahat is 1oti ation Ahat is the relationship /etween the two conceptsL
A"#4er ;+t
Morale is the e1otional reaction of a person to his %o/. Ele1ents of 1orale are coura"e# ;eal# discipline and enthusias1. Moti ation is the process a leader de ises to "et the /est out of his staff. It is the wa! he uses to "et the /est of people. &hus 1oti ation is concerned with the cause of wor4ers /eha iour. &here is a positi e relationship /etween the ter1s 1orale and 1oti ation. Morale is the foundation on which 1oti ation is /ased and 1oti ation is related to 1orale in that a person who is 1oti ated would not onl! /e enthusiastic in his %o/ /ut would also as4 for e>tra wor4 and underta4e other functions on his own initiati e. &he hi"her the le el of 1orale and 1oti ation# the ..
N!UN
EDA 702
hi"her the <ualit! of wor4ers7 contri/ution to the achie e1ent the or"ani;ational "oal will tend to /e.
of
/()
Co"$'u#+o"
Moti ation is an essential aspect of 1orale and 1orale is er! i1portant for the attain1ent of the school7s "oals. Morale refers to confidence in the 1eans of "oal attain1ent in the leaders# su/ordinates# and in oneself. Morale is not concrete. It cannot /e seen or isolated# /ut its <ualit! can /e deter1ined /! careful o/ser ation of the wa! people act.
0()
Su!!ar1
In this unit# !ou ha e learned a/out 1orale and 1oti ation. Ae ha e stated that 1orale is the e1otional and 1ental reaction of a person to his %o/ and 1oti ation is the inner dri e which pro1pts people to act in a certain wa!. Morale and Moti ation are related and the! are si"nificant in /oostin" staff perfor1ance.
2()
Re ere"$e#
Otu# D. O. ('99B). Educational $eadership in the @ri1ar! School. Su1aru E Zaria S. Ase4o1e H 3o. @u/lishers. Musaa;i# G. 3. S. ('9B)). &heor! and @ractice of Educational Ad1inistration. $ondon# Mac1illan.
7()

Do a 3ase Stud! of !our school set up. E>a1ine the hu1an needs of !our staff. Ahat are the!L 0ow are these needs 1etL 0ow can the! /e /etter 1etL
Unit 11
Pr+"$+5'e# a"* Theor+e# o Mot+-at+o"
Ta&'e o Co"te"t#
N!UN
.B
EDA 702
'.( ).( *.( *.' *.) *.* +.( ,.( -.( ..(
Introduction O/%ecti es @rinciples of Moti ation &heor! of 0u1an Needs &heor! N and &heor! F I1plications of Moti ation for Staff 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his unit focuses on theories and principles of 1oti ation. A detail e>a1ination is 1ade of Dou"las Mc8re"ors theor! N and theor! F and A/raha1 Maslow7s theor! of hu1an needs. &he unit "i es a deep insi"ht to the lin4 /etween these theories and personnel /eha iour and perfor1ance in their wor4 places. It is hoped that the application of aspects of these theories would enhance personnel perfor1ance in the school settin".
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Descri/e two theories of 1oti ation Understand the principles of 1oti ation Appl! so1e ele1ents of 1oti ation to actual practice in the school or"ani;ation. Esta/lish factors that can enhance or wea4en the effect of 1oti ation on staff.
.()
Pr+"$+5'e# o !ot+-at+o"
Moti ation is concerned with the cause of /eha iour5 wh! people act# spea4 or thin4 the wa! the! do. It is part of "ood leadership for school heads to 4now how to 1oti ate. In a school the school head needs to "et results throu"h people. &his is /est done if the school head helps staff e>perience %o/ satisfaction. &his is 4nown as :intrinsic 1oti ation= which co1es fro1
N!UN
.9
EDA 702
within rather than :e>trinsic 1oti ation= which is too often /ased on fear. &he /est 1oti ation is the one which co1es directl! fro1 within the indi idual wor4er. &he followin" are the principles of 1oti ation5 '. Prin%iple o& Parti%ipation &he staff is in ol ed in decision 1a4in" and in 1atters which affect the1 directl!. &he 1ore the staff /eco1e in ol ed# the 1ore the! are pro1pted to help in achie in" the o/%ecti es. If a school head in ol es the staff in decision 1a4in"# he ne ertheless re1ains accounta/le for ta4in" the final decisions and for results. Prin%iple o& Communi%ation If the staff are infor1ed a/out the o/%ecti es and the results achie ed# the! are inclined to coCoperate 1ore and feel that the! are part (1e1/ers) of the staff ("roup). But if the staff do not 4now what the! are supposed to /e achie in"# the! will show little interest and ha e little 1oti ation. Staff should not onl! /e infor1ed a/out results /ut also a/out chan"es and pro"ress. Prin%iple o& Communi%ation If a staff 1e1/er recei es the necessar! reco"nition and wor4 satisfaction# he is inclined to wor4 harder. Earned reco"nition /rin"s a feelin" of satisfaction and should not /e le eled i11ediatel! after "i in" positi e reco"nition. 2eco"nition should /e "i en to the staff 1e1/er as a person and not %ust as a hu1an resource. Prin%iple o& Delegated Aut'orit. A school head should /e prepared to dele"ate authorit! to capa/le people. In this wa! a person7s post is enhanced# and this ser es as a 1eans of personnel de elop1ent. Dele"ated authorit! also 1eans that 1ore people will /e allowed to 1a4e decisions the1sel es in connection with their wor4 within set "uidelines. &hese principles of 1oti ation outlined a/o e indicate that certain factors deter1ine indi idual wor4 1oti ation. Moti ation factors can /e "rouped into four na1el!# personal needs# wor4 characteristics# the social s!ste1 and 1ana"e1ent 1ethods. In other words# for successful 1oti ation# the head of the school should not onl! ha e so1e 4nowled"e of the staff# /ut should also /ear certain factors in 1ind which can enhance or wea4en the effect of 1oti ation. &hese are factors that are inherent in hu1an /ein"s# factors in the wor4 situation# 1ana"e1ent factors and co11unit! factors.
).
*.
+.
N!UN
B(
EDA 702
.(1
Theor1 o Hu!a" Nee*#

Accordin" to A/raha1 Maslow# hu1an needs occur in hierarch!# that is in "raded le els of i1portance. &he /asic hu1an needs essential to sustain life are ph!siolo"ical needs such as# food# shelter and clothin". Until these /asic needs are satisfied to a considera/le de"ree# the 1a%orit! of a person7s acti it! will tend to /e at this le el and the other le els will pro ide hi1 with little 1oti ation. As soon as the ph!siolo"ical needs are satisfied# other le els of needs /eco1e i1portant and these 1oti ate and do1inate the /eha iour of the indi idual. Ahen these needs are so1ewhat satisfied# other needs e1er"e# and so will the need with hi"hest stren"th /eco1e do1inant as shown in fi"ure ' /elow5 SelfCactualisation (1a>i1u1 selfC de elop1ent) Estee1 (self respect# e"o and status needs) Social (associations with others# /elon"in" to "roup# "i in" and recei in" friendship and affection. Securit! (protection a"ainst dan"er# threat# and depri ation). @h!siolo"ical (hun"er# thirst# shelter# clothin".
?i"ure '5 Maslow7s 0ierach! of Needs Ahile these le els in the need hierarch! can /e separated for anal!sis and understandin"# the! are pro/a/l! all acti e in actual /eha iour patterns. &he lower le el needs are ne er co1pletel! satisfied E the! recur periodicall! E an if their satisfaction is depri ed for an! period of ti1e# the! /eco1e e>tre1el! stron" as 1oti ators. On the other hand# a co1pletel! satisfied need is not an effecti e 1oti ator of /eha iour. Estee1 and selfC actualisation needs are rarel! satisfiedD each indi idual see4s indefinitel! for 1ore satisfaction of the1 once the! /eco1e i1portant for a person. Fet the! are usuall! not si"nificant until ph!siolo"ical# securit! and social needs are reasona/l! well satisfied.
N!UN
B'
EDA 702
?urther1ore# a need does not ha e to /e hundred per cent satisfied /efore the ne>t le el of need /eco1es stron". Needs chan"e as an indi idual de elops ps!cholo"icall!D for instance# ph!siolo"ical and securit! needs are do1inant earl! in life# while social# estee1 and selfCactualisation needs /eco1e relati el! 1ore i1portant as a person 1atures. &he e>planation a/o e indicates 1ere "eneral tendencies and a era"esD an appro>i1ation of understandin" hu1an 1oti ation and in predictin" /eha iour. &here are si"nificant indi idual differences that the school head 1ust reco"ni;e in the school settin" in interpretin" the /eha iour displa!ed /! the people with who1 he wor4s. Exercise 1.1 ow can you help teachers in your school to meet their needs for self. actualisation? Answer Kit Fou 1a! consider the followin" 1eans5 '. ). 8i e the1 opportunities to attend coursesJtrainin" pro"ra11es that can help to ad ance the1. Ma4e pro isions for the1 to attend se1inars# wor4shops and conferences in their areas of speciali;ation.
.(2
Theor1 B a"* Theor1 Y

&he proponent of this theor! is Dou"las Mc"re"or. Under &heor! N he has the followin" assu1ptions5
'. A era"e hu1an /ein" is /! nature indolent# he wor4s as little as possi/le. 0e has an inherent disli4e of wor4 and will a oid it if he can. ). *. +. &he a era"e hu1an /ein" 1ust /e coerced# controlled or threatened with punish1ent /efore he wor4s. &he a era"e hu1an /ein" lac4s a1/ition# disli4es responsi/ilit!# lac4s initiati e and prefers to /e led /! others. &he a era"e hu1an /ein" is /! nature selfCcentered# indifferent to or"ani;ational needs# and is %ust concerned a/out securit! and nothin" else.
N!UN
B)
EDA 702
,. -. ..
&he a era"e hu1an /ein" is /! nature resistant to chan"e. 0e prefers to stic4 to the statusC<uo or si1pl! lea e the sleepin" do" alone. &he a era"e hu1an /ein" is "ulli/le# dull not intelli"ent# or a sort of 1oron. In iew of his responsi/ilit! to or"ani;e the ele1ents of producti e enterprise which include /oth hu1an and 1aterial resources# a 1ana"er has to direct the efforts of the wor4ers# control their actions and 1odif! their /eha ior to 1atch the needs of the or"ani;ation. Ne ertheless# 1ana"e1ent under &heor! N has /een critici;ed fro1 arious <uarters for /ein" too repressi e and it is li4e tr!in" to 1a4e water run uphill. Of course# such 1ana"ers are re1inded that it is easier to ta4e a horse to the strea1 than to force it to drin4 fro1 its water. Such 1ana"e1ent st!le is ineffecti e /ecause it runs contrar! to hu1an nature. It tends to /reed 1ore rather than sol e e>istin" industrial conflicts# as the e>periences of the post war period ha e shown. &hus# instead of sittin" down and /la1in" e er! wor4er or the :a era"e hu1an /ein"= for /ein" la;!# stupid or unC cooperati e# 1ana"e1ent should endea our to find out wh! wor4ers /eha e the wa! the! do# and 1a4e necessar! ad%ust1ent in the 1ana"e1ent st!le in order to ensure effecti e 1ana"e1ent and inte"ration. In 1eetin" this re<uire1ent# a new st!le of 1ana"e1ent 4nown as &heor! F# has /een de eloped# /ased on the 4nowled"e o/tained fro1 the studies in the social sciences for al1ost half a centur!. Under &heor! F# the followin" /asic assu1ptions ha e /een 1ade5
'.
&he e>penditure of ph!sical and 1ental effort in wor4 is as natural as pla! or rest. In other words# it is wron" to assu1e that a wor4er# /e he :a/o e a era"e= or an :a era"e= hu1an /ein"# does not disli4e wor4 naturall!. Instead# wor4 is re"arded /! hi1 as pla! or rest. Secondl!# it is wron" to assu1e that the wor4er 1ust /e coerced or punished /efore he wor4s# /ecause the wor4er is co11itted to his %o/ and or"ani;ation is prepared to put in his /est for /oth his personal and or"ani;ational o/%ecti es. &hirdl!# it is wron" to assu1e that the wor4er lac4s a1/ition# a oid responsi/ilit!# lac4s initiati e and prefers selfCcontrol and selfCdirectionD he is naturall! a1/itious# see4s responsi/ilit! and would prefer to /e allowed to use his initiati e instead of su/%ectin" hi1self to other wor4ers or super isors7 directi es all the ti1e.
).
*.
N!UN
B*
EDA 702
+.
?ourthl!# it is wron" to assu1e that the a era"e hu1an /ein" or the wor4er is selfCcentred and naturall! indifferent to the or"ani;ation7s o/%ecti es# /ecause the wor4er "i es his lo!alt! to his or"ani;ation and is consciousl! concerned a/out the pro"ress or achie e1ents of the or"ani;ation. ?iftl!# it is wron" to assu1e# that the a era"e hu1an /ein" has inherent resistance to chan"e# /ecause# chan"e itself is a social pheno1enon which influence the /eha iour of the indi idual. No indi idual can resist the influence of social chan"e. Si>tl!# it is wron" to assu1e that the a era"e hu1an /ein" is "ulli/le# dull# not intelli"ent or a sort of 1oron# /ecause the issue of intelli"ence is a crossC cultural pheno1enon as recent ps!cholo"ical tests ha e shown (see for e>a1ple# the results of the '9B. :8ifted 3hildren &est= in the US where Ni"erian "ifted children are placed a1on" the /est '( in the world). In other words# intelli"ence is not a 1onopol! of an! race or class or "roups of people. It is a natural pheno1enon which cuts across racial# class# and co11unit! /oundaries. Ahat 1ana"e1ent needs to do is to tr! and de elop indi idual7s potentialit! for the /enefit of the or"ani;ation in particular and the societ! in "eneral.
,.
-.
.(.
I!5'+$at+o"# o Mot+-at+o" or Sta Per or!a"$e +" S$hoo'#

Ahat we should note fro1 these theories of 1oti ation is that# in an! case# a 1an tends to wor4 when he is happ! within the en iron1ent of his wor4. &his 1eans that5 (i) (ii) (iii) &he ph!sical facilities in which the person wor4s 1ust /e /oth co1forta/le and secure. &he people with who1 he wor4s should /e friendl! and capa/le of creatin" a "ood social at1osphere for interaction a1on" the wor4ersD and &he 1achines# tools and e<uip1ent with which he perfor1s his dut! 1ust /e safe and secure for his use. Moreo er# a 1an wor4s well if his superiors ta4e notice of his wor4 and constantl! reinforce hi1 accordin" to his perfor1ance. &his 1eans that when an e1plo!ee7s wor4 is "ood# the e1plo!er should co11end hi1 for the "ood perfor1ance. Si1ilarl!# if he "oes wron"# he should /e told so. As hu1an /ein"s we all feel encoura"ed when praised for our effort and wor4. In order to 1oti ate staff# the school head 1ust re1o e all ne"ati e factors in the en iron1ent. &hese include5 fre<uent and unnecessar! circulars crowded staff roo1 or none at all# fa ouritis1 and icti1i;ation. Staff can /e 1oti ated to wor4 hard /! the inclusion of the followin" positi e factors5
N!UN
B+
EDA 702
real appreciation for "ood wor4# sincere concern for professional pro"ress and de elop1ent of indi iduals# "ood wor4in" conditions# ade<uate supplies and e<uip1ent# reco"nition that teachers are professional collea"ues rather than 1enial su/ordinates and# encoura"e1ent to "o /e!ond 1ini1u1 e>pectations. A/o e all# it is i1portant that teachers percei e that these efforts are /ein"# 1ade# and that the purpose is direct rather than ulterior. Exercise 1.2 $dentify some negative factors which may hinder motivation of staff in the school setting. Answer Kit So1e ne"ati e factors which 1a! hinder 1oti ation of staff are fa ouritis1# icti1i;ation# crowded staff roo1# fre<uent and unnecessar! circulars.
/()
Co"$'u#+o"
Ae would li4e to conclude /! sa!in" that 1uch as the wor4 to /e perfor1ed in the school is i1portant# the 1ood of the 1an to perfor1 the %o/ is e<uall! i1portant. ?or hi"h producti it! and 1a>i1u1 "oal attain1ent# he school head 1ust ensure the co1fort and happiness of the wor4er a/out e er!thin" else.
0()
Su!!ar1
In this unit# !ou ha e /een introduced to the principles and theories of 1oti ation. &he i1plications of 1oti ation for staff perfor1ance in the school settin" were hi"hli"hted.
2()
Re ere"$e#
Out# D.O. ('99B) Educational $eadership in the @ri1ar! School Sa1aru E Zaria S. Ase4o1e H 3o. @u/lishers ?ederal Ministr! of Education ('99*) Better Schools Mana"e1ent5 0ead &eacher Education and 2esource Material $a"os ?.M.E.
N!UN
B,
EDA 702
7()

As a school head# what are those practices !ou would en"a"e in to 1oti ate teachers in !our schoolL
Unit 12
9o& A"a'1#+#6 9o& Sat+# a$t+o" a"* Per or!a"$e
Ta&'e o Co"te"t#
N!UN
B-
EDA 702
'.( ).( *.( *.' *.) +.( ,.( -.( ..(
Introduction O/%ecti es Go/ Anal!sis Go/ Satisfaction and @erfor1ance Go/ @erfor1ance Appraisal 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his unit centres on %o/ anal!sis# %o/ satisfaction and perfor1ance and %o/ appraisal. &he unit descri/es what %o/ anal!sis entails and sheds li"ht on the 1eans /! which it can enhance %o/ perfor1ance. In addition# the relationship /etween %o/ satisfaction and %o/ perfor1ance were hi"hli"hted. ?inall!# the place of %o/ perfor1ance appraisal in helpin" teachers /e as effecti e as possi/le was descri/ed.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 E>plain what %o/ anal!sis entails. Esta/lish the relationship /etween %o/ satisfaction and %o/ perfor1ance. 3arr! out staff perfor1ance appraisal.
.()
9o& A"a'1#+# a"* De#$r+5t+o"

Muite often# !ou hear co11ents and co1plaints in respect of a staff 1e1/er7s %o/ perfor1ance. One thin" that is not often 1entioned is the issue of whether the person is ade<uatel! infor1ed of what his %o/ entails. &his is what we intend to do in this su/CunitCto e>a1ine what %o/ anal!sis and %o/ description in ol es and to discuss its rele ance to %o/ perfor1ance.
N!UN
B.
EDA 702
&he process of %o/ anal!sis is also 4nown as %o/ re iew or %o/ classification. It is a ital tas4 that 1ana"e1ent perfor1s and so it is si"nificant for us to 4now what it entails. Before we "o into a discussion of %o/ anal!sis and %o/ description in details we would li4e to define so1e related ter1s. Ta#3: &his refers to a distinct wor4 acti it! which has an identifia/le /e"innin" and end (for e>a1ple# usin" 1anual 1eans to sort 1ail into appropriate /o>es). Dut1: Means se eral tas4s which are related to the perfor1ance of e ents (for e>a1ple# pic4 up# sort and deli er inco1in" 1ail). Po#+t+o": Is a collection of tas4s and duties which are perfor1ed /! one person (for e>a1ple a 1ail roo1 cler4 prepares outC"oin" 1ail# sorts inco1in" 1ail and operates addressin" 1achines and posta"e 1achine). 9o&: 2efers to one or 1ore positions with an or"ani;ation (for e>a1ple clerical %o/s located in different depart1ents). 9o& S5e$+ +$at+o": Means the 1ini1u1 s4ills# education and e>perience necessar! for an indi idual to perfor1 a %o/. 9o& C'a##+ +$at+o": Is the "roupin" or cate"ori;in" of %o/s on so1e specified /asis such as /! the nature of wor4 perfor1ed or /! the le el of pa!. 3lassification is often used as si1plified 1ethod of %o/ anal!sis. 9o& De#$r+5t+o": Is a written su11ar! of tas4s# duties and responsi/ilities of a %o/. It is often referred to as schedule of duties or position "uide and 1ust /e "i en to an e1plo!ee on assu1ption of office. It is one of the oldest personnel tools.# and has recei ed renewed interest in recent !ears /ecause of "o ern1ental re"ulator! "uidelines. Go/ description 1a! also /e used to de elop recruit1ent ad ertise1ents and to pro ide applicants with additional infor1ation a/out the %o/ openin"s. Go/ description 1a! /e used as a 1eans of pro idin" the inter iewer with concise accurate infor1ation a/out the %o/. Go/ anal!sis is an i1portant personnel function /ecause it "athers infor1ation to /e utili;ed in writin" %o/ description or 1a4in" %o/ e aluation. 0ow infor1ation is collected and utili;ed is of critical i1portance /ecause such infor1ation 1a! directl! affect e1plo!ees such as in pa! or wor4 assi"n1ents. &hus# %o/ anal!sis 1a! indirectl! affect an e1plo!ee7s satisfaction and producti it!.
N!UN
BB
EDA 702
Go/ anal!sis deter1ines the 1ini1u1 and the desira/le <ualification necessar! to perfor1 a %o/D for e>a1ple N.3.E.# B.A. (Ed.)# B.Sc. (Ed) for teachin" in schools. Such infor1ation is crucial in puttin" to"ether a recruit1ent plan. A %o/ anal!sis indicates what tas4s# duties responsi/ilities the %o/ will entail. It !ields what 1ust /e learned to co1plete a %o/ successfull!. &his can usuall! /e deter1ined /! co1parin" the e1plo!ee7s post wor4 histor! and trainin" to the tas4s specified in the %o/ anal!sis. Go/ anal!sis can also help 1ana"e1ent to deter1ine an e<uita/le pa! s!ste1. &hrou"h %o/ anal!sis# 1ana"e1ent can find out e>actl! what tas4s are perfor1ed on each %o/ and can co1pare indi idual tas4s for si1ilar %o/s across the or"ani;ation. @erfor1ance appraisal which deter1ines how well e1plo!ees ha e perfor1ed their %o/s in the past as well as pro1otion decisions can /e facilitated /! a s!ste1 that e aluates# that is the use of annual perfor1ance appraisal (A.@.A.) for1. Go/ anal!sis can /e helpful in deter1inin" which duties and responsi/ilities should /e considered in an e aluation. A "ood %o/ anal!sis s!ste1 is i1portant to the personnel functionD the pri1ar! focus is to 1aintain a hi"h le el of e1plo!ee perfor1ance# producti it! and efficienc!. A poorl! planned %o/ anal!sis affects 1ost areas of e1plo!1ent and# therefore# will directl! affect perfor1ance appraisal# co1pensation and trainin" which in turn affect e1plo!ee perfor1ance producti it!.
E:er$+#e 1(1
Ahat do !ou understand /! the followin" ter1s5 Go/ Description# &as4# Dut! and @ositionL
A"#4er ;+t
9o& De#$r+5t+o": Is a written su11ar! of the tas4s# duties and responsi/ilities of a %o/. It is also 4nown as position "uide or schedule of duties. Ta#3: Is the distinct wor4 acti it! which has an identifia/le /e"innin" and end. Dut1: Means se eral tas4s which are related to the perfor1ance of e ents.
N!UN
B9
EDA 702
Po#+t+o": Is a collection of tas4s and duties which are perfor1ed /! one person.
.(1
9o& Sat+# a$t+o" a"* Per or!a"$e

Go/ is the co1position of tas4s# roles# responsi/ilities# interactions# incenti es and rewards. Go/ satisfaction is the <ualit!# state# or le el of satisfaction which is the result of arious interests and attitudes of a person. &he %o/ satisfaction of teachers is 1easured fro1 the efforts 1ade /! teachers the1sel es# school heads and students towards the actuali;ation of school7s "oals. 0owe er# the a1ount of efforts teachers put to the actuali;ation of "oals depend to a er! lar"e e>tent on the needs satisfaction teachers deri e fro1 the school head. Go/ satisfaction of teachers is# therefore# to /e seen as a 1easure /etween school acade1ic perfor1ance and the needs satisfaction of teachers which is "reatl! influenced /! the pre ailin" or"ani;ational cli1ate in the school. Gaco/son ('9.*5',) is of the opinion that the school cannot /e effecti e or"ani;ation unless teachers find satisfaction in their wor4. It is a 1a%or responsi/ilit! of the school head to create a school cli1ate which is conduci e to a hi"h de"ree of teacher satisfaction. In Si11ons ('9.*) hu1an relations 1o e1ent scholars li4e Elton Ma!o# Aillia1 Dic4son and ?rit; 2oethlis/er"er share these iews. &hese people /elie e that hi"h 1orale leads to i1pro ed producti it!# /ecause a happ! wor4er is a producti e wor4er. &his is a rele ant and si"nificant fact of the school s!ste1. E%io"u ('9B,) said that scholars in the area of leadership li4e Kroo1 and Scott ar"ued the clai1 1ade /! hu1an relations 1o e1ent that 1ana"e1ent can increase producti it! /! satisf!in" the needs of e1plo!ee. E%io"u ('9B,5*-) cited Scott as sa!in" that5 'ig' Hig' morale is not longer %onsidered a prere7uisite o& produ%tivit., 8ut more t'an t'is( t'e nature o& t'e relations'ip -et)een morale and produ%tivit. is open to serious 7uestioning, $s it dire%tB $s it inversedB $s it %ir%ular -et)een t'e t)oB Are t'e. independent varia-lesB
It is worth! of note that the relationship /etween %o/ satisfaction and perfor1ance is considered /! so1e researchers as a co1ple> one. Apart fro1 e1plo!ee 1oti ational le els 1an! factors influence e1plo!ee perfor1ance 2esearchers enu1erate the factors as5 nature of the %o/ /ein" desi"nedD the e>tent to which e1plo!ee can identif! with the end result of la/ourD the 1eanin"fulness of e1plo!ee7s wor4D and the i1pact of
N!UN
9(
EDA 702
technolo"!# or"ani;ation and authorit!# which is deter1ined /! the pre ailin" or"ani;ational cli1ate. $ipha1 and 0och ('9.+5'*) are of the opinion that a participatin" leader who assu1es an acti e role in the "roup# /! "i in" support to his wor4ers# dele"atin" authorit! and e>ercisin" an optional de"ree of super ision# is li4el! to ha e a hi"her le el of producti it! and 1orale a1on" the su/ordinates than an authoritarian leader who places 1ore e1phasis on institutional "oals. &awari ('9BB) see1s to ha e si1ilar iew with $ipha1 and 0och when he noted that teachers would certainl! prefer to wor4 with principals who 1a4e their policies clear and assi"n wor4 schedules to teachers after the "roup has de1ocraticall! appro ed of the schedule. Also teachers would perfor1 /etter# if the! are a/le to reco"ni;e and accept a principal7s concern for their personal well /ein" and co1fort. &awari considers the a/o e or"ani;ational cli1ate is the A school with a leader ha 1orale of teachers and perfor1ance /! students. iews rele ant /ecause it is e ident that positi e onl! condition for staff perfor1ance in school. in" no concern for teachers e>periences low hi"h disen"a"e1ent hence# low acade1ic
&here is clearCcut e idence clearl! indicatin" that a teacher7s satisfaction with his %o/ and his effecti eness of perfor1ance are related. It see1s lo"ical to e>pect that such 4ind of a direct relationship e>ists# /ecause where teachers ha e freedo1 to plan their wor4 and opportunities to participate in 1a4in" polic! in 1atters of curriculu1 and teachers welfare# 1orale is hi"h. @erhaps the 1ost i1portant in"redient in teacher satisfaction is his attitude toward the principal. So1e factors of %o/ satisfaction are5 8ood pa! 2e"ular pa!1ent of salar! Attracti e frin"e /enefits 3onduci e wor4 en iron1ent ?riendl! J understandin" collea"ues and others
E:er$+#e 1(2
0ow does %o/ satisfaction contri/ute and lead to increase in perfor1anceL
N!UN
9'
EDA 702
A"#4er ;+t
Go/ satisfaction and perfor1ance ha e so1e relationship if a person is happ! at his %o/# if he has 1aterials and e<uip1ent to wor4 with# if his collea"ues and superiors are 4ind# s!1pathetic and friendl! to hi1# he will reciprocate /! puttin" in his er! /est in the perfor1ance of his %o/. 0e 1a! e en /e willin" to "o to e>tra len"th to initiate acti ities on his own to ensure that the "oals of the or"ani;ation are 1et.
.(2
9o& Per or!a"$e A55ra+#a'

&his is a s!ste1 of 1easurin" wor4ers output or producti it! or efficienc! either <ualitati el! or <uantitati el!. &hrou"h this techni<ue# the acti ities of wor4ers are 1onitored and 1easured with the ai1 of accordin" reward or so1e for1 of 1oti ation. It is also a 1ethod of accounta/ilit! and corrections for i1pro e1ent. Appraisal is a process of re iew /! teachers# school heads# other senior teachers of the indi idual staff co1petencies# perfor1ance and professional needs. @erfor1ance appraisal is i1perati e in an or"ani;ation /ecause as the or"ani;ation "rows and e>pands# it /eco1es lar"e and co1ple> so 1uch that the 1ana"erial functions of the head /eco1e er! cu1/erso1e and difficult. &he or"ani;ational head 1a! then find it al1ost i1possi/le to ha e direct contact with e er! indi idual wor4er let alone 4nowin" what the staff is doin". Since the heads of or"ani;ations# lar"e and co1ple># s1all or si1ple 1ust 4now what each unit# section or indi idual staff is doin" in order to attain the set "oals# as well as# to enhance efficienc! and hi"her producti it!# the perfor1ance appraisal 1ust co1e in as a tool to 1easure these aria/les of %o/ di1ension. @erfor1ance appraisal is usuall! an inte"ral part of 1ana"e1ent for 1ore producti it! and efficienc! in or"ani;ations. It is a tool (techni<ue or approach) throu"h which the acti ities of units# sections and wor4ers are 1onitored and 1easured possi/l! with the ai1 of accordin" reward or so1e for1 of 1oti ation. Fou should note that for perfor1ance appraisal to /e effecti e# %o/s and duties 1ust /e clearl! defined# and a su11ar! of duties# well spelt out# 1ust /e "i en to position holders (or indi idual staff perfor1in" the duties). Indi idual staff 1ust /e assi"ned to the ri"ht %o/s or else the <uestion of accounta/ilit! /eco1es difficult if not i1possi/le. It is "ross in%ustice to hold a wor4er responsi/le for failure in a %o/ which !ou ha e not clearl! spelt out for hi1 to do. ?or an effecti e perfor1ance appraisal# the or"ani;ational o/%ecti es 1ust /e clearl! understood /! all the respecti e staff in the or"ani;ation. ?urther1ore# !ou should infor1 !our staff a/out the 1ethods
N!UN
9)
EDA 702
and techni<ues of doin" the %o/s. In order wor4s# the staff 1ust possess the necessar! s4ills either thou"h trainin" and retrainin" or e>perience or all the 1eans indicated if we are to operate perfor1ance appraisal effecti el!. &he perfor1ance appraisal 1ethods differ fro1 one or"ani;ation to another. 0owe er# a co11on 1ethod of perfor1ance appraisal consists of an annual e aluation throu"h a standardi;ed or structured for1. Usin" this 1ethod# superior officers are e>pected to e aluate their su/ordinates /! fillin" the for1s to /e su/1itted to the top 1ana"e1ent. &he pro/le1s associated with this 1ethod are so 1an! and ar! ran"in" fro1 su/%ecti it! to indicti eness. Inowin" the o/%ecti es or i1portance of the perfor1ance appraisal to the indi idual# so1e unscrupulous superior officers operate it as a 1eans of settlin" personal scores a"ainst their su/ordinates. &his is wh! it is stron"l! reco11ended that the perfor1ance appraisal or staff e aluation should /e an open e>ercise# so that errin" officers are 1ade to account for their errors or 1alice. &his in essence calls for a @erfor1ance Appraisal 2e iew (@A2) which is also practiced in 1an! or"ani;ations especiall! in the pri ate sector. Such a practice should /e e>tended to co er all or"ani;ations in /oth pu/lic and pri ate sectors of the econo1!. &he 1ethod of @erfor1ance Appraisal discussed a/o e is the for1al t!pe. It should /e noted howe er# that @erfor1ance Appraisal does not ha e to /e for1al. It could /e infor1al. &he infor1al t!pe ta4es place throu"h infor1al discussions of e1plo!ees /! their super isors or heads usuall! in infor1al 1eetin"s. &hrou"h infor1al discussions in infor1al 1eetin"s# super isors or heads e>chan"e idea a/out the <ualities or ha/its of their su/ordinates. &his 1ethod ena/les the 1ana"e1ent to collect a lot of data which can /e used for arious purposes includin" pro1otions# ad ance1ents# transfers# ter1ination or dis1issals. In fact# in practical ter1s# it is this infor1al perfor1ance appraisal that is widel! used for the purposes enu1erated a/o eD and in each case# the for1al 1ethod is referred to as docu1entar! e idence. It is pertinent to 1ention here that the infor1al perfor1ance appraisal 1ethod is a twoCwa! traffic in the sense that each of the two cate"ories of personnel in the or"ani;ation E the superCordinate (superior officer) or heads of or"ani;ations and the su/ordinates E e aluate the other. 0owe er# the purposes and effects of the infor1al perfor1ance appraisal on or"ani;ational heads /! their su/ordinates are wea4er than those of the superCordinates on the su/ordinates. Ahile for e>a1ple# the superCordinates use the data collected for the purposes alread! 1entioned (pro1otions# transfers and dis1issals)# the data collected fro1 the su/ordinates a/out their superC ordinates infor1all!# 1erel! end up at a 6"ossipin" data /an47 which 1a! not
N!UN
9*
EDA 702
ser e an! useful purpose in decision 1a4in" in respect of the concerned officer. In carr!in" out a perfor1ance appraisal on a teacher# for e>a1ple# all aspects of his wor4 E or"ani;ation of his classroo1# 1ana"e1ent of classroo1 acti ities# includin" the use of ti1e and 1aterials# how he /eha es toward learners# other teachers# school head# parents and the co11unit! E should /e included. Fou need to see and use perfor1ance appraisal as a 1eans of helpin" !our staff /eco1e as effecti e as possi/le in his wor4 and also towards 1eetin" the staff7s needs for professional de elop1ent# for e>a1ple# inCser ice trainin" and career prospects. Fou should not iew and use appraisal or perfor1ance as a 1echanis1 for faultCfindin" and destructi e criticis1 /ut rather as a 1eans of /uildin" the staff7s positi e 1oti ation to /e as "ood a teacher as he is a/le to /e. &here are a nu1/er of steps to /e ta4en in carr!in" out staff perfor1ance appraisal. Before these can /e"in# !ou need to ha e discussion with the staff as a whole. &he staff need to feel confident that there can /e full and fran4 discussion so that if 1ana"e1ent st!le is felt /! the staff to /e fault!# this can /e said in the 4nowled"e that !ou and other 1ana"e1ent staff will also re iew !our own st!le. In addition# whate er is said durin" the process of appraisal should /e treated as confidential. A staff who re eals personal details of an unhapp! do1estic life durin" discussion# needs to feel sure that this will not /eco1e co11on 4nowled"e in a staffCroo1 or co11unit!. @rofessional a1/itions# too# should /e 4ept pri ate. Appraisal should not /e used as a 1eans of 1a4in" co1parisons /etween one staff 1e1/er and another. &he followin" are the /enefits of staff perfor1ance appraisal5 It leads to s4ills de elop1ent since staff areas of professional needs (wea4nesses) are detected and rectified throu"h inCser ice trainin"# e>peri1ents with teachin" st!les and others. It results into career de elop1ent throu"h inCser ice trainin" It can enhance relationships as each staff is a/le to understand the other /etter. It could lead to i1pro ed learnin" opportunities for students.
N!UN
9+
EDA 702
It contri/utes t o i1pro ed 1orale and efficienc! with the school.
E:er$+#e 1(.
Ahat is %o/ perfor1ance appraisalL Identif! three 1ain /enefits of perfor1ance appraisal.
A"#4er ;+t
@erfor1ance appraisal is a s!ste1 of 1easurin" wor4ers output# producti it! or efficienc! either in <ualitati e or in <uantitati e ter1s. It is a 1ethod of accounta/ilit! and corrections for i1pro e1ent. So1e /enefits of perfor1ance appraisal include5 3areer de elop1ent throu"h trainin" Increased 4nowled"e of the wor4ers and the school s!ste1 I1pro ed learnin" opportunities for students I1pro ed 1orale and efficienc! within the school
i) ii) iii) i )
/()
Co"$'u#+o"
Ahen carried out in a spirit of willin" cooperation !ou would find that staff perfor1ance appraisal contri/utes to school effecti eness.
0()
Su!!ar1
In this unit !ou ha e learned that %o/ anal!sis is the process of "atherin" infor1ation to /e used in writin" %o/ description. It deter1ines the 1ini1u1 and desira/le <ualification and e>perience necessar! to perfor1 a %o/. It also indicates what tas4s duties and responsi/ilities the %o/ will entail. Go/ satisfaction is said to /e the <ualit!# state or le el of satisfaction which is the result of arious interests and attitudes of a person. Ae ha e said that %o/ perfor1ance is 1easured /! the <ualit! and efforts a person de otes to his wor4. Go/ satisfaction and perfor1ance ha e /een found in se eral scholarl! wor4s to /e related. ?actors of %o/ satisfaction and perfor1ance include5
N!UN
9,
EDA 702
Attracti e and re"ular pa!D 3onduci e wor4in" en iron1ent S!1pathetic and 4ind collea"ues and school head. ?inall!# we descri/ed %o/ perfor1ance appraisal as the s!ste1 of 1easurin" wor4ers7 output# producti it! or efficienc! either <ualitati el! or <uantitati el!.
2()
Re ere"$e#
Enaohwo# G. O. and Efera4e!a ('9B9). Educational Ad1inistration. I/adan. @aper/ac4 @u/lishers $i1ited. Musaa;i# G. 3. S. ('9B)). &he &heor! and @ractice of Educational Ad1inistration. $ondon. &he Mac1illan @ress $td. Dawson# S. ('9B-). Anal!;in" Or"ani;ations. $ondon. Mac1illan Education $td. $ipha1# G. M. and 0och# G. A. ('9.+). &he @rincipalship5 ?oundations and ?unctions. New For4. 0arper and 2ow @u/lishers. Maehr# M. $. ('9B9). Buildin" Go/ 3o11it1ent A1on" E1plo!ees= In 2u/in# 2 . (ed). @ersonnel Mana"e1ent in $i/raries# $i/rar! &rends. )B ('). Illinois. 8raduate School of $i/rar! and Infor1ation Ser ice. Uni ersit! of Illinois# /! M. D. 9'9.() 3urrent @erspecti es for Mana"in" Or"ani;ations. New Gerse!. @rentice 0all Inc. E%io"u# A. ('9.B). Beha ioural Decisions in Or"ani;ation. Dallas Scolt# ?ores1an and 3o1pan!. Si11ons# 2. E. ('9.B). Mana"in" Beha ioural @rocesses5 Applications of &heor! and 2esearch. Illinois. A0M @u/lishin" 3o1pan!. &awari# O. 3. ('9B-). :@rincipals $eadership Beha iour and &eacher Effecti eness=. &he Ni"erian Gournal of 8uidance and 3ounsellin". Kol. ) No. '# March
7()

N!UN
9-
EDA 702
Discuss the rele ance of %o/ perfor1ance appraisal in schools in !our state.
MODU$E +
Unit 13
Sta Ser-+$e#: Sa et16 Se$ur+t1 a"* Hea'th Ser-+$e# +" S$hoo' Or%a"+8at+o"(
Ta&'e o Co"te"t#
N!UN
9.
EDA 702
'.( ).( *.( *.' *.) +.( ,.( -.( ..(
Introduction O/%ecti es Staff Ser ices5 safet!# securit! and health ser ices in school or"ani;ation Safet! and Securit! Ser ices 0ealth Ser ices 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ents
1()
I"tro*u$t+o"
&his unit is related to 0u1an 2esource Mana"e1ent. &he unit specificall! focuses on safet!# securit! and health ser ices of staff in the school or"ani;ation. $et us loo4 at what !ou should learn in this unit# as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 E>plain staff ser ices in respect of safet! and securit! Descri/e the nature of health ser ices of staff in school or"ani;ation.
.()
Sta Ser-+$e#: Sa et16 Se$ur+t1 a"* Hea'th Ser-+$e# +" S$hoo' Or%a"+8at+o"(
@ersonal Mana"e1ent is a /road /ut necessar! aspect of the or"ani;ation if it 1ust sur i e to achie e its ai1s. &his is 1ore so especiall! when the relationship /etween superCordinates and su/ordinates is considered as an i1portant spice necessar! for the enhance1ent of producti it!. &he e1plo!er# therefore# has to pro ide certain ser ices that will act as lu/ricant to the staff or e1plo!ees.
N!UN
9B
EDA 702
E1plo!ee ser ices therefore# are the ser ices the e1plo!er should render to his e1plo!ee in the or"ani;ation. Ede1 ('9B.) identified the ser ices to include5 1a4in" e1plo!ee share in the decision 1a4in" processD assistin" hi1 to i1pro e his producti it!D /ein" attenti e to his 1aterial and social needs and others. @erhaps these could /e interpreted to reflect what the school ad1inistration 1ust do for his staff if he is to create conduci e teachin" learnin" situation. Our concern in this unit is safet! and securit! ser ices# and health ser ices in the school. As ad1inistrators we need to /ear in 1ind the er! essence of these ser ices if we want to achie e our educational o/%ecti es with considera/le ease. $et us e>a1ine these ser ices one /! one althou"h in so1e industrial or"ani;ations the! are considered a co11on act.
.(1
Sa et1 a"* Se$ur+t1 Ser-+$e

Man! or"ani;ations especiall! the nonCindustrial ones# underesti1ate the i1portance of staff safet! and securit!. So1e of the thin"s that 1a4e the staff in the school to feel secure are the satisfaction of his /asic needs such as food# clothin" and shelter. &he! are the fore1ost reasons wh! people ta4e up %o/s and the! appear to /e stron"est in an e1plo!ee7s earl! wor4 life and 1ust /e satisfied to 1a4e hi1 feel secure. &he principal or school ad1inistrator should therefore# see the i1portance of 1one! to the staff which has a do1inatin" influence on hi1 especiall! in the earl! sta"e of the staff7s career. &he school head should therefore# 1a4e sure staff salaries are paid accuratel!# re"ularl! and pro1ptl! and# should therefore# arise a situation where salaries cannot /e paid pro1ptl! the staff should /e infor1ed and the reasons e>plained in detail. &he school head should desist fro1 unnecessar! dela! of pa!1ent of salaries due to 1inor offences or 1ista4es. &his is so /ecause such dela! could cause insecurit! for his fa1il! and the! 1a! star e or fall sic4. &he school head should ensure that staff are dul! pro1oted. @ro1otion "i es the staff an additional securit! in ter1s of 1onetar! rewards that follow pro1otion. 0is pro1otion 1a! also 1o e hi1 fro1 a lower le el position to a hi"her one where his authorit! and powers are increased. It is therefore# wise that the school ad1inistrator should ta4e the issue of pro1otion seriousl! /! reco11endin" staff who are due# fillin" their annual e aluation reports and assistin" the1 to o erco1e /arriers hinderin" their pro1otions. Ahen securit! is esta/lished the ad1inistrator has to ta4e into account the safet! needs of the staff. Muestion such as what happens to a 1e1/er of staff if he "ets sic4L 0ow is he protected fro1 the school en iron1ent ha;ards such as students7 uprisin" or parent7s hostile confrontationsL So the ser ices should ai1 at protectin" the staff a"ainst /odil! har1# dan"er# loss of %o/#
N!UN
99
EDA 702
depri ation or threat. &he 1a%or areas of concern for teachers is "ettin" per1anent and pensiona/le appoint1ent and confir1ation of appoint1ent /ecause lac4 of these 1a4e the staff to "et worried of the! fear discri1ination or ar/itrar! 1ana"erial action. &he school head should therefore# see that reco11endations are 1ade on staff who deser e these. $istenin" to# and ta4in" interest in the personal pro/le1s of the staff is one sure wa! the school ad1inistrator can 1a4e the staff feel secure. One 1a%or area of pro idin" safet! and securit! for the staff is housin"# staff that ha e no house allocated to the1 cannot /e sure of the safet! and securit! of their fa1ilies and their /elon"in"s and these will in aria/l! affect their producti it! or perfor1ance. In a school situation# there are so1e cate"ories of acade1ic and nonCacade1ic staff who are entitled to institutional houses. Ahere houses are not a aila/le# the school principal 1a! not /e a/le to render 1uch help than to e>plain the situation to the staff and 1a4e su""estions on how the! can 1a4e arran"e1ent to o/tain pri ate acco11odation. So1e principals who actuall! 4now the i1portance of the safet! need to staff perfor1ance# 1a! conte1plate /e!ond 1ere su""estion to the staff. &he! "o personall! to e>ert their influence in order to 1a4e er! suita/le and 1odest acco11odation arran"e1ents for their staff in the town where the school is situated. &he! 1eet landlord and 1a4e arran"e1ents for the acco11odation of their teachers in suita/le and fa oura/le house. InCser ice pro"ra11es can ensure the safet! and securit! of the wor4ers in 1an! wa!s. &his is a <uic4 wa! of enhancin" the staff estee1 /! self or others. An additional educational <ualification fro1 sa! N3E to uni ersit! de"ree to the staff "i es a sense of securit! and safet! on the %o/ since he is aware of the additional 1onetar! awards that will follows such a pro1otion ad ance1ent. &he princiipal should pla! a helpful role in 1a4in" sure that deser in" staff "o on inCser ice trainin"# and where there is deficienc!# effort should /e 1ade to help re1o e it. One other aspect of staff ser ice is to "i e the 1e1/ers of staff a sense of direction. &he! should ha e a clear 4nowled"e of where the school is headin" to throu"h the clarification of the school "oals and o/%ecti es and the role each staff 1ust pla! to achie e these "oals. &he principal should /e a/le to assist the staff in fulfillin" their roles as is e>pected of the1. So1e cate"ories of teachers need so1e for1 of securit! 1easures /ecause of the tas4s the! perfor1. Discipline and la/our 1asters fall under this cate"or!. &heir responsi/ilities can lead to hostile reaction either in the school or outside the school where a student who has /een disciplined 1a! accuse the teacher or in so1e cases threaten the life of the teacher. &he principal should 1a4e the students and parents understand that the discipline 1asters do not icti1i;e studentsD the! 1erel! carr! out the instructions as directed /! the
N!UN
'((
EDA 702
school or the Ministr! of Education. In addition# teachers should /e allowed to pla! their assi"ned roles without undue interference either fro1 principal or influential parents.
.(2
Hea'th Ser-+$e#
0ealth# it is said# is wealth. In or"ani;ations health is hi"her than producti it! or perfor1ance. &he state of /oth ph!sical and 1ental well/ein" of staff should /e the 1a%or concern of the e1plo!er or school ad1inistrators. &he distinction /etween safet! and health is so1ewhat ar/itrar! in the sense that :safet! "enerall! refers to ha;ards resultin" in direct in%uries such as cuts# /ruises# sprains# i1paired hearin"# loss of e!esi"ht# and /ro4en li1/s=. 0ealth refers 1ore to the role of wor4in" en iron1ent in producin" disease and illness. &his definition 1a! tend to /e in fa our of wor4in" factories with sophisticated 1achines /ut it still has rele ance to the school situation. &he situation a ails in the school where teachers 1a! /e in%ured for e>a1ple the @h!sical Education teachers /eco1e sic4 in the course of their duties# or la/orator! staff "ettin" /urnt /! che1ical factions and so on. All these 1eans that so1ethin" 1ust /e done to help the staff that are affected. ?or 1ost or"ani;ations includin" the school# the function of 1edical ser ices has /een to pro ide preCe1plo!1ent ph!sical e>a1inations# to re iew clai1s for wor4ers and to offer first aid and other routine 1edical ser ices. It is unfortunate that in our present dispensations# schools DO NO& and 3ANNO& render such 1edical ser ices. Ahat actuall! is rendered is the ti1e the staff 1a! /e allowed to "o to health clinic# and hospitals /ut it does not co er the costs for consultation and dru"s. Ahat should the school ad1inistrator do hereL @erhaps he can /orrow fro1 the industrial en iron1ent health ser ice pro"ra11e so that a pre enti e 1edical pro"ra11e within the or"ani;ation can 1a4e a /i" contri/ution to the "oal of 4eepin" wor4ers health!. A startin" point is the preCe1plo!1ent screenin" process. &his onl! screens out indi iduals who 1i"ht /e a lia/ilit!# /ut assists in proper 1o- pla%ement, &his 1a! not /e er! practica/le in the school situation /ut a /asic 4nowled"e of the health of the staff will ena/le the school ad1inistrator to 4now what responsi/ilit! to assi"n to the1. Another area is to ensure the 1aintenance of "ood health /! 1e1/ers of staff in the school. @eriodic e>a1inations perfor1ed /! a 1edical personnel or in consultation with pri ate ph!sicians and clinics can help ser e this purpose. &he Ni"erian Union of &eachers (N.U.&) could liaise with State 8o ern1ents# the lar"est e1plo!er of la/our in schools# to handle this initiati e.
N!UN
'('
EDA 702
Another health ser ice the school ad1inistrator can render is in the area of transfer of staff. 0e should /e a/le to 1a4e reco11endations re"ardin" staff health conditions so that those with poor health should /e transferred to and not fro1 schools near hospitals. Since the econo1! of the countr! is :not /uo!ant= now# there is little the school ad1inistrators can do a/out health ser ices for the staff /ut to offer an understandin" when a 1e1/er of staff or an! 1e1/er of their fa1ilies falls sic4 /! allowin" the1 to "o to a hospital. In so1e schools# the /ursar! 1a! ha e 1one! fro1 which the ad1inistrator can loan the staff ha in" a health pro/le1 (either hi1self or an! 1e1/er of his fa1il!) to ena/le /u! 1edicine. So1e schools e en ha e first aid /o>es where cheap and ia/le dru"s are a aila/le such as panadol# aspirin# /anda"es# iodine and others. Althou"h pri1aril! the first aid /o> is 1eant for students# the staff 1e1/ers can ta4e ad anta"e of it in ti1es of e1er"enc!. @erhaps one wa! to 4eep the school first aid /o> "oin" is to as4 1e1/ers of the staff to contri/ute 1one! to /u! dru"s. In so1e schools# the "o ern1ent has esta/lished sic4 /a!s (clinics) with a school nurse and clinic 1aster. &he "o ern1ent re"ularl! supplies these clinics with 1edicine. It is left to the school head to constantl! pursue the sources of these dru"s. 0e can alwa!s 1eet with the school nurse to 4now areas of shorta"es. &he 1e1/ers of staff in the school can 1a4e use of the school clinic especiall! in the instance of 1ild sic4nesses such as fati"ue headache# cuts and si1ple fractures. Exercise 1.1 your $dentify the types of services availa%le for staff in secondary schools in state.
Answer Kit I. '. 2, <, :,

N!UN
&afety and &ecurity &ervices Wor*ing in a sa&e environment Removal o& &a%tors5elements )'i%' ma. t'reaten sta&& mem-ers sa&et.5se%urit., Living in sa&e and se%ure 'ouses Prote%tion against 'a+ards( danger( deprivation and loss o& 1o-, '()
EDA 702
@, C, 7, II. ;, 2, <,
e%uring &or sta&& permanent and pensiona-le appointments, Listening to and ta*ing interest in personal pro-lems o& sta&&, ta&& development t'roug' in4servi%e, ealth &ervices Esta-lis'ment o& s%'ool %lini%s /i& a s%'ool is too small to 'ave one( t)o to t'ree s%'ools in t'e same vi%init. %ould s'are one0, Periodi% medi%al eAamination Healt' $nsuran%e %'eme to -e ta*en -. tea%'ers to redu%e -urden o& 'eav. medi%al eApenses in %ase o& serious illness,
/()
Co"$'u#+o"
Ae ha e seen the need for safet!# securit! and health ser ices in the school. &here is the need for 1e1/ers of staff to /e pro1ptl! paid# ha e housin" acco11odation arran"e1ents 1ade for the1 /! wa! of pro idin" and where not possi/le# assistin" the1 to "et it in order to 1a4e the1 feel their fa1ilies and /elon"in"s are safe and secure. 0ealth ser ices are er! i1portant /ut /ecause of poor financial situations# lar"e nu1/er of schools in 1ost States and lar"e nu1/er of wor4 force in the education sector# the "o ern1ent cannot 1eet up with the re<uire1ents of staff health ser ices. &he school head can onl! allow the staff a1ple ti1e to ta4e 1e1/ers of their fa1ilies that are ill to the near/! hospitals. It is necessar! for the school head to understand the health conditions of staff /efore assi"nin" the1 tas4s. ?inall!# the "rowin" i1portance of staff safet! and health 1andates chan"e in the current practices. &he /est wa! is to ensure a safe and health! wor4in" en iron1ent which will "i e the staff a sense of securit! and where he will perfor1 /etter towards the attain1ent of the school o/%ecti es.
0()
Su!!ar1
In this unit# !ou ha e learnt a/out the i1portance of safet!# securit! and health ser ices to the attain1ent of school "oals. &he t!pes of ser ices pro ided in schools in the countr! ha e /een descri/ed. A call for chan"e in the current practices was also 1ade in order that staff can perfor1 /etter.
2()
Re ere"$e#
Ede1# D.A. ('9B)) Introduction to Educational Ad1inistration in Ni"eria
N!UN
'(*
EDA 702
I/adan# Gohn Aile! and Sons $td.
7()

Descri/e the e1plo!ee ser ices that !ou would need to satisf! !our staff and 1o e the1 towards increased perfor1ance.
Unit 14
Per#o""e' a"* Hu!a" Re'at+o"#
Ta&'e o Co"te"t#
N!UN
'(+
EDA 702
'.( ).( *.( *.' *.) +.( ,.( -.( ..(
Introduction O/%ecti es Meanin" of 0u1an 2elations @ersonnel and 0u1an 2elations @rinciples of 0u1an 2elations 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his unit specificall! focuses on personnel and hu1an relations and principles of hu1an relations. &he unit sheds li"ht on the i1portant role pla!ed /! hu1an relations towards the success of or"ani;ation. $et us loo4 at what !ou should learn in this unit as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Define hu1an relations. E>plain the i1portance of hu1an relations to wor4ers producti it! Enu1erate the principles of hu1an relations.
.()
Mea"+"% o Hu!a" Re'at+o"#

0u1an relations si1pl! 1eans /ein" with people and interactin" with the1. 0u1an relations in ol e reco"nition of wor4ers as hu1an /ein"s and treatin" the1 as such. &his i1plies /earin" in 1ind constantl! that the e1plo!ee is 1ore i1portant than the wor4 itself e en thou"h the wor4 has to /e done. 0u1an relations 1eans reco"nition /! the ad1inistrator that 1an is part of
N!UN
'(,
EDA 702
the or"ani;ation. Since 1an is the 1ost i1portant part of the or"ani;ation# e er!thin" possi/le 1ust /e done /! the ad1inistrator to 1a4e hi1 co1forta/le in his wor4. &he idea of hu1an relations is /ased on the fact that friendliness /e"ets friendliness. &his fact e1phasi;es that since nearl! se ent!Cfi e per cent of the school ad1inistrator7s ti1e is spent with and for hu1an /ein"s# who ha e indi idual needs# e>pectations# feelin"s# e1otions and interests# the school ad1inistrator 1ust learn how /est to relate to the indi iduals so as to 1a4e the /est out of the1. 0u1an relations i1pl! such ideas as respect# courtes!# 4indness# consideration# confidence# trust# sincerit!# openC1indedness# %ustice and fairness in dealin" with people. &he "ood ad1inistrator is essentiall! a friend# accessi/le to all 1e1/ers. 0e is a friend to all in the school on e<ual le els. An ad1inistrator who considers the co1fort and the social welfare of his staff can /e said to /e e1plo!eeCcentred. &hat 1eans that he /elie es that increased producti it! on the part of the staff occurs when the staff7s /asic hu1an needs are "i en due consideration /! the e1plo!er. Ahile it is true that financial incenti es 1a! ser e to 1oti ate wor4ers# a school head 1ust reco"ni;e and tr! to 1eet other needs which are co11on to his staff. &hese consist of social needs such as friendship# "roup support# acceptance# appro al# reco"nition# status and the need for selfC actuali;ation which in ol es the de elop1ent of the indi idual7s talents# creati it! and personalit! to the full. In addition# hu1an relations practices in ol e 4nowin" the /est wa! to co11unicate to people at the ri"ht ti1e. It also i1plies dealin" with people with trust# respect and consideration.
E:er$+#e 1(1
Ahat does hu1an relations 1ean to !ouL
A"#4er ;+t
N!UN
'(-
EDA 702
0u1an relations 1eans "i in" due respect and reco"nition to the hu1an ele1ents (wor4ers) in an or"ani;ation. It 1eans showin" wor4ers 4indness# courtes!# treatin" the1 with sincerit! and trust.
.(1
Per#o""e' a"* Hu!a" Re'at+o"#

In or"ani;ations# so1e indi iduals in positions of leadership see the achie e1ent of their tas4s as /ein" essentiall! dependent on how well the! can structure the arious functions with appropriate %o/ description. &he! /elie e that when this is done# each indi idual will 4now who1 to report to and who reports to hi1# leadin" lo"icall! to proper coordination and super ision of the arious units in the particular or"ani;ation. Others# on the other hand# /elie e that the achie e1ent of or"ani;ational tas4s depend to a lar"e e>tent on how well rules and re"ulations are 1ade and followed. It is natural that these contrastin" perceptions of the 1eans that can lead to an ade<uate reali;ation of or"ani;ational "oals# will attract different attitudes to su/ordinates /! superCordinates. &o those who thin4 tas4s can /e 1ore appropriatel! reali;ed when there are strict "uidelines to follow# specification of function as well rules and re"ulations# their iew of those who wor4 with the1 will /e such that 1ore attention will /e "i en to how these "eneral principles of ad1inistration can /e strictl! adhered to. &his 1eans that the head of such an or"ani;ation will /e 1ore concerned with issuin" directi es and seein" that these are i11ediatel! carried out. In short# he will /e 1ore interested in the achie e1ent of tas4s e en at the e>pense of 1e1/ers7 personal feelin"s in the or"ani;ation. &hose who howe er# feel that the hu1an condition is 1ore i1portant in the achie e1ent of or"ani;ational "oals will si1ilarl! do all the! can to 1a4e such indi iduals feel happ! to wor4. 0u1an relations also 1eans the consideration of the hu1an factor in an or"ani;ation as /ein" an i1portant one in the reali;ation of "oals. &his calls for proper handlin" of persons in the or"ani;ation in order to 1a4e the1 satisfied. Ahile upholdin" this iew# it does not sacrifice the achie e1ents of or"ani;ational tas4s /ut ne ertheless considers that these tas4s can /est /e achie ed when indi idual 1e1/ers in the or"ani;ation are 1ade to feel happ! and therefore# willin" to contri/ute their er! /est. It is i1portant to point out that# ad1inistrators who /elie e that with proper structurin" of or"ani;ational conditions and 1ethods of operations as /ein" 1ore i1portant for the achie e1ent of "oals# iew 1an as /ein" essentiall! hardwor4in"# li4es responsi/ilit!# capa/le of self direction# responsi e to chan"e and so is capa/le of helpin" reali;in" such "oals if conditions and 1ethods of operations are arran"ed properl!. On the other hand#
N!UN
'(.
EDA 702
ad1inistrators who /elie e that the hu1an factor is i1portant in the achie e1ent of or"ani;ational "oals iew 1an as one who needs direction# 1oti ation and control /ecause he is /! nature la;!# disli4es responsi/ilit!# dull and resistant to chan"e. &hese two /eliefs of 1an are "enerall! 4nown as :&heor! F= and :&heor! N= respecti el!. In :&heor! N=# indi iduals ha e to /e persuaded# rewarded# punished and controlled if the! ha e to perfor1 the arious tas4s assi"ned to the1. It# therefore# places considera/le reliance upon e>ternal control of hu1an /eha iour. 0u1an relations is in "eneral a softer iew of :&heor! N= in which indi iduals in an or"ani;ation ha e to /e persuaded# encoura"ed or praised in order to reinforce their /eha iour towards "oal achie e1ent.
.(2
Pr+"$+5'e# o Hu!a" Re'at+o"#

&he "eneral principles of hu1an relations in an or"ani;ation include the followin"5 Su/ordinates are li4ed and respectedD 2eco"nition is "i en to allD &hose in positions of authorit! 1ust /e friendl! and approacha/leD &here 1ust /e fairness and %usticeD 8ood co11unication 1ust e>ist in the or"ani;ationD and @articipation in decision 1a4in" and plannin" is encoura"ed. Ahen su/ordinates in an or"ani;ation are li4ed and respected /! those in positions of authorit!# the! are 1ore li4el! to identif! with the concerns of such an or"ani;ation. In a school where the principal shows he cares a/out the staff# there is a "reater tendenc! for such staff to feel 1ore concerned with achie in" the arious tas4s which the! are called upon to perfor1. On the other hand# when 1e1/ers of staff are not li4ed /! those in authorit! positions and are not also "i en the respect that are due to the1# the! are also 1ore unli4el! to li4e those in authorit! and disa"ree1ent /eco1es widespread. 2eco"nition is a er! co11on wa! of reinforcin" /eha iour. Accordin"l!# when indi iduals in a school feel that their contri/utions are /ein" reco"ni;ed and appreciated# the! ac<uire a sense of satisfaction and will /eco1e 1ore willin" to contri/ute 1ore positi el! towards the achie e1ent of tas4s assi"ned to the1. Ahen# on the other hand# 1e1/ers of an or"ani;ation feel
N!UN
'(B
EDA 702
that their contri/utions are not /ein" reco"ni;ed and 1uch less appreciated# the! de elop a cold attitude when ne>t tas4s are assi"ned to the1. &hus# /! showin" reco"nition and appreciation to tas4s perfor1ed /! su/ordinate staff# school e>ecuti es can do 1uch to 1a4e the1 wor4 towards "oal achie e1ent. In a school where those in positions of authorit! are friendl! to su/ordinates and allow the1sel es to /e easil! approacha/le# a healthier at1osphere of war1th and friendship will pre ail. Such an at1osphere will /rea4 an! /arriers /etween those in authorit! and su/ordinates# thus resultin" to "reater cooperation. 0owe er# when there is no friendship in an or"ani;ation a1on" 1e1/ers and where those in authorit! positions create a "ap /etween the1sel es and su/ordinates# there can hardl! /e an! 1eanin"ful cooperation /etween the two "roups. &his is si1pl! /ecause su/ordinates will not feel that the! are part of the or"ani;ation. Instead# the! will tend to iew such an or"ani;ation as /ein" pri1aril! the concern of those in leadership positions. &he! would thin4 that it is those in authorit! who would /enefit fro1 an! success arisin" in it and not the1sel es. Aith such an attitude# it is needless pointin" out that there can hardl! /e an! understandin" in the or"ani;ation /etween one another. An at1osphere of %ustice and fairness "i es 1e1/ers in an or"ani;ation the assurance that the! are ade<uatel! protected. Under such conditions# indi iduals feel that actions will /e %ud"ed purel! on facts and not on feels. &he! are 1ore li4el! to thin4 that er! funda1ental issues li4e pro1otions and appoint1ents would /e /ased on 1erit alone. Ahen this is the case# indi iduals feel happ! to wor4 for the achie e1ent of or"ani;ational tas4s. 8ood co11unication in a school does not onl! ena/le indi iduals to /e aware of their duties and the "eneral pro"ress /ein" 1ade in the school It also ser es an i1portant ps!cholo"ical function /ecause it 1a4es the indi idual who is constantl! infor1ed of the pro"ress /ein" 1ade in the school that he is actuall! reco"ni;ed as /ein" i1portant. On the other hand# when indi iduals are ne er infor1ed on the pro"ress /ein" 1ade in the esta/lish1ent where the! are part# the tendenc! is to feel that the! are not actuall! /ein" alued. &his 1a! da1pen the spirit of the 1e1/ers of the or"ani;ation. Under such conditions the! will not /e a/le to contri/ute their /est. A "reater sense of identification with the purposes of the school or an! other or"ani;ation can /e achie ed when all the indi iduals who are to /e affected /! particular 1easures are allowed to participate in the decisionC1a4in" process. &he point here is not that their su""estions will necessaril! /e ta4en. Ahat is the point of si"nificance in this case is that /! /ein" allowed to
N!UN
'(9
EDA 702
participate in decisionC1a4in"# indi iduals will tend to feel so1e worth and i1portant that the! are actuall! functional 1e1/ers of the or"ani;ation. Ahen indi iduals feel this wa!# the! are 1ore li4el! to contri/ute their /est towards the achie e1ent of the "oals of the or"ani;ation. On the other hand# when indi iduals that are to /e affected /! particular 1easures are not called upon to ta4e part in the 1a4in" of such decisions# the! would naturall! feel that the! are 1ere tools /ein" used to achie e certain ends and not as indi iduals with an! reasonin" or worth. Such feelin"s are certainl! not the /est in see4in" the cooperation of indi iduals in an or"ani;ation.
E:er$+#e 1(2
Briefl! descri/e so1e principles of hu1an relations.
A"#4er ;+t
2eco"nition "i en to all Effecti e 3o11unication @ractices of fairness and %ustice School head li4es and respects staff @articipati e decision 1a4in" in the school School head should /e friendl! and approacha/le.
/()
Co"$'u#+o"
0u1an relations is a factor of 1orale and 1oti ation. &he! are closel! intertwined. &he! are essential areas that the school head 1ust de elop if the staff will perfor1 their %o/ efficientl! so as to achie e the "oals of the or"ani;ation. 0u1an relations i1pl! that althou"h the wor4 1ust /e done effecti el!# the wor4ers who perfor1 the %o/ are 1ore i1portant than the wor4 itself.
0()
Su!!ar1
In this unit !ou ha e learned that hu1an /ein"s are er! i1portant in or"ani;ational "oal attain1ent and so the school head 1ust de elop s4ills in hu1an relations so that wor4ers will /e effecti e. 0u1an relations was defined as the reco"nition of wor4ers as hu1an /ein"s with feelin"s# interest# needs and e1otions and# should /e treated with respect# courtes! and
N!UN
''(
EDA 702
sincerit!. 0u1an relations practices that the school head can use to /uild the 1orale of his staff were hi"hli"hted.
2()
Re ere"$e#
Out# D. O. ('99B). Educational $eadership in the @ri1ar! School. Sa1aru E Zaria. S. Ase4o1e H 3o. @u/lishers. Afola!an# &. A. ?. ('9B9). @rincipalship5 An Introduction to the Ad1inistrtion of @ostC@ri1ar! Institutions in Ni"eria. Zaria. Institute of Education# A.B.U.
7()

Discuss the rele ance of %o/ perfor1ance appraisal in schools in !our state.
Unit 15
Sta Co"*u$t a"* D+#$+5'+"e +" S$hoo'#
Ta&'e o Co"te"t#
N!UN
'''
EDA 702
'.( ).( *.( *.' *.) *.* +.( ,.( -.( ..(
Introduction O/%ecti es Staff 3onduct and Discipline in School Or"ani;ations Staff 3onduct Staff Discipline Approaches in Maintainin" Discipline A1on" Staff 3onclusion Su11ar! 2eferences &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
&his unit is related to hu1an resource 1ana"e1ent. &his unit specificall! focuses on staff conduct# staff discipline in school or"ani;ation# and approaches in 1aintainin" discipline a1on" staff. $et us loo4 at what !ou should learn in this unit# as specified in the unit o/%ecti es /elow5
2()

O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 E>plain what is 1eant /! staff conduct Descri/e t!pes of indiscipline a1on" staff in school Appl! positi e approaches in 1aintainin" staff discipline
.()
Sta Co"*u$t a"* D+#$+5'+"e +" S$hoo' Or%a"+8at+o"#

&he 1ain function of the school# apart fro1 teachin" students how to read# write and calculate as the pu/lic percei es it is the 1aintenance of 6discipline7. In order to 1aintain discipline# therefore# there is need for the e>istence of "ood conduct a1on"st indi iduals that are to 1aintain discipline. It is reasona/le that professional educators are aware of pu/lic e>pectations in this respect. Discipline is i1portant in an! social unit# /e it school# reli"ious or"ani;ation# a "o ern1ent esta/lish1ent of a political part!.
N!UN
'')
EDA 702
It is "enerall! a"reed that e er!/od! in the education institutions# includin" the principals# staff and students need to /e hi"hl! disciplined and of "ood conduct. But what actuall! is the 1eanin" of conduct and disciplineL 3onduct is a "eneral /eha iour or 1anners of directin" or 1ana"in" affairs# which could either /e "ood or /ad. &hus it then 1eans that conduct will now 1ean those "eneral "ood /eha iour e>pected# of all staff within the educational institution (a school). Note howe er# that when we sa! staff# this connotes /oth teachin" and nonC teachin" staff (Matron# Bursar# Nurse# $i/rarians# Dri er# Messen"er# etc.) in a school. Discipline# li4e education# is er! difficult to define. Ae 4now an educated 1an when we 1eet one /ut to sa! e>actl! what it is that 1a4es hi1 educated is difficult. In a si1ilar wa! we reco"ni;e that a 1an is disciplined /ut a"ain to define what 1a4es hi1 the wa! he is# is not eas!. So1e people see discipline as e er!/od! confor1in" in totalit! to laid down rules and nor1s and# as a co1plete o/edience to orders. &o these people discipline con%ures up a picture of an! ar1! parade "round# with soldiers respondin" instantl!. &he word discipline is apparentl! deri ed for1 the word disciple# 1eanin" a follower or student of an educated leader. In education :discipline= can /e used in two senses. In one usa"e it can /e titled acade1ic :discipline= or /eha ioural :discipline=. Ahen we tal4 of acade1ic discipline we 1ean a /ranch of learnin" or su/%ect particularl! at the uni ersit! le el. In the second sense it can /e defined as /eha iour indicati e of su/1ission to "enuine authorit! and hi"h ideals. Aith specific reference to staff and students# it denotes willin" o/edience to the school rules and re"ulations as well as /eha iour and wor4 in wa!s "enerall! accepta/le to the school co11unit! to the Ministr! of Education and societ! in "eneral.
E:er$+#e 1(1
Ahat is disciplineL
A"#4er ;+t
N!UN
''*
EDA 702
Discipline is the a/ilit! of a person to confor1 to the laid down rules# nor1s and re"ulations and a co1plete o/edience to orders within the en iron1ent where he li es or wor4s.
.(1
Sta Co"*u$t
As defined a/o e conduct refers to the "eneral /eha iour of an indi idual# such /eha iour will deter1ine the 1anners the indi iduals carr! out his acti ities or sense of direction. Fou 1a! note here howe er# that all staff in the school includes /oth teachin" and nonCteachin" staff. &he "reatest sin"le factor in the achie e1ent of educational institutional ai1s lies hea il! on the staff as such# those staff are e>pected to /e of "ood /eha iour or conduct. 0owe er# in this unit we shall focus 1ore attention on teachers7 conduct and /riefl! spea4 on other nonCteachin" staff conduct. &his is /ecause teachin" staff contri/ute the "reatest factor and influence on the children7s learnin" and acti ities. &hus as re"ards teachers we shall classif! their e>pected conducts into two headin"s# na1el!5 @ersonal 3onducts and @rofessional 3onducts. &he personal conducts e>pected fro1 staff therefore includes# dedication and hard wor4. One i1portant conduct e>pected of staff especiall! teachers is dedication and hard wor4. &hus e er! teacher is e>pected to co1e to school and do his wor4 accordin"l!. One other conduct e>pected fro1 staff is the wa! the! appear "enerall!. &his includes the wa! an indi idual staff dresses to the school. ?or instance# a fe1ale teacher is not e>pected to dress in %eans trousers or er! shot s4its to school and 1ale teachers are e>pected to dress properl! and not to 4eep /ush! hair. No staff is e>pected to co1e to school drun4 or s1o4e within the school pre1ises. Another "ood conduct e>pected of staff is that the! should alwa!s report to school on ti1e and not to lea e the school pre1ises /efore closin" ti1e. E er! staff is e>pected to /e selfCdisciplinedD as such the principal should pro ide those conditions that are conduci e to selfCdiscipline on the part of staff to help the1 to 4now the re<uires of their %o/s as well as the conditions which relate to their e1plo!1ent. It is a dirt! ad1inistrati e tric4 to 4eep the staff i"norant of their ri"hts and pri ile"es in an atte1pt to pre ent the1 fro1 clai1in" their entitle1ents.
N!UN
''+
EDA 702
On so1e occasions# the standard of wor4 and /eha iour of so1e staff 1a! /e occasionall! or fre<uentl! /elow e>pectation. In such cases# specific discipline 1easures ha e to /e ta4en. Not all these 1easures need to /e puniti e. ?or e>a1ple lateness# a/sence fro1 school or class# dela! in su/1ittin" students7 ter1l! "rades# inefficient dischar"e of teachin" and related functions and refusal to perfor1 reasona/le duties# all constitute si"ns of indiscipline. E>a1ple of other serious disciplinar! cases are "ross 1isconduct such as con ertin" school propert! to one7s own use# i1pre"natin" of fe1ale students /! 1ale staff# unhol! relationship with 1ale students# falsification of records# e>a1ination lea4a"es# (releasin" <uestions out to students# "i in" answers# inflatin" 1ar4s# etc). 3o1in" to school er! late and /ein" drun4 to school. All the a/o e enu1erated points constitute to staff indiscipline in our educational institutions as such it is the responsi/ilit! of the principal to 1a4e the staff aware of what# how# when and where to ta4e certain actions or /eha e properl!. It is pertinent to 4now that# where er we ha e different people co1in" to"ether in the sa1e or"ani;ation such as the school# we cannot e>pect hundred per cent disciplined hu1an /ein"s# as such there 1ust /e an e>ceptional case or an indi idual who will 1is/eha e at one ti1e or the other. Such indisciplined actions 1a! depend on the stren"th of the offence. 0owe er# there are so1e possi/le wa!s of how to ta4e care of indiscipline /eha iour of staff. &hese include infor1al discussion# inter iew# <uer! and others. &he inter iew is an infor1al wa! of a friendl! tal4# which can /e in for1 of counselin" with the teacher concerned. &he principal can ha e a tal4 with a teacher found "uilt!# for e>a1ple# a teacher who has /een a/sent fro1 the class for two da!s. It is <uite possi/le that such teacher has not /een "uilt! of such an act /efore /ut his action 1a! /e due to circu1stances such as# sudden sic4ness# or other acade1ic pro/le1 such as co1pilation of 1ar4s or 1ar4in" scripts which 1ade the teacher una/le to attend classes. Durin" such inter iew the principal would /e a/le to understand and "i e necessar! ad ise. &he wa! staff relate with one another and the students "enerall! should /e cordial and that which will contri/ute to the de elop1ent and achie e1ent of the school "oals and education in "eneral. A staff is not e>pected to /e a/sent fro1 school without per1ission and he is not e>pected to fi"ht either his collea"ue# students# parents# or an! 1e1/er of the co11unit!. Staff are
N!UN
'',
EDA 702
e>pected to /e lo!al# honest# patient# enthusiastic# creati e and resourceful.
er!
Pro e##+o"a' Co"*u$t: &his pertains to those /eha iour or conduct of staff towards their profession. &hus the! are e>pected to 1aster what the! teach# to understand principles of child "rowth as this will help the1 to 4now how to treat !ouths# prepare their lessons properl!# and to ha e positi e attitude to wor4# in this sense the! should "row to li4e their %o/.
.(2
Sta D+#$+5'+"e
Ahen "enuine efforts are 1ade it is not difficult to 1aintain discipline a1on" teachers when co1pared with other cate"ories of wor4ers. Man! of the1 especiall! the professionall! trained ones appreciate the alue of discipline and respect e en /efore the! are appointed# the! will /e re<uired to follow certain rules and re"ulations pertainin" to their wor4 and relatin" to the institution the! wor4 with. D!na1ic leadership and the reco"nition of indi idual differences is the /asis of approach to indi iduals pro/le1s. @rincipal can /e reasona/l! assured of "enuine cooperation fro1 the 1a%orit! of his staff. &eachers 1ust set "ood e>a1ples of discipline /eha iour for the students to follow. Ae should alwa!s re1e1/er that selfCdiscipline is not e>ternall! i1posed and is not /ased on fearD staff should alwa!s displa! courtes!# consideration# respect# a professional 1anner# honest!# punctualit! and "ood speech. Staff are e>pected to cooperate in esta/lishin"# 1aintainin" and re isin" school rules. E er! teacher is e>pected to wor4 hard and /eha e well under fa oura/le conditions. &he principal should adapt and 1aintain this sense in respect of e er! teacher until a teacher7s pattern of /eha iour and 1ode of wor4 ha e pro ed /e!ond reasona/le dou/t that the principal7s confidence reposed in that teacher has /een 1isplaced. 0owe er# it is pertinent to 4now that such teacher 1i"ht /e used to such ha/it# as such# it is now left for the principal to counsel such staff and "i e ad ice and to let the teacher 4now the i1plication of such /eha iour to educational de elop1ent and attain1ent of educational o/%ecti es.
E:er$+#e 1(2
N!UN
''-
EDA 702
Ahat are so1e acts of 1isconduct a1on" teacher sin secondar! schoolsL
A"#4er ;+t
Acts of 1isconduct a1on" teachers include5 A/senteeis1 I1proper Dressin" Ne"li"ence of Dut! $ateness to School I11oralit! ?raud with students7 scores and "rades
It is possi/le such teacher 1i"ht refuse to chan"e# then there is need for the principal to "i e oral warnin". &his is an aspect when the principal "i es warnin" to such a teacher tellin" hi1 that if he does not desist fro1 such action a 1ore serious step will /e ta4en. &he ne>t step is the written warnin". &his can co1e in for1 of <uer! as4in" the teacher to e>plain wh! he was a/sent fro1 the school# or class# or wh! he was drun4 in school# or was i1properl! dressed to school. It is <uite true that so1e staff after all the a/o e steps# do not chan"e. 0ence# there is need to ta4e other serious steps. &herefore# one of the last steps to /e ta4en on staff indiscipline action should /e to 1a4e report to the 0ead<uarters testif!in" on the staff7s /eha iours. In reportin" to the head<uarters# the principal can 1a4e reference to the written warnin"s that has /een "i en to the staff in <uestion. &his reference is to show the head<uarters that the principal has done his /est in correctin" such staff.
.(.
A55roa$he# +" Ma+"ta+"+"% D+#$+5'+"e A!o"% Sta

8ood discipline should /e 1aintained to help the indi idual staff ad%ust to the personal and social forces of his e>periences. &he staff has to ad%ust to the e>istin" culture and institution within which he participates.
N!UN
''.
EDA 702
A reasona/le de"ree of cooperation# confor1it! and consistenc! of /eha iour is e>pected fro1 the staff. &herefore# there are certain approaches that are necessar! in order to 1aintain certain le el of discipline a1on" staff. &he positi e approach stresses that staff discipline should not /e a separate area of school ad1inistration. As such staff could /e 1ade to understand that all rules and re"ulations are enacted for their welfare and peaceful coC e>istence. &here is need for the principal to treat teachers 4indl! and endea our to sue positi e reinforce1ent in assistin" staff to de elop his conduct. School rules and re"ulations 1ust /e fle>i/le# the! should not /e too ri"id and should /e si1ple and clear. Staff should /e 1ade to participate in the for1ulation of such rules so that the! can easil! /e o/e!ed. &here is need for a /lue print of such rules to /e distri/uted to e er! staff for personal use and for the1 to read e er! ti1e. &here should /e a "eneral one to /e placed on the notice /oards in the staff roo1. Such rules should "uide teachers in their "eneral conduct and discipline in the school as a whole. &he ne>t approach is the 1ethod of co11unication. &here should /e a clear line of co11unication /etween the principal and the staff in "eneral. @rincipal should at least ha e /rief 1eetin"s with staff e er! 1ornin" /efore asse1/l! and to 4now if a teacher has an! pro/le1. &here is need for staff 1eetin"s. Durin" such 1eetin"s the principal should let staff 4now a/out latest de elop1ents fro1 the head<uarters either in relation to the "eneral wor4in" conditions or on pro/le1s li4e lea e "rants# pro1otions or docu1ents to /e si"ned or su/1itted. @rincipals can also 1aintain discipline a1on" teachers if he can tr! his /est throu"h reco11endations of teachers to the head<uarters for pro1otion or inCser ice trainin". ?ro1 the preceedin" discussion# it is then clear that it is not an eas! tas4 to 1aintain discipline in schools /ut with dedication and hard wor4 and ade<uate understandin" of staff# it will /e possi/le. &he 1ost i1portant thin" that will lead to ade<uate 1aintenance of discipline is that the principal hi1self needs to /e a wellCdisciplined person with ade<uate selfCcontrolD he should /e a/le to relate with people# ha e patience# intelli"ence and selfC confidence# ha e positi e attitudes towards the profession.
N!UN
''B
EDA 702
E:er$+#e 1(.
Mention steps (approaches) to 1aintain discipline a1on" staff in !our school.
A"#4er ;+t
@repare rules and re"ulations "uidin" staff conduct. 8i e each staff a cop! of rules and re"ulations "uidin" their /eha iour. @lace rules and re"ulations on staff conduct on notice /oards in the staff roo1. Ma4e sure staff conduct rules and re"ulations are si1ple# clear and una1/i"uous. Esta/lish effecti e lines of co11unication in the school. 0old staff 1eetin"s E "eneral and indi idual with staff re"ularl!.
/()
Co"$'u#+o"
&he i1portance of staff discipline and conduct in a school settin" cannot /e o erCe1phasi;ed. &he! are e>pected to /e e>a1ples (1odels) of 1oral and acade1ic e>cellence to the students the! teach. As such# the! are e>pected to 1ould the characters of the students throu"h their own conduct.
0()
Su!!ar1
In this unit# we ha e /een discussin" the issue of staff conduct and discipline in school or"ani;ations. &he 1eanin" of staff discipline and conduct as stated. So1e acts of staff indiscipline were anal!;ed and lastl!# approaches to 1aintain staff discipline were e>a1ined.
2()
Re ere"$e#
N!UN
''9
EDA 702
Afola!an# &.A.?. ('9B9). @rincipalship5 An Introduction to the Ad1inistration of @ostC@ri1ar! Institutions in Ni"eria. Zaria. Institute of Education# A.B.U.
7()

Descri/e so1e strate"ies !ou utili;e to 1aintain staff discipline in !our school.
Unit 16
N!UN
')(
EDA 702
Or%a"+8at+o"a' Cu'ture6 Per#o""e' Co!!+t!e"t to 7or3 a"* Or%a"+8at+o"a' E e$t+-e"e##

Ta&'e o Co"te"t# '.( Introduction ).( O/%ecti es *.( Ahat is an Or"ani;ation *.' Or"ani;ational 3ulture *.) @ersonnel 3o11it1ent to Aor4 in Or"ani;ation *.* Or"ani;ational Effecti eness +.( 3onclusion ,.( Su11ar! -.( 2eferences ..( &utor Mar4ed Assi"n1ent
1()
I"tro*u$t+o"
In this unit the discussion centers on or"ani;ational culture# personnel co11it1ent to their wor4 and or"ani;ational effecti eness. &he unit stresses the i1portance of a fa oura/le (health!) or"ani;ational culture towards enhancin" personnel le el of co11it1ent to their wor4. &he relationship /etween personnel wor4 efforts and or"ani;ational effecti eness was hi"hli"hted. $et us loo4 at what !ou should learn in this unit as specified in the unit o/%ecti es /elow.
2()
O&,e$t+-e#
B! the end of this unit# !ou should /e a/le to5 Define the ter1 or"ani;ation Descri/e the features of an or"ani;ational cli1ate (culture) Discuss the influence of or"ani;ational cli1ate on personnel co11it1ent to wor4
E>plain the effect of personnel co11it1ent to wor4 on or"ani;ational effecti eness.
N!UN
')'
EDA 702
.()
7hat +# a" Or%a"+8at+o"

An or"ani;ation is a collection of people who# with consciousl! coordinated efforts# pursue and contri/ute to the attain1ent of a co11on purpose. Or"ani;ation can also 1ean collection of two or 1ore people who wor4 toward achie in" co11on "oals. 2easons for for1ation of an or"ani;ation were "i en in 0ic4s ('9.-5-) to /e /ecause of the e1otional# spiritual# intellectual and econo1ic needs of indi iduals that need to /e satisfied. It is our opinion here that throu"h schoolin"# e1otional# spiritual# intellectual and econo1ic needs of the indi iduals can /e achie ed with "i en fa oura/le or"ani;ational cli1ateD since schools are /uilt to attain those needs. Ma!o and his associates in ?leish1an and Bass ('9.+5*BB) iew or"ani;ation as a social and econo1ic s!ste1s. Ma!o /elie es that or"ani;ation can onl! succeed if the leader is a/le to /uild "ood hu1an relationship. Ae /elie e that effecti e ad1inistration of schools is /uilt on Ma!o7s su/1ission of "ood hu1an relationship as a precondition of or"ani;ational success. &hus# an or"ani;ation is to /e seen as a collection of people /rou"ht to"ether under 6a/le7 leadership toward achie in" co11on "oals. &he success of an! or"ani;ation depends to a er! lar"e e>tent on the interpersonal relationship e>istin" in that or"ani;ation. Successful leaders# therefore# esta/lish "ood interCpersonal relationship with their su/ordinates.
.(1
Or%a"+8at+o"a' Cu'ture
Or"ani;ational culture# so1eti1es referred to as or"ani;ational cli1ate# can /e defined as the pre ailin" <ualit! and st!le of how people relate to one another# as iewed /! the 1e1/ers of the or"ani;ation# or /! other people ha in" an!thin" to do with the or"ani;ation. It is the pre ailin" personCtoC person at1osphere in the or"ani;ation as sensed /! people outside and inside the or"ani;ation. Ahen people tal4 of or"ani;ational cli1ate in the school the! are referrin" to how principals# teachers and other staff# and students feel a/out the relationship a1on" 1e1/ers of the school with re"ard to the followin"5 &he de"ree of friendship a1on" the 1e1/ers of the staffD &he de"ree of cooperation /etween the principal and the teachersD
N!UN
'))
EDA 702
&he relationship /etween the teachers and the studentsD and &he wa!s rules and re"ulations are applied and o/e!ed. Or"ani;ational cli1ate can /e classified as either health! (fa oura/le) or unhealth! (unfa oura/le). In 1an! schools in Ni"eria# it is so1ewhat sad to note that the or"ani;ational cli1ate is unhealth!. &he ps!cholo"ical and social at1osphere is char"ed5 either there are constant out/ursts# or people prefer to suffer in silence and refuse to tal4 a/out their wor4. &hese situations are often caused /! the use of inappropriate leadership st!les. Ad1ittedl!# an ad1inistrator 1a! rel! on the use of force to "et the cooperation of his staff either to do their wor4 or o/e! hi1# /ut the use of force is li4el! to result in strained and ne"ati e relationship# which in turn# will tend to wor4 a"ainst the effecti eness of the or"ani;ation. It is i1portant for the school ad1inistrator to reali;e that he# 1ore than an! other sin"le person else# is responsi/le for creatin" fa oura/le at1osphere. &eachers usuall! function effecti el! in a health! or"ani;ational cli1ate in which5 Ideas and feelin"s can /e openl! e>pressedD Each idea is assessed on its own 1erit rather than on the /asis of who offers itD &he staff 1e1/ers wor4 to"ether as a whole rather than operate as s1all cli<ues in warrin" ca1ps. 2espect for indi idual personalit! is reflected in the professional /eha iours of the schoolD and &he ;eal for li in" is sensed in the at1osphere. It is not %ust teachers who are affected /! the "eneral interpersonal at1osphere per adin" in the school. Students are 4een o/ser ers of the principal J teacher and teacher J student relationships. &he! 1a! de elop unfa oura/le news a/out the school if the! o/ser e that their teachers suffer indi"nit! fro1 the hands of the principal# or if there is dishar1on! a1on" their teachers. In addition# !ou find that where the students are /ored# /ullied# and pu/licl! dis"raced /! their teachers or principals# the! will /e afraid to co1e to school and /e happ! to lea e the school i11ediatel! after closin" ti1e.
N!UN
')*
EDA 702
Outsiders# such as parents# usuall! appraise the or"ani;ational cli1ate of a school with which the! are related. If the principal is arro"ant and cold to people# the teachers are unhelpful and the students are disrespectful# people co1in" to the school will sense an unfa oura/le situation. On the other hand# if the! find the principal cooperati e# hu1/le and ward to isitors# the teachers helpful# and the pupils polite# people will refer to the school as possessin" a health! or"ani;ational cli1ate. An ad1inistrator sets the tone for the school or"ani;ation. So1e of the practices he has to /uild up to i1pro e the school cli1ate are5 0a in" positi e alues# attitudes and /eha iour to wor4 with his staff and students. Usin" appropriate leadership st!le in decision 1a4in". Appl!in" or"ani;ational rules fairl!. @ro1otin" ori"inalit! and creati it! a1on" the staff. Showin" respect for hu1an di"nit!. @ro1otin" cordial relationship /etween the school and the co11unit! as cooperation fro1 local people is essential to effecti e ad1inistration. &he principal should /uild a conduci e or"ani;ational cli1ate# which staff 1e1/ers need to /e a/le to perfor1 their %o/ efficientl!.
E:er$+#e 1(2
Ahat is or"ani;ational culture (cli1ate)L Ahat are features of a health! or"ani;ational cli1ateL
A"#4er ;+t
An or"ani;ational culture is the pre ailin" <ualit! and st!le of how people relate to one another# as iewed /! the 1e1/ers of the or"ani;ation or /! other people who ha e dealin"s with the or"ani;ation. ?eatures of a health! or"ani;ational cli1ate5 ?eelin"s and ideas are openl! ')+
i)
N!UN
EDA 702
ii) iii)
Idea is appraised on its own 1erit rather than on the /asis of who offers it. 2espect for indi idual personalit! is reflected in the professional /eha iour.
.(2
Per#o""e' Co!!+t!e"t to 7or3 +" Or%a"+8at+o"

&he concept personnel co11it1ent to wor4 si1pl! 1eans total sacrifice personnel ha e to 1a4e to ensure the attain1ent of or"ani;ation7s /asic o/%ecti es. &he ter1 connotes personal in est1ent since it entails lo!alt! to or"ani;ation of the su/ordinates and their willin"ness to 1a4e efforts towards the positi e reali;ation of the /asic o/%ecti es. @ersonnel co11it1ent to wor4 is for1ed in ter1s of indi idual e>perience and social conte>t. &his 1eans that the /eha iour of a staff to his wor4 is for1ed in ter1s of indi idual e>perience and social conte>t. &his 1eans that the /eha iour of a staff to his wor4 depends on the nature of an indi idualD how he is as a person# the nature of the wor4# reward s!ste1# how he relates with collea"ues and the "eneral at1osphere in and outside the or"ani;ation. @ersonnel co11it1ent to wor4 is a predisposition of the staff to percei e# e aluate and act in a particular wa! to the tas4s assi"ned to the1 within and outside or"ani;ation# which is relati el! endurin". Accordin" to @!1e ('9.(5'*B) :co11it1ent to wor4 is 1ade up of three ele1ents na1el!# feelin"s (of li4e and disli4e) /eliefs and alues (of truth and falsehood) "ood and /ad# and a predisposition to act. @ersonnel co11it1ent to wor4 is seen in Maehr ('9B95') :as that sine <uo non of effecti e or"ani;ation# su/ordinates put on their /est towards positi e reali;ation of the institution o/%ecti es=. Ahere staff do not co11it the1sel es effecti el! in their places of wor4# the o/%ecti es of the or"ani;ation at that le el will not /e achie ed. Or"ani;ation cannot /e effecti e unless su/ordinates are co11itted to their wor4 under the leader who 1a4es his policies clear and assi"ns wor4 schedules to staff after the "roup has de1ocraticall! appro ed of the schedule. A 1ore ela/orate iew as to the effecti e role pla!ed /! a "ood leader is raisin" the le el of co11it1ent of su/ordinates to their wor4 is "i en in $ipha1 and 0och ('9.+5'*) when the! noted that5
Parti%ipating prin%ipal )'o assumes an a%tive role in t'e s%'ool -. giving support to 'is tea%'ers( delegating aut'orit. and eAer%ising an optional degree o& supervision(
N!UN
'),
EDA 702
is li*el. to 'ave tea%'ers )'o are more %ommitted to t'eir )or* t'an a prin%ipal )'o pla%es more emp'asis on s%'ool goals, ?ro1 the a/o e iewpoint# it i1plies that the /est or"ani;ation is one characteri;ed /! hi"h co11it1ent of personnel to wor4# which is resultant fro1 consideration of their personal needs satisfaction /! the leader. &hus# or"ani;ational effecti eness depends on the le el of personnel co11it1ent to wor4 and this also depends on effecti e role pla!ed /! the leader. Ahen personnel7s oices are heard and their needs are satisfied /! a de1ocratic leader# one e>pects hi"h co11it1ent to wor4. Ahen personnel are 1oti ated /! the leader# it is e>pected that positi e chan"e in their attitudes to wor4 is noticed. &his# therefore# "oes to sa! a happ! staff is alwa!s co11itted to his wor4. 0owe er# co11it1ent to wor4 depends on three /asic factors# na1el!# the person# the %o/ and the or"ani;ation. &his was supported and ela/orated in Dawson ('9B-5+) when she noted that5 #'e in&luen%e o& t'e so%ial( e%onomi% and politi%al s%ene( )'i%' in%ludes industrial and emplo.ment stru%tures( &orms o& government( national poli%ies relating to industr. and emplo.ment( and dominant -elie& s.stems among di&&erent national( regional and so%ial %lass groupings6 all t'ese )ider &a%tors )ill 'ave in&luen%e )it'in t'e )or* pla%e on su%' %'ara%teristi%s as %orporate strateg.( te%'nolog.( produ%ts( stru%ture and si+e, #'ese in turn )ill in&luen%e t'e parti%ular nature o& an individualDs )or*( )'i%' )ill -ot' -e a&&e%ted -. and a&&e%ts 'is attitudes to )or*. Accordin" to Meahr ('9B95,) :one can iew the pro/le1 of chan"e in attitude to wor4 in or"ani;ation to lie s<uarel! on the nature of an indi idual=. So1e indi iduals /elie e in their places of assi"n1ents# while others do not. If 1ore co11it1ent is not noticed on a staff# what the leader has to do is to concentrate on selectin" the :ri"ht= persons. &hat is# persons who are /elie ed to e>hi/it hi"h personal in est1ent in the role assi"ned to the1. Nature of 1e1/ers of an or"ani;ation "enerall!# deter1ines the le el of staff co11it1ent to his wor4. &his depends on two factors# na1el!# the attitudes to wor4 /! other staff and the interpersonal relationships. In a situation# for instance# where staff are not serious to their wor4 and the! do not ha e positi e interaction a1on" the1sel es# this will "o a lon" wa! in destro!in" the ;eal of a new staff in the or"ani;ation. &his depicts the sa!in" that# when !ou are in 2o1e# do as the 2o1ans do. Such is the /eha iour of wor4 1ates
N!UN
')-
EDA 702
and the le el of their relationship# which influence the co11it1ent of e1plo!ees in their places of wor4. &hus# %o/ situation# the tas4 to /e done# and the role to /e pla!ed are the deter1inin" features in personnel co11it1ent to wor4. Nonetheless# the nature# structure# policies# "oals# and alues of the or"ani;ation influence the co11it1ent of personnel to their wor4. 0owe er# other factors outside the or"ani;ation such as fa1il! pro/le1# nature of the co11unit!# influences social "roup# location of an indi idual7s house and e>perience also pla! si"nificant role in influencin" the personnel co11it1ent to wor4. 3o11it1ent to wor4 /! staff e ol es fro1 the 1oti ation "i en to the1 /! the head# which is in a for1 of carin" where their needs are satisfied. ?urther1ore# co11it1ent to wor4 pla!s a 4e! role in the de elop1ent of or"ani;ation since it "ets the /est fro1 the personnel. It suffices to sa! that the leader needs to ensure that he does not discoura"e the staff fro1 co11ittin" hi1self 1ore to wor4. It is o/ser ed in Bric41an ('9B.5'.,) that in de elopin" ;eal for personnel co11it1ent to wor4 the process is not an eas! one. 0e opines that5 $n pro%ess t'at -uilds %ommitment to )or* t'ere is a %ontinual e-- and &lo) in t'is pro%ess as positive and negative elements arise and are dealt )it', #'e development o& a %ommitment &ollo)s a %'ara%teristi%s pattern in )'i%' an earl.( unre&le%tive positive motivation is %'allenged and eventuall. repla%ed -. a di&&erent &orm motivation t'at integrates t'e negative elements o& t'e %'allenges.
o&
Bric41an7s iew /! i1plication 1eans an indi idual finds challen"es in an or"ani;ation when he wants to co11it hi1self to wor4# /ut e entuall! he o erco1es it. In certain or"ani;ations staff who are alwa!s co11itted to their wor4 are seen /! so1e of their collea"ues as /ein" too 6colonial7 and su/ser ient to rules and re"ulations. &hus# to co1pensate staff who are hi"hl! co11itted to their wor4# it is i1portant that the! are "i en pro1pt pro1otion and opportunities for inC ser ice trainin" to de elop the1 for future responsi/ilities. It is co11on to hear fro1 certain or"ani;ations cases of staff pro1otion tied to their le el of co11it1ent to wor4.
E:er$+#e 1(2
N!UN
Ahat is personnel co11it1ent to wor4L ').
EDA 702
0ow can !ou as a principal attain this fro1 !our staff in the schoolL
A"#4er ;+t
@ersonnel co11it1ent to wor4 refers to the total sacrifice staff ha e to 1a4e to ensure the attain1ent of or"ani;ation7s /asic o/%ecti e. It connotes personal in est1ent and entails lo!alt! of staff to or"ani;ation. So1e of the wa!s of achie in" this are5 i. ii. iii. i . . 3reatin" a conduci e wor4 en iron1ent Enhancin" staff participatin" in decision 1a4in" Ma4in" clear wor4 policies Assi"nin" wor4 to staff after wor4 schedules ha e /een de1ocraticall! appro ed /! the "roup Enhancin" cordial interCpersonal relationship
.(.
Or%a"+8at+o"a' E e$t+-e"e##
Or"ani;ational effecti eness is iewed /! 0er/ert ('9.-5,9) as the o erall attain1ent of results /! the ad1inistrator which 1i"ht /e attained /! an increase in the pressure for production# threats# incenti e s!ste1s# and so on. El/in" ('9.B5*+-) states that s!ste17s effecti eness in its capacit! to sur i e# adapt# 1aintain itself# and "row re"ardless of the particular function it fulfils. In iew of the afore1entioned iews# or"ani;ational effecti eness is attained when leadership insists on /ein" /oth production oriented and people centred. A school head attains success in his ad1inistration when he is productionC centred and peopleCcentred. &herefore# successful leaders in schools adopt transactional leadership st!le# that is# operate their leadership on the continuu1 of idio"raphic and no1othetic leaderships. As leaders acco1plish or"ani;ational tas4s successfull!# the! feel a "reater sense of co1petence. Ae/er in 0ic4s ('9..5*..) identified three "roups on which le"iti1ate authorit! could /e /ased5 the leaderCorientedD the patriarchalD the /ureaucratic or"ani;ation. Each t!pe has its own 4ind of or"ani;ational ad1inistration. 0ic4s su11ari;ed these "roup leaderships as follows5 $n t'e leader4oriented organi+ation( de%ision is ta*en -. t'e leader alone( no delegation o& aut'orit. and little orientation to rules and regulations, $n patriar%'al organi+ation( de%isions and %ommands are -ound -. pre%edent, $n -ureau%ra%. rules and regulations eAist
N!UN
')B
EDA 702
and de%isions are s'ared -. t'e organi+ation mem-ers, A 'ierar%'. results( )it' levels o& graded aut'orit. and &irml. ordered superior4 su-ordinate relations'ip. Na!lor# et al ('9B(5)*9) iew leadership as a d!na1ic interaction /etween a leader and each of his or her su/ordinates. &he interaction aries in <ualit! fro1 the routine application of polic! and practice to an acti e sharin" of the leadership role with the su/ordinates acco1plish the "roup7s conditions that allow su/ordinates to choose courses of action that will reach their "oals and those of the or"ani;ation. In iew of the a/o e# therefore# it is dut! /ound on a school head to create conduci e cli1ate that will 1a4e his J her su/ordinates to /eha e positi el!# as the success of an! school lies on how teachers and students /eha e to the leader. In an! or"ani;ation# indi idual 1e1/ers# in response to the or"ani;ational de1ands chan"e their /eha iour. Ahat influences the /eha iour of or"ani;ational 1e1/ers to the or"ani;ational de1and. Or"ani;ation cooperatin" under fa oura/le cli1ate is 1ost li4el! to ha e 1e1/ers actin" ali4e in 1atters that pre ail in the or"ani;ation. Bandura ('9.B5*+,) co11ented that thou"h /eha iour is influenced /! the en iron1ent# /ut the en iron1ent is partl! of a person7s own 1a4in". B! their actions# people pla! a role in creatin" the social 1ilieu and other circu1stances that arise in their dail! transactions. Na!lor# et al ('9B(5))B) see1 to a"ree with Bandura when the! noted that whether or not the others are 1e1/ers of the or"ani;ation# a lar"e proportion of /eha iour in or"ani;ation is shaped and influenced /! others. As lon" as 1e1/ers retain their 1e1/ership within an or"ani;ation# the! ha e si1ilar status e en if their /eha iour in or"ani;ation# the need arises for persons who are co1petent to /e appointed to head that or"ani;ation. &he /eha iour of people and the process /! which the! interact are the 1eans /! which "oals are achie ed. Beha iours and interactions are the 1eans /! which potential ener"! and 1oti ation are con erted into results. &hus# we can conclude that the 1ore consistent the /eha iours as well as interactions are with or"ani;ation7s o/%ecti e# the 1ore efficient the or"ani;ation is when it co1es to %o/ perfor1ance. Ae can also conclude that the idea of 1ana"in" an or"ani;ation is the idea of 1ana"in" and "uidin" hu1an /eha iour.
N!UN
')9
EDA 702
E:er$+#e 1(.
Define or"ani;ational effecti eness.
A"#4er ;+t
Or"ani;ational effecti eness is the a/ilit! of the school ad1inistrator to stri4e a /alance /etween /ein" productionCcentred and personnel (people) centred# that is achie in" the "oals of the or"ani;ation at the sa1e ti1e 1eetin" the needs (or satisf!in") the personnel.
/()
Co"$'u#+o"
@ersonnel (hu1an resource) is the lifeC/lood of an or"ani;ation /e it a /usiness enterprise 1anufacturin" shoes or an educational institution that has educated# and enli"htened "raduates as its finished products. &he wor4 the staff perfor1# the a1ount of efforts e>pended and the le el of co11it1ent the! ha e to their wor4 all "o a lon" wa! to ensure o erall "oal attain1ent.
0()
Su!!ar1
&his unit has discussed the issues of or"ani;ational culture# personnel co11it1ent to wor4 and or"ani;ational effecti eness. An or"ani;ation was defined as a social unit or collection of people who with consciousl! coordinated efforts# pursue and contri/ute to the attain1ent of predeter1ined "oals. &he culture of an or"ani;ation sets the tone for personnel perfor1ance# and the tone of the or"ani;ation contri/utes to a lar"e e>tent to personnel co11it1ent to wor4. Or"ani;ational effecti eness can onl! /e achie ed when the staff7s le el of sacrifice or co11it1ent to their wor4 is hi"h.
2()
Re ere"$e#
N!UN
'*(
EDA 702
Bandura# A. ('9.B). :&he Self S!ste1 in 2eciprocal Deter1inis1=. A1erican @s!cholo"ist. Kol. **# pp. **+ E *,B. El/in"# A. ('9.B). Beha ioural Decisions in Or"ani;ations. Dallas5 Scott. ?ores1an and 3o1pan!. ?leish1an# E. and Bass# A. ('9.+). Studies in @ersonnel and Industrial @shO !cholo"!. Illinios. Derse! and @ress. 0er/ert# &. ('9.-). Di1ension of Or"ani;ational Beha iour. New For4. Mac1illan @u/lishin" 3o1pan!. 0ic4s# 0. ('9.-). &he Mana"e1ent of Or"ani;ations. U.S.A. Mc8raw 0ill. Na!lor# G. 3. @itchard# 2. D and Il"en# 2. D. ('9B(). &he &heor! of Beha iour in Or"ani;ations. New For4. Acade1ic @ress.
7()

E>a1ine the influence of or"ani;ational cli1ate on personnel co11it1ent to wor4.
N!UN
'*'

Main Eda 721 (HRM in Education)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Main Eda 721 (HRM in Education)

Uploaded by

Copyright:

Available Formats

EDA 721: HUMAN RESOURCE MANAGEMENT IN EDUCATION

NATIONAL OPEN UNIVERSITY OF NIGERIA

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

The Nature o Hu!a" Re#our$e Ma"a%e!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

De +"+t+o" o Hu!a" Re#our$e

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

The +##ue# +" Hu!a" Re#our$e Ma"a%e!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Tutor Mar3e* A##+%"!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Fu"$t+o"# a"* A$t+-+t+e# o Hu!a" Re#our$e Ma"a%e!e"t

Fu"$t+o"# o Hu!a" Re#our$e Ma"a%e!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Exercise 1.1 What other functions can you include?

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Answer Kit Pro%urement( development /training0( integration( %ompensation( pla%ement( sele%tion,

A$t+-+t+e# o Hu!a" Re#our$e Ma"a%e!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Tutor Mar3e* A##+%"!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Mo*e'# o Hu!a" Re#our$e Ma"a%e!e"t

The Fo!&ru"6 T+$h1 a"* De-a""a Mo*e' o HRM

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

0u1an resource de elop1ent

Appraisal @erfor1ance 2ewards

?i"ure '5 &he ?o1/run# &ich! and De anna 1odel of 02M

The Har-ar* Mo*e' o HRM

&he 0ar ard 1odel for 02M is shown in ?i"ure ).

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Shareholders Mana"e1ent E1plo!ee "roups 8o ern1ent 3o11unit! Unions

02 Outco1es 3o11it1ent 3o1petence 3on"ruence 3ost effecti eness

$on" ter1 3onse<uences Indi idual well /ein" Or"anisational

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

SocioCecono1ic &echnical @oliticalCle"al 3o1petiti e

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

?i"ure *5 &he Aarwic4 Model of 02M

The 7ar4+$3 Mo*e' o HRM

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

The Store1 Mo*e' o HRM

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

(') ()) (*) (+)

Tutor Mar3e* A##+%"!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Re$ru+t!e"t a"* Se'e$t+o" Pro$e##e#

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

The Re$ru+t!e"t Pro$e##

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

.(.(1 Pr+"$+5'e# o I"ter-+e4+"%

@reparation Settin" 3onduct of the inter iew 3lose and ),

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

.(.(/ Co"*u$t o the I"ter-+e4

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

Tutor Mar3e* A##+%"!e"t

HUMAN RE !URCE MANA"EMEN# $N EDUCA#$!N

.(1(? Sta A$ae!+$ E-a'uat+o" Re$or