Hawassa University

College of Education
Department of Educational Planning and Management

Course Title:
Human Resources Management in Education

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 UNIT 1 : The Concept of Human Resource Management

• An organization is composed of different

resources, of which people are the primary
resources.
• HRM is an aspect of management which is
concerned with “people” dimension.
• HRM– is the process of: acquiring, developing,
motivating, and maintaining.
HRM – is the process of enhancing employees’
contribution towards the effectiveness of an
organization

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 Rationale of HRM

 People are our most important asset.

 It is people who make the difference.
 It is the people who work for us who
determine whether our company thrive
success or fails.

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 Objectives and Principles of HRM

A/ Objective
Basic objective
•To make sure that an organization
always has the right people on the job to
achieve consistently high performance
outcomes.
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 Specific objectives/importance
 Utilizing human resources effectively.
 Maximum individual development.
 Desirable working relationship between
employees and employer.

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 Specific objectives/importance
 Selection of right type and number of persons
required to the organization.
 Proper orientation and introduction of new employees
to the organization and their job.
 Suitable training facilities for better job performance
and to prepare the man to accept the challenge of
higher job.

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 Specific objectives/importance
 Provision of better working conditions and other
facilities such as medical facilities.
 To give a good impression to the man who is leaving
the organization.
 Maintaining good relations with the employees and
among members

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 Specific objectives/importance
 Establishing and maintaining appropriate
organizational structure
 Securing integration of the individual and informal
groups within the organization, so as to achieve
commitment, involvement, and loyalty.

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 Specific objectives/importance
 Satisfying individual needs and group needs
 Providing maximum opportunities for individual
development and advancement
 Maintaining the morale of employees
 Strengthening and appreciating human assets
continuous

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 B. Principles-of-HRM
A. scientific selection
 avoid wastage of resources and increases the productivity
of employees.
 the personnel should be developed in order to ensure the
selection of the right type of persons for various jobs.
B. high morale- motivating
 High moral creates cooperative attitude among the
workers and makes them committed to the organization.
C. effective communication
 it is very necessary to establish an effective machinery of
communication to manage the affairs of the concern
effectively.
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 Principles

D. dignity of labor-recognition
labor should be given due regard in the organization.
His/her work must be recognized so that his/her ego
may be satisfied.
E. team sprit - joint responsibility
workers should feel their joint responsibility. Efforts
should be made to let the workers feel that their
work as a team can only accomplish the goals of the
organization
F. fair reward
the workers should get fair reward for their work.
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 Principles-of-HRM
G. co-partnership
that they are partners in the prosperity of the organization and
their interest and the interest of management are the same.
Workers should be educated to make them to release that their
effort to the prosperity of the organization and of the country.
H. effective utilization of human resources
human resources in the organization should be utilized in the
best manner possible so as to achieve the organization
objective effectively.
I. contribution to national prosperity
the personnel management should develop sense of patriotism
in labor and educate them so as to make them realize that their
efforts alone can contribute to the prosperity of the
organization and of the country.
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 Major Functions or Scope of HRM
• A large number of activities could come
under HRM
• The scope of HRM is indeed vast.
• The number varies according to the size
and needs of the organization.
• Include all activities related to managing
of manpower- starting from pre-entry
up to post-retirement or leaving the
organization
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 A/ Basic Functions in HRM
I. Organizational planning and Development

II. Acquisition/Staffing - getting the right

person/employees (in terms of quality and
quantity)
• Includes :
– Planning
–Recruitment
–Selection
–Appointment/placement
–Orientation
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 .
III. Staff Development

• Employee training
• Manager training
• [ Performance appraisal]
• [Career development]

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 .
IV. Staff Motivation- related to job satisfaction
• Compensation
• Reward and fringe benefits – allowance
• Feedback to performance appraisal
V. Staff Maintenance/Retention – providing
safe, healthy, and satisfactory conditions so
as to retain employees with in the
organization/
• →so as to minimize turn over/brain drain/ attrition

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 B/ Operative functions
 to carry out the basic policies on personnel matters,
personnel managers perform:
 Obtaining of Personnel – obtaining of the proper kind
and number of personnel
 Development of Personnel- training of personnel
 Compensation to Personnel- determination of adequate
and equitable remuneration of personnel for their
contribution to organization objectives.
 Record Keeping -collecting and maintains information
concerned with the staff of the organization.
 Personnel Evaluation/Performance appraisal-

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 General Problems of HRM

 Lack of qualified & experienced manpower

 Inability to obtain required manpower mixes
 Problems of expatriate/ emigrant employees – sometimes they
refuse to accept local employment
 Lack of adequate & modern facility for training
 Problem of recruitment, selection & placement
 Environmental factors, e.g. tribal issues, quota system,
language problems, etc.
 Wage rate differentials (urban/rural, public/private)
 The traditional role of personnel officers
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 Group Work
Q1. Briefly discuss the Staffing.
Q2. Briefly explain the process of
staffing and reflect to class.
10 minute

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 2. Staffing
• it is concerned with the filling of a
job position with the most
appropriate personnel.
• All managers must make sure that
all jobs in their responsibility areas
are always filled with capable
people who can best perform them.

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 The process of staffing
1.Human resource planning
2.Personnel recruitment
3.Personnel selection/screening
4.Assignment/Appointment /
5.Placement
6.Orientation
7.Socialization
8.Training and development
9.Compensation
10.Firing/dismissal
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 1.Human resource planning /personnel/manpower planning

 HRP is the process of analyzing the staffing

needs or new man power requirement of an
organizations and identifying the actions to
satisfy these needs.
 it is the determination in advance of the
number and quality of persons to be employed
to an organization.

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 Objectives HRP

HRP involves two major objectives:

• Ensuring optimum use of human resources
currently employed/working in the
organization.
• Providing for future human resource
requirements of organization in terms
of skills, numbers and ages.

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 In HRP process,

• the employer organization must take in to

account
• Its current human resource position-
available manpower
• its future human resource requirements –
quantity of manpower to be employed
• how these requirements will be fulfilled-
source and mechanism of selection
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 Components of HRP

• Job analysis-
• skills inventory /personnel audit
• Personnel forecasting and
• Personnel transition.

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 a. Job Analysis

• It is a systematic investigation of a job which includes

I. Job-description-written statements of the specific duties
and responsibilities attached to the position. Example:
 Job tile/Job identification
 objective of the job
 Major duties and responsibilities
 Organizational relationships
 Working conditions
II. Job Specification- is a statement of the minimum acceptable
human qualities required to be possessed by an employee
and necessary to perform a given job properly. Example:
 Physical qualities.
 Mental qualities:
 Skills or talent/special skills
 Qualifications/educational status
 Personality and temperament requirement
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5/20
 b. Manpower Inventory
• analyzing critically the current human
resources available in the organization.
• It is a process by which the skills that are
available and the skills that are lacking in an
organization can be revealed.

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 c. Personnel Forecasting/ Human Resource Need Assessment

• It is a process that attempts to determine the

future human resource needs of an organization
in light of its plans and objectives.
• What create a need for new staff personnel?
 Increased enrollment
 Changes in the educational program
 Staff resignation
 transfer or
 death

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 D. Human Resource Transition/personnel Transition

staff personnel are abundantly available

/exceeding the human resource need/ -
reduction of employees through lay off,
discharge or transfers.
 personnel is scarcely available-
supplying the school with the required
human resources.

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 2. Personnel Recruitment

• it is the active pursuit for potential

candidates or
• it is searching for qualified prospective
employees for the purpose of influencing
them to apply for vacant positions in an
organization.
• both beginning and experienced,
• from inside and outside the organization and
• stimulating them to apply for vacancies in the
organization.
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 Sources of Recruitment

Sources Advantages Disadvn.

I. internal -  motivation leads to Job  prevent new
already innovations or
employed in an satsfcn. fresh ideas
institution  reliable information about the  is not sufficient
job candidates during periods of
through  the induction (orientation) and
promoting and orgl devt.
training processes may be
transferring. shorter or easier.
 using the employees’ abilities to
their fullest extent
 It is less expensive than external
recruitment

II. external sources-

from outside of an
organization through
Advertisement,
Employment agencies,
Educational
Institutions

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 Quiz test 1
Q1. What are the differences between HR
recruitment and HRS?
Q2. Discuss the most common
steps/procedures HRS.
Q3. Explain the two criteria of an employment
tests must meet.
Q4. List the types of employment tests and
mention their importance.
Q5. Briefly discuss the psychological barriers
and interviewing errors in HRS.
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 3.Human Resources Selection

• It is a process of choosing individuals who

possess the necessary skills, abilities and
personality from the applicants to
successfully fill specific jobs in an
organization.
• Selection is a negative process as it rejects
more candidates than are hired, unlike the
recruitment process which takes positive
approach, as it stimulates candidates to
apply for jobs in large numbers.
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 The ultimate objective of personnel selection
• Is to match requirements of the job and the
qualification of the individual to job applicant.

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 Selection Procedures
• Although there are no universal series of steps in staff
selection that would satisfy all types of organizations,
the most common steps/procedures in many
organizations are:
Step1: Completing application form
Step2: Screening of application and preliminary interview
Step3: Selection tests
Step4: Employment Interview
Step5: Physical /medical examinations
Step6: Final Analysis and Decisions to hire or reject
Step7: Job offer / placement/ assignment
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 Step1: Completing application form
Application form filled by a job applicant is the starting point of the
selection process.
Application forms provide information on the following ;
Career goals: What are the applicants' short and long-term career
objectives? What types of jobs are they most interested in
performing?
Educational background: What institutions did they attend and
what were their major areas of study, grades earned, awards
received and participatory activities?
Previous employment history: Who were their former employers
and what were the periods of employment, job held or types of
work performed, and reasons for leaving previous employment?
References: Who are the persons listed as references and what
types of references are provided?
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 Step2: Screening of application and
preliminary interview:
This is to screen out applicants who are unqualified or
overqualified to the job.
Step3: Selection tests: Selection test involves written
test for screening.
An employment tests must meet two criteria: Validity
and reliability.
• Valid test - measures exactly what it intends relation
to the job specification.
• Reliable test - yields approximately the same results
over time if taken by the same person.
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 Types of Employment Tests
The most common types of Employment tests are:
Interest tests - which measure a person's motivation toward
something (job).
Aptitude tests - which measure a person's potential ability
to perform a task. It is used to discover interests, existing
skills and potential for acquiring skills.
Intelligence tests: measures a person's general mental
abilities or specific intellectual capacities. They are designed
to measure mental capacity, memory, speed of thought,
reasoning, and ability to see relationship in complex
problems. Since intelligence and aptitude may not guarantee
the future performance of candidates, it may be necessary
to14/05/2023
conduct performance tests. 38
Performance test: gives candidates an
Types of to
opportunity Employment
demonstrate Tests
their cont…
skills. eg.
Candidates for secretarial and clerical positions
may be required to take a typing test to
determine speed and accuracy.
Personality tests-which measure behavioral,
temperamental, confidence, emotional
maturity, and mental traits of a person.
Achievement tests- measure a person's present
ability or knowledge of something.

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 Step3: Employment Interview:

Interviews are extremely important in the selection

process because they allow face-to-face information
exchange.
The process of interviewing applicants can be
affected by the interviewing environment,
emotional states of participants, and techniques
applied to elicit information.
Moreover, Factors Affecting Interviewing are :
A. Psychological Barriers:
B. Interviewing Errors
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 A/ Psychological Barriers:
• Psychological Barriers: These are inherent limitations of the interviewing process,
and include: unequal power, phony behavior and questions without answers
• Unequal power exists between job applicant and interviewer. Applicants are
generally very interested in obtaining the job. However, for interviewers
interviewing is only one part of their day-to day routine. Therefore, applicants
may suffer stress while interviewer is relaxed and comfortable.
• Job candidates may use phony behavior to project an image they perceive as the
type of person the organization is seeking. To obtain the job, many applicants
seem to feel, one must be perceived as sociable, highly intelligent, considerate,
and so on. Such phony behaviors can cause an applicant with the “virtues of a
saint” to be rejected as unreal.
• Some questions defy good answers. They can cause an applicant to become
uncertain as to what the interviewer wants to know. eg. -Tell me about yourself;
what are your life's goals and where do you want to be 5 years or 25 years from
now? The applicant ponders which of several responses would reflect what
interviewer is searching for.
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 B/ Interviewing Errors
Previous information bias: Previous information
arises from / when we allow our opinion to be
influenced by what others tell us about the applicant.
First impression error: It is formed quickly and lasts
for a long time. It may be inaccurate and misleading
because the encounter with an applicant is brief.
Halo effect: occurs where an interviewer forms
opinion based or only one or two characteristics of an
applicant. eg. If an applicant is late for interview, for
two minutes, he may be taken as non-punctual and
vice-versa.
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 Cont…
Stereotyping: A stereotyping is an oversimplified opinion or
belief about some one that is not borne out by facts.
Personal biases: It arises from prior cultivation and learning
experience and has great persistence or staying power.
Similar- to me-effect: We may react more favorably to persons
similar to ourselves in certain aspects than those who are
different.
Asking leading question: When interviewers want to obtain
agreement from applicants to questions, they ask leading
question/questions that provide clue for answer. eg.
“Wouldn't you agree that our company would be a good area
to work for?” Applicants tend to answer these questions as
the14/05/2023
interviewer is prompting them to in the questions. 43
 Types of Interview
There are four basic types of interview: Structured, unstructured,
problem-solving, and Stress interviews.
Structured (patterned) interview- the interviewer follows a
systematic form of questioning. The same list of questions is asked
each applicant and their answers are recorded.
Unstructured/ unpatented interview- interviewer varies the
questions. The interview is free -flowing and conversational in
character. Different questions are tailored to each applicant,
although they may cover the some general topic areas.
Problem - solving interviews - questioning takes the form of
presenting either hypothetical or real-life problems. Applicants are
asked for their solutions or how they would handle the situations.
Stress interviews: the applicant is placed in a pressured or stressful
situation. The purpose is to determine the applicant's ability to
retain and to think clearly under stress.
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 How to Conduct Effective Job/ Employment Interviews

• Plan ahead:- review the job specifications and job description, and candidate's
application.
• Create a good interview climate: allow sufficient time, choose a quiet place, act
open and friendly, show interest and give the candidate your sincere attention.
• Conduct a goal-oriented interview: Know what information you need and get it,
don't forget to look for creativity, independence and a high energy level.
• Avoid questions that may imply discrimination: Focus all questioning on the job
applied for
• upon completion: document details and impressions for later deliberation and
decision-making.
• Reference check and background information: It is an inquiry to prior employee’s
academic advisors, co-workers, and/or acquaintances regarding the qualifications,
experiences, and past work records of a job applicant. Reference check includes:
letters of recommendation
References and testimonials from former employers or persons who know
candidate’s competence.
Reference check is needed because past performance of a candidate is assumed to
be14/05/2023
a good predictor of his future performance. 45
 Cont…
Step5: Physical /medical examinations
Step6: Final Analysis and Decisions to hire or
reject
Step7: Job offer / placement/ assignment: the
final step of selection procedure

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 Selection Procedures
• Completing application form:-
• Screening of application and preliminary
interview:
• Selection tests
1. Employment Tests
 Employment Interview
 Physical /medical examinations
 Final Analysis and Decisions to hire or reject
 Job offer / placement/ assignment

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 4.Employee Orientation and Socialization

• Orientation- is providing new

employees with basic background
information about organization and any
information that they need to perform
their jobs satisfactorily.
• Socialization - is the process of
influencing the expectations, behaviors &
attitudes of a new employee in a manner
considered desirable by the organization.

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 Elements of Orientation of new comers
• Clarifying organizational mission and culture
• explaining operating objectives and job
specifications
• communicating policies and procedures
• identifying key personnel of the
organization ,and
• Co-workers and immediate supervisors.

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 Purpose of Orientation

Desired results of orientation are:

• increased performance.
• greater job satisfaction.
• Greater commitment to the job and
organizational culture.

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 Purposes of staff Induction

• To reduce the start-up cost for the new staff

members.
• To reduce anxiety- is fear of failure on the job.
• To reduce employee turnover-
• To save time to supervisors
• To develop realistic job expectations, positive
attitudes towards organizational system and
job satisfaction.

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 Focuses Orientation

Orientation of new staff in school should focuses on

the following topics:
• nature of students and surrounding community
• Overall school operating policies and procedures
• Role of supporting personnel in school, eg. Guidance
counselor, record officer, store keeper, etc.
• discipline policies and procedures
• attendance policies and procedures
• Resource/material requisition procedures policies
and procedures use of such materials, supplies
policies and procedures equipment.

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 3. PERSONNEL TRAINING AND DEVELOPMENT

1. Definition of Training
• It is a systematic process through which an organization’s human
resources gain knowledge and develop skills by instruction and
practical activities that result in improved corporate performance.
• It is simply a means to use activities to fill the gaps of performance
between the actual results and the expected results.
• This GAP can be separated into 3 main themes;
 attitude,
 skills and
 knowledge.
• Training: is the process of giving /teaching present or new
employees the skills they need to perform their jobs.

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 Con…

Any actual training occurs, the training manager

must determine the
 who-trainees,
What-content,
When-time,
Where-place,
Why-reason and
how of training-technique.
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 Objectives of Training
i. To impart to new entrants the basic knowledge and
skill.
ii. To assist employees to function more effectively in
their present job.
iii.To build up employees to occupy more responsible
positions;
iv. To broaden the minds of senior managers.
v. To achieve a change in the behavior of those trained.
vi.To bridge the gap between existing performance
ability and desired performance.
vii.To bring about improvement in the
performance of work.
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 Benefits of Trainings
 increases productivity, improve quality of the product /service

 Increase job performance

 increase job satisfaction
 Increase the commitment of employees
 Help to manage change
 Help to develop a positive culture in the organization
 Reduces mistakes - minimizing learning costs.

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 ,,,,

Opportunity for staff to feedback / suggest

improvements.
Improves communication & relationships -
better teamwork
• gaining a competitive edge/advantage,
• improving personal skills,
• achieving individual reward and
• gaining recognition.
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 Conditions for Effective Training
• Make the material meaningful- meaningful training
material which is understandable by trainees.
• Provide for transfer to learning-Make sure to facilitate
the transfer of learning from the training site to the job
site.
• Individuals must be motivated to learn.
• Standards of performance should be set for learners.
• Learners should have guidance.
 Define training needs.
 Decide what sort of training is required to satisfy
these needs.
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 Con…

 Use experience and trained trainers to plan and

implement training.
 Follow up and evaluate training to ensure that it is
effective.
 Provide Ongoing Feedback and Support.
 Consider getting feedback from the learner’s peers and
subordinates
 Budget
 Set Times for Meetings

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 Basic Training process

Training Need Assessment

What are the training needs for this person
and /or job?

Set Training objectives

Objectives should be observable and
measurable.

Training
Training Techniques include on-the–job
training, programmed learning

Evaluation
Measure reaction, learning behavior, or
results

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A
 1. Assessing training needs

• Before conducting need assessment for training,

we must be sure whether performance is down
because of lack of training or lack of motivation.
• Two main techniques to determine training
requirement are:
I. Task analysis: is a detailed study of a job to
identify the skills required.
II. Performance analysis: a careful study of
performance to identify a deficiency and then
correct it with some techniques.
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 2.Setting training objectives

• Objectives specify what the trainee

will be able to accomplish after
successfully completing the
training program.
• It provides a benchmark for
evaluating the success of the
training program.

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 3. Training

• It is the actual training takes place.

• Identifying Training Techniques
I. On –the –job training(OJT) –Training a
person to learn a job while working on
the Job.
II. Of-the-job training.

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 There are several types of (OJT)

• Coaching /understudy method :-

the employee is trained on the job
by an experience worker /or
trainee’s supper
• Job rotation :- employee moves
from job to job at planned interval
• Special assignment

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 4.Evaluation step

Finally,
• pre- and post-training performances
are compared, and
• the effectiveness of the training
program is thus evaluated.

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 2. Personnel Development

 It is an investment in human capital.

 it provides general knowledge and attitudes which will
be helpful to employees in higher positions.
 It refers to those learning opportunities designed to
help employee grow. This opportunities includes a wide
variety of methods, e.g.,
 orienting about a role and socializing ,
 training in a wide variety of areas,
 ongoing training on the job,
 coaching,
 mentoring and
 forms of self-development.
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 Personal development has different terms in literature;

• In service training
• Professional growth
• Continuing education
• On the job training
• Humane Resource Development, and
• Staff improvement.

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 Types of PD.

• In service training-preservice
tranning
• On–going development of
training-during job.

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 The Necessity/Need for personnel Development

• To up-date his/her knowledge and skill

• because pre-service training is only an introduction to
the teaching process.
• Teaching strategies and techniques change with
knowledge expansion.
• To ensures the continuation and maintenance of quality
educational/ teaching programs.
• the rapid change of techniques and methods of
performance in any sphere.
• The job place is dynamic in terms of the jobs to be done
and methods to be employed.

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 Purposes/Objectives/Aims/ goals of personnel Development
• To improve employees’ performance in their present
positions
• To create opportunities for personal fulfillment
{satisfaction} and institutional effectiveness in order to
enhance creativity and facilitate changes to the system.
• To serve the primary aims of the education system-the
promotion of attainment of quality Teaching and Learning
process /educative teaching/.
• To develop the skills of important selected staff members
so that anticipated vacancies can filled.
• To provide a meaningful program in which the strengths
and talents of each individual in the system can be utilized.

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 Benefits of HRD
• Increased productivity /performance;
• Heightened Morale
• Reduced supervision;
• Increased organizational stability;

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 Difference b/n T & D

Training Development
 It means learning skills and It means the growth of an
knowledge for doing a employee in all respects. It shapes
particular job. attitudes.
 It increases job skills.
 It is used to denote imparting The term ‘development’ is
specific skills among operative associated with the overall growth
workers and employees. of the executives.

 Training is concerned with Executive development seeks to

maintaining and improving develop competence and skills for
current job performance. future performance.
Thus, it has a short-term Thus, it has a long-term
perspective. perspective.

Short term
14/05/2023 Long term 72
 Cont…
Training is job-centered in
nature.
The role of trainer or
supervisor is very
important in training.
Training programs are
directed toward
maintaining and
improving job
performance.
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Development is career-
cantered in nature.
All development is ‘self-
development’. The executive
has to be internally
motivated for self-
development
Development programs seek
to develop skills and
competence for future jobs
73
 Similarity b/n T&D

Both staff training and development are:

 aims to improve the skills and performance of
the subordinates.
 planned and systematic processes to develop or
modify the ability of employees.
 processes that attempt to provide an employee
with information, skills, and an understanding of
the organization and its goals.
 affect the short and long term success of an
organization. 
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 3.3 Areas of Teachers’ In-service Training

The most effective ways to bring about:

• Curriculum changes,
• Teaching improvement, and
• Professional growth of teachers.

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 Techniques as in-service training program like:

•Workshops
•Seminars
•Refresher courses
•Experience sharing/visits to other schools/
•Staff meetings
•Professional writings
•Studies at universities/colleges, undergraduate
or post-graduate
•Participation of teachers in evaluation of school
Programs
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 For In-service Training to be effective

• It should be based on a diagnosis of training

needs.
• Concentrate on changes in both subject matter
and methodology.
• Utilize “multiplication principle”- training
competent staff members who can train others,
in turn.
• Assigning some staff members as “staff
Developer” or “staff development Committee”
who plan, implement and evaluate in-service
program.
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 Con…

• It should help teachers in becoming more

exciting and significant for students.
• It should result in new teaching competencies,
and broader and deeper, up-to-date knowledge
of education and instructional skills.
• It should cultivate a spirit of free exchange of
ideas and general team feeling among teachers
in a school staff.
• establishing School personnel Development/staff
Development committee
14/05/2023 78
 Methods of Managerial Training Program

• Internal or On the job methods, and

• External or Off the job methods.

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 (A) Internal Training Methods / On The Job Methods
• Coaching- a method by which a superior teaches
job knowledge and skills to a subordinate
manager.
• Counseling: the subordinate wanting advice
approaches his superior.
• Understudy assignment- a trainee-manager who
is to assume the full duties and responsibilities
of the position currently held by his superior.
• Job Rotation : It involves transfer of executives
from one job to another.
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 (B) External Methods of Management Development / Off The job
Methods
• Universities and Colleges
• Management Institutions
• Role-playing
• Case Study
• Conferences and Seminars
• Simulation = real life situation at the work
place
• Management / Business Games
• TV and Video Instructions
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 4.Staff Maintenance

• It is retain a competent workforce and

comply with legal standards and
regulations.
• It is the administration and monitoring of
 workplace safety,
health and welfare policies
Motivating

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 a. Factors that affecting employee health and safety

 Stress- is a state of mind that shows certain biochemical

reactions in the human body and is projected by a sense of
anxiety, tension, depression, frustration and irritation.
Strains,
Mental and Psychological Conditions,
Poor working conditions,
 Long hours of work,
Poor ventilation,
Insanitation,
Malnutrition etc spoil their health.

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 Mechanisms

 the prevention and maintenance of physical,

mental and social well-being of workers in all
occupations
prevention among workers of ill-health caused by
the working conditions
Protection of workers in their employment from
risks resulting from factors adverse to health, and
Placing and maintenance of the worker in an
occupational environment adapted to his physical
and psychological equipment.

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 Stress Management
• Stress‖ refers to the body‘s physical, mental, and chemical reactions to
circumstances\conditions that confuse, endanger, frighten or irritate
the individual.
• it shows unbalance b/n desires and for which the outcome

Sources of stress
1. Organizational Sources 2. Personal sources
 Nature of job H and Low - Job concern- Lack of job security
 Role Ambiguity- not clear - Relocation-Transfers or promotions
 Role Conflict - contradictory demands - Change of life structure
 Responsibilities assigned to employee’s
 Lack of Participation
 Interpersonal Relations- lack of Harmonious, cordial and congenial
relations

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 Coping with stress

Organizational Strategies Personal Strategies

 Preventive management - Meditation – inspiring

identify potential problems. thought
 Maintaining a productive
culture -  Exercise
Management by  Entertainment -Watching a
favorite movie or listening to music
objectives - similar performance Removing the cause of
appraisal technique.
 Controlling the physical stress
environment-reducing noise,  seeking Counseling-
better control of temperature contact with Counselors

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 b. Employee Welfare

• Wellness is defined as a freely chosen lifestyle

aimed at achieving and maintaining an
individual‘s good health.
• Employee welfare depends on overcoming
personal crisis,
family problems and
work place problems.

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 2. Motivating Personnel

Meaning of Motivation
•It is the act of stimulating someone or oneself to
get desired course of action, to push right button
to get desired reactions.
•By appealing to this process, managers attempt
to get individuals to willingly pursue
organizational objectives.

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 Features of Motivation
 It is an act of  It is complex in
managers nature
 It is a continuous  It is an art
process  It is system-
 It can be positive oriented
or negative  It is different from
 It is goal oriented job satisfaction
 
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 Motivational Factors
a. monetary factors b. non-monetary factors
 Salaries or wages: must  providing a higher status or
designations
consider such as :  Appreciation and recognition for
• Cost of living their service
 Delegation of authority:
• Organization ability to pay  Working conditions
• Capability of organization to Job security:
pay etc,  Workers participation:
 Providing training to the employees.
 Bonus -extra payment over salary
 Proper job placements.
Incentives- additional reward  Proper promotions and transfers.
 Proper performance feedback.
such as medical allowance,
 Proper welfare facilities.
educational allowance  Flexible working hours.

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 Need and importance of motivation

o Higher efficiency o Good relations.

o Reduce o Improved morale.
absenteeism. o Reduced wastages
o Reduces employee and breakages.
turnover. o Reduced accidents.
o Improves a o Facilitates initiative
corporate image. and innovation.
 

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 Theories of Motivation

1. Content theories-focus on 2. Process Theories-

the needs that motivate people. focus on external
influence that motivate
A need is anything that is people (how and why)
required, desired, or useful. A
want is a conscious recognition
of a need.

 Need hierarchy theory- Abraham Maslow  Goal setting theory- Edwin Locke
 Theory-ERG - Clayton Alderfer  Equity theory- John Stacey Adams
 Theory of “X” & “Y” - Douglas McGregor
 Expectancy theory- Victor. H. Vroom
 Two-factor - Frederick Herzberg
 Theory McClelland’s - David McClelland  Reinforcement Theory- B.F.Skinner
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 I)Maslow’s Hierarchy of Needs

Assumption
 people are motivated by a series of 5 ranked universal needs in
which they influence human behavior.
 human beings have many needs that are different in nature ranging
from biological needs at the LL to psychological needs at the upper
extreme.
 LL needs must be satisfied before HL needs arise or become
motivations/ become operative.
 The most basic need emerging first and the most sophisticated need
last.
 Gratified/satisfied needs lose their strength and the next level of needs
is activated.
 A need that is satisfied is no longer a need.
 People move up the hierarchy one level at a time.
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 Cont…

- Self – fulfillment.
  - The need of people to reach their full potential in
   
applying their abilities, skill and interests to
functioning in their environment
Self- Actualization Needs E.g. Challenging assignments, development opportunities,
etc.
Growth Needs  
A desire for self- respect and respect from others
An urge (Strong wish) for achievement, prestige,
Esteem needs
status and power.
  E.g. Job title, office furnishing and location,
Relation – access to information’s
oriented Needs - The needs for love, affection, belonging
- Concerned with establishing one’s position relative to
Social Needs others.
  E.g. Employee-centered supervision, personal and
professional friends
- Protection against danger, threat, or deprivation
(Prevention)
Safety and security Needs - Affected by: Favoritism, discrimination, and arbitrary
  administration of organizational policies.
E.g. Pension plans, medical plans, insurance
Deficiency Needs - Basic needs for food, water, shelter, sleep, sex,
Physiological Needs -
exercise, sand so on.
They are survival needs
  E.g. Salary, company cafeteria, etc

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 The limitations of Maslow’s needs hierarchy
theory of motivation
 Rigidity- an individual would stay at a certain
need level until that need was satisfied.
 does not consider frustration/inability can
lead to a regression/relapse to a lower need.
 does not consider multiple needs can be operating
as motivators at the same time.

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 II. Alderfer's Hierarchy of Motivational
Needs(Theory of ERG)
I. Existence refers to our concern with basic material existence
requirements; what Maslow called physiological and safety needs.

II. Relatedness refers to the desire we have for maintaining

interpersonal relationships; similar to Maslow's social/love need,

and the external component of his esteem need.

III. Growth refers to an intrinsic desire for personal development; the

intrinsic component of Maslow's esteem need, and self-
actualization.
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 Basic assumptions

 more than one need may be operative at the same time.

 ERG theory does not assume a rigid hierarchy where a lower need
must be substantially satisfied before one can move on.

 when a higher- order need level is frustrated the individual’s desire

to increase a lower- level need takes place.

 frustration can lead to a regression to a lower

need.

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 Summary of ERG Theory
Level of Need Definition Properties

Satisfied through using capabilities

Impel a person to make creative or in engaging problems; creates a
Growth productive effects on himself and his greater sense of wholeness and
fullness as a human being.
environment
 

Satisfied by mutually sharing

thoughts and feelings; acceptance,
Involve relationships with significant
Relatedness others
confirmation, under- standing, and
influence are elements
 

When divided among people one

Includes all of the various forms of material and
Existence psychological desires
person's gain is another's loss if
resources are limited

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A Reorganization of Maslow's and Alderfer's Hierarchies

Level Self(Introversion) Others (Extroversion

Transcendence (assisting
in the development of
Self-Actualization (development of
others' competencies and
Growth competencies [knowledge, attitudes, and
character; relationships
skills] and character)
to the
unknown,unknowable)

Personal identification with group, Value of person by group

Other (Relatedness)
significant others(Belongingness) (Esteem)

Physiological, biological (including basic

Self (Existence) Connectedness, security
emotional needs)

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 III. Theory of “X”(negative) & Theory of “Y”(positive)

Douglas McGregor observed two diametrically opposing

viewpoints of managers about their employees, one is negative
called “Theory of X” and one is positive called “Theory of Y.”
a) Theory of X : Following are the assumptions of magrs
 Employees dislike work; if possible avoid the same.
 Employees must be coerced, controlled or threatened to do the
work.
 Employees avoid responsibilities and seek formal direction.
 Most employees consider security of job, most important of all
other factors in the job and have very little ambition

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 b) Theory of Y:

•Following are the assumptions of managers on their

employees. They
 love work as play or rest.
 are self-directed and self-controlled and committed to the
organizational objectives.
 accept and seek responsibilities.
 Innovative spirit is not confined to managers alone, some
employees also possess it.
•Theory of X assumes Maslow’s lower level needs dominate in
employees. Whereas Theory of Y, assumes Maslow’s higher level
needs dominate in employees.
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 VI. Hertzberg’s Two- factor Theory

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 Motivational & hygiene Factors
Hygiene (maintenance ) Factors
Motivational Factors
 Are related to the nature of work  Do not motivate people.
 They simply prevent dissatisfaction and maintain status-quo
itself (job content), and are intrinsic
 They produce no growth but prevent loss.
to the job itself.
 The absence of these factors leads to job dissatisfactions.
 These factors have a positive
 The elimination of dissatisfaction does not mean satisfaction
influence on morale; satisfaction, and these factors slimily maintain a “Zero level of
efficiency, and higher productivity. motivation”.
 Some of these factors are:  These factors are primarily extrinsic in nature and
 The job itself environment- oriented and relate to job context rather than job

 Recognition content.

 Achievement  Some of the hygiene factors are:

 Responsibility  Wage, salary and other types of employee

 Growth and advancement benefits
The last three factors were found to be most  Company policies and administration rules
important for bringing about lasting changes of  Interpersonal relations with peers and
attitude. It should be noted, that recognition refers to supervisors and subordinates.
recognition for achievement as opposed to  Working conditions and job security.
recognition in the human relations sense.  Supervisor’s technical competence as well as
the quality of his supervision
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 Limitations of Herzberg’s work

Herzberg’s work has been criticized for a number

of reasons
 Herzberg’s work oversimplifies the nature of
job satisfaction.
 Herzberg’s methodo1ogy which requires people
to look at themselves retrospectively.
 little attention toward testing the motivational
and performance consequences of the theory.

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 V/ McClelland’s Need Achievement Theory

According to David McClelland, regardless of culture or gender,

people are driven by three motives: achievement, affiliation, and
influence.

•Achievement: The need for achievement is characterized by the wish

to take responsibility for finding solutions to problems, master
complex tasks, set goals, get feedback on level of success. People with
achievement motives are motivated by standards of excellence,
delineated roles and responsibilities and concrete, timely feedback.

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•Affiliation: The need for affiliation is characterized by a desire
to belong, an enjoyment of teamwork, a concern about
interpersonal relationships, and a need to reduce uncertainty.
Those with affiliation motives are motivated when they can
accomplish things with people they know and trust.

•Influence/Power: The need for power is characterized by a

drive to control and influence others, a need to win arguments, a
need to persuade and prevail. The power motive is activated
when people are allowed to have an impact, impress those in
power, or beat competitors.
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 2. Process Theories of Motivation

• emphasizes how and why people choose certain

behaviors in order to meet their personal goals.
• focus on external influences or behaviors that
people choose to meet their needs.
• It includes;
Goal setting theory- Edwin Locke
Equity theory- John Stacey Adams
Expectancy theory- Victor. H. Vroom
Reinforcement Theory- B.F.Skinner
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I. Goal Setting Theory

• Central idea : setting specific goals will improve

motivation
• basic features :
 Specific goal fixes the needs of resources and efforts.
 Difficult goals result higher performance than easy job.
 Better feedback of results leads to better performance
than lack of feed- back.
 Participation of employees in goal has varied result.
 It increases performance.

14/05/2023 108
 Con…

• two factors which influences the performance.

1. Goal commitment: the individual is
committed to the goal. This commitment
depends on the following:
• Goals are made public
• Individual has an internal locus of control
• Goals are self-set

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 Con…

2. Self-Efficiency: is the belief or self-

confidence, that he/she is capable of
performing task.
• Persons with high self-efficiency put up extra-
efforts when they face challenges.
• In the case of low self-efficiency level they
will lessen or even abandon when meeting
challenges.

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 II. Equity theory

• Equity is the perception of fairness involved in rewards given.

• A fair or equitable situation is one in which people with similar
inputs experience similar outcomes.
• people want to be treated fairly in relationship to others.
• Employees will compare their rewards with the rewards received
by others for their efforts.
• Central idea: Individuals compare their job inputs and outcomes
with those of others and then respond so as to eliminate any
inequities.
 Inputs:- are what an employee perceives are his or her
contributions to the organization (i.e., education, intelligence,
experience, training, skills, and the effort exerted on the job).
 Outcomes:- are the rewards received by the employee (i.e., pay,
rewards intrinsic to the job, seniority benefits, and status).
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 Con…

14/05/2023 112
 Actions to reduce inequity

 Inequity exists when a person perceives his/her job

inputs and outcomes to be less than the job inputs and
outcomes of another person.
 A person might take several actions to reduce
inequity; such as:
 Increase inputs on the job (if his/her inputs are low
relative to the other person).
 Reduce inputs (if they are high relative to the
other person’s inputs & to his/her own outcomes).
 Quit the job
 Request pay increase, and the like.
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 III.Expectancy-Theory

•The expectancy approach postulates that an employee’s level of

motivation depends on three basic beliefs:
a) Expectancy- refers to the employee’s belief that his/her effort
will lead to the desired level of performance.
b)Instrumentality- refers to the employee’s belief that attaining
the desired level of performance will lead to certain outcomes.
c) Valence- refers to the employee’s belief about the value of the
outcomes.
•According to this model of motivation
Motivational Force (M) is a product of (M= E x I x V)
•As the relationship suggests, the motivational force will be highest
when expectancy, instrumentality and valence are all high.
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 Con…

14/05/2023 115
 IV. Reinforcement Theory
• Reinforcement means the act of supporting or
strengthening something.
• The consequences of an individual’s behavior are
called reinforcement.
• According to this theory
 the consequences of a person’s present behavior
influence future behavior.
 based on the belief that all human behavior is shaped by
its consequences.
 person behaves a certain way because of a reinforcement
or stimulus he or she received in the past for the same
behavior.
14/05/2023 116
 Types of reinforcement
Basically, four types of reinforcement exist:
i)Positive reinforcement: involves providing a positive
consequence as a result of desired behavior.
ii)Extinction- is a learned behavior that is not reinforced will
ultimately disappears because of the lack of reinforcement.
iii)Negative (Avoidance) Reinforcement: involves giving a
person the opportunity to avoid a negative consequence by
exhibiting a desired behavior.
iv)Punishment: involves providing a negative consequence as
a result of undesired behavior. Punishment involves inflicting
physical or emotional pain, or withdrawing a desired
consequence.
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 Difference b/n P& NE

Punishment and negative reinforcement are not the

same.
 Negative reinforcement encourages behavior that
avoids unpleasant consequences.
 Punishment is used to control what a person
should not do.
 Punishment, on the other hand, does not
encourage action- it suppresses.

14/05/2023 118
 Con…

14/05/2023 119
 PERFORMANCE APPRAISAL/EVALUATION

• is the process of formally assessing someone’s

work performance and providing feedback on
his/ her performance. It is
Continuous
Systematic
Professional development

14/05/2023 120
 Professional development:
• Professional development: appraisal process
should be about:
• reviewing current practice and performance
of teachers
• structuring ways to improve them
• setting specific achievable targets
• identify training and support needs, and
• Considering career progression.
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 Uses of performance appraisal
• provides valuable information for personnel decision such
as pay increases, promotion, demotion, transfer etc.
• It helps to judge the effectiveness of recruitment, selection,
placement and induction system of the organization.
• It may facilitate the analysis of need assessment of training
and developing programs.
• It helps to improve performance through appropriate
feedback, coaching and counseling.
• It promotes positive work environment which contributes
for productivity.
• It may create competitive spirit among employees and this
will motivate employees to improve their performance.

14/05/2023 122
 Purposes/Functions of performance Appraisal
• A/ Administrative purpose; is to let people
know where they stand relative to
performance objective and standards.
• B/ Development purpose: it is the purpose of
PA to assist in the training and continued
personal development of people /workers.

14/05/2023 123
 Staff Evaluation in school

• A useful teacher evaluation program yields data

and judgments that can be used to;
– diagnose individual teacher’s strengths and needs
– diagnose curricular needs
– diagnose organizational/ school needs
– diagnose community needs
– Provide formative data to modify or maintain a new
program, strategy, instructional material, discipline
policy, etc.
– Making decisions about: staff development, curriculum
change, management style, etc.

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 Major Areas of Dissatisfaction in Teacher Evaluation
• Over-emphasis on the idea of confidentiality so
exaggerated amounts to secrecy.
• The objectives of evaluation are not primarily to
ensure educational excellence, but means for
personal development.
• Very little provision is made for staff development/
training after evaluation has taken place.
• The criteria are not performance-oriented.
• lack of communication between the
principal/evaluator and teacher.
• Teachers do not participate in defining objectives
14/05/2023 125
Ways to change Staff Attitude towards Staff Appraisal
• Describe observation of lesson or written
appraisal as positive tool for growth.
• Visit classrooms on a regular and informal
basis.
• Present appraisal as part of principal’s role in
helping teachers to improve.
• Principals should become partners in teachers’
on-going/continuous growth
• Principals should clarify when and how they
will provide feedback after observation
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• Principals should give teachers leeway/ flexibility
regarding the timing of observation of lesson
• effective communication between the evaluator and
workers
• pre-evaluation planning and support and mutual
understanding
• The assessment of workers competencies should
based on the areas of their task
• Follow effective performance appraisal process
• Use Contemporary Approaches to Teacher Evaluation

• Use all Principles of staff Performance Appraisal

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 The process of performance appraisal

• Establishment of performance standard

• communicating standards to employees
• Measuring performance
• Comparison of the actual performance with
standards
• The results of appraisal are discussed with
employees
• Initiation of corrective action

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 Contemporary Approaches to Teacher Evaluation
• Growth-oriented
• Collegially developed and implemented
• Peer-group and total school faculty appraisal
• Holistic and complex view of teachers and
teaching

14/05/2023 129
 Principles of staff Performance Appraisal

• Principle of Effective communication

• Principle of Evaluator’s Training
• Principle of Teacher Participation
• Principle of contextual factors

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 Areas of Teachers’ Task in Appraisal

• In the classroom,
• At a committee/ staff meeting,
• In a school club,
• In a group activity, and
• At a conference held in appraiser’s office, etc.

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 Performance Evaluation criteria
• It is standards.
• Valid evaluation criteria -are criteria that
predict employee success, match content of
job or capture essence of the job being
appraised. Measure what to be measured.
• Reliable evaluation Criteria -are those criteria
which are consistent in yielding the same
result over time and for different raters.

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 Different types of staff Appraisal

• Self-appraisal-
• Classroom-Observation- Preparation,
Observation and Feed back
• Peer appraisal-judged by colleagues
• Appraisal interview-a periodic meeting
between a supervisor or appraiser and
employee to discuss the employee’s
performance appraisal results.

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 Obstacles to Accurate Performance Appraisal
• Stereotyping: Stereotypes are judgment of others that are based
on group membership.
• Halo effect: occurs when a perceiver uses a favorable general
impression as the basis for judgments about more specific traits.
• horn effect-If a person is once labeled as a poor performer or
troublemaker, it is difficult to overcome that unfavorable image.
• Centripetal error:-It is rating PA according different situations(give
the person an average evaluation result)
• Supervisor subjectivity- not objective.
• Negative Feedback - hurt performance…
• Contrast effect errors-performance was compared with superior
performance of another
• Severity errors: Inaccurate evaluation of employees where in all
are consistently considered to be at the bottom of a scale.
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 Performance Appraisal methods
• Graphic Rating Scales
• Less Subjective Appraisal Methods
– BARS- Behaviorally anchored rating scales
– BOS – Behavior Observation scales

• Management by Objective /MBO-focuses on results, using employee goal

attainment as evaluation criterion.
• Free-form Narrative-It is a written essay description of a person's job
performance.
• Free-form Narrative-
• Multi-person comparison It compares one person's performance with that of
one or more others.
I. Rank ordering/ranking technique-Everyone is being rated or ranked in order of
performance achievement with best performer at the top of the list and vice versa.
II. paired comparisons-Each person is compared to every other person and rated as
superior or weaker member of the pair.
III. Forced Distribution-Each person is placed in to a frequency distribution that requires
a certain percentage of people to fall into specific Performance classifications, such
as top 10%, next 40% and bottom 10%.
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 6. Staff Conduct and Discipline in Schools

• Conduct refers to the general behavior of an

individual.
• conducts headings into two, namely:
1. Personal Conducts- dedication and hard work
2. Professional Conducts- related with profession

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 Acts of misconduct among teachers include:

· Absenteeism
· Improper Dressing
· Negligence of Duty
· Lateness to School
· Immorality
· Fraud/fake with students’ scores and grades

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 Approaches in Maintaining Discipline among Staff

• Prepare rules and regulations guiding staff conduct.

• Give each staff a copy of rules and regulations guiding
their behavior.
• Place rules and regulations on staff conduct on notice
boards in the staff room.
• Make sure staff conducts rules and regulations are
simple, clear and unambiguous.
• Establish effective lines of communication in the
school.
• Hold staff meetings– general and individual with staff
regularly.
14/05/2023 138
 2.Management of Student Personnel Services and Activities

• Discipline Management
• Discipline is the ability of a person to conform
to the laid down
• rules,
• norms,
• regulations and
• a complete obedience to orders within the
environment where he lives or works.

14/05/2023 139
 why supervisors hesitate taking disciplinary actions when situations warranted them?

• Genuine dislike for hurting another person’s feeling.

• Insufficient time to take corrective action because
the grievance process can be lengthy.
• Lack of adequate records and evidence to back-up
their changes.
• A feeling of indebtedness/thanks to others past
favors.
• A fear of blackmail, because their own past
behavior violated organization policies or was not
exemplary.

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 The most common infraction or misconduct
leading to disciplinary actions are:
•Absence without permission
•Dishonesty, deception or fraud
•Drunkenness or possession of liquor on job
•Deliberate of damage of materials or property
•Fighting or dangerous horse play on the job
•Gambling
•Use of drugs
•Stealing
•Failure to meet work standards
•Falsifying records
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• Smoking in prohibited areas
• Abusive, threatening, or profane/disrespectful
language
• Insubordination
• Repeated tardiness
• Carrying concealed/secret weapons
• Immoral conduct
• Sleeping on duty
• Failure to comply with safety rules
• Sexual harassment
• Illegal discrimination action
14/05/2023 142
 The types of disciplinary action taken depend on:

• The nature of the offense

• The range of disciplinary actions
available
• Any mitigation circumstances that
reduce the severity of the penalty

14/05/2023 143
 Hot stove rule

Applying discipline should be analogous

to the burn received when touching a
hot stove called hot stove rule. hot stove
rule are:
• Discipline should be directed against
the act rather than the person.
• advance warring consistency of
impersonality.
14/05/2023 144
 Steps of Progressive Discipline

• Verbal/oral warning -appropriate for minor

first offenses.
• Written warning- written reprimand with the
Office of Human Resources.
• Suspension without pay-postponed.
• discharging-termination of employment.

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Appeals against warnings, sanctions or action less than dismissal

• The employee has the right to appeal against a

decision to issue a warning or sanction, less
than dismissal, under this procedure.
• Any appeal should be sent to the Director of
HRM and the appeal must state the grounds
for appeal.

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 Management of Student personnel Records & Report

• The student’s academic record includes all

recorded information of an administrative and
educational nature, such as
• the student’s admission,
• academic results and
• ranking.
• Opening And
• Filing The Academic Record

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 Effective Classroom Management: How to Maintain Discipline In A Classroom

• effective classroom management maintain

classroom discipline.
• Importance of Classroom Management
»It engages students
» It keeps students prepared
» It boosts confidence

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 How to Manage a Classroom Effectively

• Have rules
• Have expectations
• Make students aware of the rules
• Make the rules known to parents as well
• Review rules regularly
• Be firm and consistent
• Be professional
• Have a printed packet
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•Deal with troublemakers
• Keep the class interested
• Practice fairness
• Practice humor
• Do not threaten
• Lead by example
• Do not get angry
•Give students opportunities
• Do not humiliate/injuring person’s dignity
• Be alert
•Counseling
• School Health Services

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