Chapter 2 –

HRD -
The Human Resource
Function: Organization
and Process

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 Human Resource
Development
The framework for helping employees
develop their personal and organizational
skills, knowledge, and abilities. HRD
includes employee training, career
development, performance management
and development, coaching, succession
planning, key employee identification,
tuition assistance, and organizational
development

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 The Human Resources Function:
Organization and Process
Human resources function is concerned primarily
with activities related to people. The goals of
human resources function in any educational
system are to attract, develop, retain, and motivate
personnel in order to:

a) Achieve the system’s purposes;

b) Assist members in satisfying position and
group performance standard;
c) Maximizing personnel career development;
d) Reconcile individual and organizational
objectives.

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 The Human Resource Function
(HRF) is divided into 11 areas:

• Planning • Appraisal
• Bargaining • Development
• Recruitment • Compensation
• Selection • Justice
• Continuity
• Induction • Information

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 Dimensions of Human Resources
Function (HRF):

• The management of a school system involves

many interdependent activities, governance
of which influenced by various forces, factors,
and conditions. Because of those forces have
potential for affecting the organizational
performance, each must be understood to
appreciate fully how they pervade the
decision–making process.

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 Organizational Purposes & HR Function
Central administration, with
Organization inputs from unit & individual
Level Goals levels, establish strategic goals &
and educational expectations

Unit administrators helps

individuals & group to translate
central mission to specific action
Unit Level plans for schools, departments,
Goals classrooms, etc

Unit administrations & position

holder clarify role expectations &
behaviors needed to perform roles,
Individual set standards of performance, find
Level Goals ways to remove obstacles for
improvement, enhance employees
needs & satistafctions

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 THE FRAMEWORK FOR A SCHOOL
SYSTEM IMPROVEMENT
(Castetter, 1996)

Human
Dimension
Organizational
Dimension Ethical
Dimension

Mission
Dimension

Cultural Environmental
Dimension Dimension

Dimensional elements that define and influence

the design and operation of human resources
function

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 Mission Dimension

• Identifies the purposes for which it has been

created, its boundaries and activities as well as
the government and collateral purposes it is
expected to satisfy. The mission represents the
foundations for providing an educational program
and supporting services that will enhance the
mental, moral, social, and emotional
development of children, youth, and adult served
by the school district.
*** The IQ/EQ/SQ

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• Human Dimension

• Individuals who comprise the school staff and contribute to

the operation of the school system.

• Vary in characteristics as quantity and quality of position

preparation; gender, age and personality; work
experiences, learning styles, work expectations, and
assignments; temperaments, attitudes, aptitudes, and
stress tolerance levels; skills, interests, and motivation.

• Humanistic Perspective – Humanism is defined as an

expression of human values and a means of developing the
free responsible individual (see related human motivation
theories).

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 Organizational Dimension

• System Purpose – is fundamental to

unification of the talents, education,
experience, and motivation of individuals and
group to achieve the reason for the system’s
existence.

• Leadership - School leaders face challenges in

deciding multiple issues on the basis of the
extent to which they support and enhance
values and expectations set forth in the mission
statement.

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 System Mission

3. Human
Resources 5. External
Relations
Refer slide 4
Government
Relations
Federal
1.Educational
Program 2. Logistical 4. Planning State
Support
Goal structure Strategic Plans Local
Finance
Curr. Services Development Int. Unit
Facilities Plans
Instruction Community
Security Operational
Staffs/students Plans Postsecondary
services Support Schools
services Project Plans
Information Information
Information Information

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 Organizational Dimension (Leadership…)
• The challenges are from both internal and
external sources. Some of the responsibilities
include:
– Finding solutions to problems associated with
the growing capacity of the workforce;
– Resolving internal, external, and professional
issues regarding personnel performance;
– Deciding how best to employ structure,
leadership styles, rewards, money, power,
authority, recognition, incentives, and
controls to improve the contributions of
individuals and groups; and
– Fostering union-system relation in manner
that collective bargaining becomes a positive
force for system unity and goal achievement.

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 Organizational Dimension (Leadership…)
• Organizational Structure –
• organizational charts, positions guides, and
organizational manuals. There may be also an
informal structure, without documentation or
evidence of any kind to describe its characteristics.

• people who occupy positions, interact each other,

and are concerned that they be compensated in the
work and in their individual contributions to
organizational

• ‘restructuring schools’ regarding hierarchies, levels

of management, close supervision, and top-down
decision making, some mode of procedure, of
fusing human and nonhuman resources toward goal
achievement

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 Controls

• School system plan should have built-in

means for judging its effectiveness. There are
justifications for control mechanisms, such as
preventing and correcting deviations, from
standards, curbing turnover, absenteeism, and
other benefit abuses, and minimizing
behaviors that are antiorganizational, self-
serving, defiant, rebellious, or in violation of
the system’s code of ethics.

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There are two kinds of controls
should be mentioned:

System – System controls are

focused on the total
organization and include
policies, position
descriptions, strategic plans,
and mission statement;

Functional – Functional controls

pertain to those measures
that guide the human
resources function (11 areas
of HRF as in Slide 4).

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 Discussion

• What is Human Resource Management?

• What is Human Resource Development?
• The Human dimension of HR function
in Organizational Development (OD)

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• Environmental Dimension

A MODEL OF INTERACTION BETWEEN SCHOOL

SYSTEM ENVIRONMENT AND THE INFLUENCE ON
INDIVIDUAL, GROUP, AND ORGANIZATIONAL
BEHAVIOR

External Environmental Internal Environmental

Factors Factors

Integration

Effectiveness
Individual
Group
Organization

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 External Environmental Factors
• 5 groups that are constraints, forces and options to which a
system must respond in order to achieve stability and
viability:

i. Regulatory factor

Provisions governing employment in both the public and

private sectors influence the operation of the human
resources function.

There are regulatory controls governing taxation

limitations, salaries, benefits, collective bargaining,
performance appraisal, tenure, grievance procedures, and
budgetary, requirements.

It also involves judicial system: every aspect human

resources function, including discrimination, hiring
practices, compensation, benefits, and unjust dismissal.

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ii. Economic factor

• Funds needed to operate a public school stem

from public education policy in the external
environment. Economic shift with the
government actions, influence the school
systems realize organizational and human
resource goals.

iii. Political factor

• Numerous groups in the external environment
(political, religious, ethnic, antitax, business,
and government have the potential to influence
public education policy regarding school
reform, discrimination, desegregation, health
care, sexual harassment, bilingual education,
voucher, school choice, and so forth.

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iv. Sociocultural factor
Combination of social and cultural elements
such as political correctness, pressures for
religious accommodation, drug/alcohol testing,
AIDS, tax payer resistance to the elevating
costs of education, channeling values of system
members, assaults on school personnel, privacy
rights, etc.

v. Technological / infrastructure factor

Technology, refers to the sum of ways which
the school system provides itself with the
materials needed to carry out process,
mechanisms, and techniques employed by the
system to deliver educational services.

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The emerging challenges for the human
resources function created by the advent of
modern technology are:
• Technological assimilation – ensuring the
technology is available for to and used to be the
best advantage by the system and its members;

• Comprehensive information system – a

modern systematic plan designed to acquire,
store, maintain, protect, retrieve, and
communicate data employing computer and
noncomputer approaches;

• Staff development – Programs for assisting

personnel using electronic technology has been
developed;

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 Emerging challenges for the
human resources function …cont’d

• Office operations – an information-driven

school system requires application of new
technology to increase efficiency and
effectiveness of office operations;

• Computer applications – some examples

include recruitment and selection tracking,
attendance tracking, training and development
management, position control,
compensation/benefits, payroll, form
management and computer-assisted instruction.

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Internal Environmental Factors
(Formal organization, Individual behavior, group
behavior, culture, and ethics)

Interaction of these influences creates challenges and

impact on individual and group behavior, as well as
strategies needed to cope with the tendency to
environmental change.

i. Formal Organization
School organization is one of the forces influencing the
design and operation resources function. These forces
include organization structure, work (roles) to be
performed, technology for performing the system
(curriculum, instructional system, teaching & learning tools,
and facilities).

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 Internal Environmental Factors …

ii. Individual and group behavior

These are two forces that shape human issues in

every organization and give such matters system,
legal, social, and economic significance. Some
important points:
a) Modern school systems employ personnel who
vary in mental, physical, intellectual, and emotional
characteristics. An approach in dealing with human
diversity is through system orientation to
understand the psychological makeup of
individuals.

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 Internal Environmental Factors …
b) Leadership styles (directive, participative, free-rein, or
combinations of these) are employed to relate with
characteristics of leaders, the followers, and the
situations. This will enhance personnel cooperation and
performance.

c) Groups have been categorized as formal (command and

task) and informal (interest and friendship).

D Productive groups share several

characteristics: members make contributions to
group effort, mix of skills and background, good
structure, and good communication process.

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 Common Problems in HR
Administration
• Failure to interpret the function of HR in the
organization
• Some managers are not good leaders
• Failure to identify the training needs of the
employees
• Fail to manage the fringe benefits of employees
(e.g. well-being, health, salaries, promotions)
• Lack of sense of belonging to the organization
• Employers are not ‘future thinking’ leaders

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 Ethics Dimensions

• Ethics – refer to the rightness or wrongness of

certain actions, and to the goodness or badness
of the motives and ends of such actions
(Castetter, 1996)

• Ethics – refer to the principles of conduct

governing a person or a group and the standards
used to decide what is good conduct (Dessler
and Tan, 2006)

• Ethics – one step toward dealing with personnel

problems and enhancing system betterment.

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 Ethics and Values
• According to Karp and Abramms (1993), all decisions are
determined by values; and these values are revered, freely
chosen, and must be expressed.

VALUES ETHICS

•define the individual •Translate values into actions

•are constant
•are internally derived
•are concerned with virtue
•are general
•are stated morally
•are judged good or bad
•set priorities
•are changing
•are situationally determined
•are concerned with justice
•are highly specific
•are judged there or absent
•set boundaries for
appropriate behavior

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 Ethics and Decisions Making
• Leadership is intrinsically involved with decisions about
matters as organizational purpose, goals, objectives,
strategies, and their implications;
• Ethical considerations – uphold human dignity as a
contributor to positive personal organizational behavior;
• Decisions made by leaders have direct impact on both the
internal and external environment;
• Task orientation of individuals and groups is influenced
by ethical sensitivity to their expectations, aspirations, well-
being, conditions of work, compensation equity, and the
reward system;
• Decisions and power are inseparable. Those who have
the authority to make decisions are able to exert control
over others, either directly through position power or
indirectly through various forms of expertise.

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Guidelines for Ethical Standards
• Social change and ethical issues - There
are emerging regulatory plans and practices,
the power of human resources function to
contest management actions, and the changing
compositions of school staffs are some forces
influencing greater to policies and other plans
that define ethical standards.
• Identification of system ethical issues -
One action for dealing with personnel
misconduct is through identification of the
presence, nature, and extent of current
unethical situations.

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Guidelines for Ethical Standards …
• Ethical Standards
Ethical standards in schools need to be clearly and
extensively communicated. Mechanisms for this purpose
include personnel handbooks, policy manuals,
enforcement provisions governing unethical behavior, and
staff development programs for all categories of
personnel.

• Categories of ethical concerned

- Member ethical obligations to the school system
- Teacher ethical obligations to the students
- System ethical obligations to the public
- Personnel obligations to the profession
- System and member commitment to professional
employment practices

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 Actions To Resolve Improper Conduct
(Levesque, 1991)

• Prevention – To work toward proactive measures that

resolve potential problems before they occur;

• Control – To establish specific, realistic, and understandable

standards that reinforce mutual needs between employees
and the organization, thereby reduce the likelihood of
serious discontinuities;

• Correction – To initiate timely, effective, and appropriate

measures when deviations arise that might create damages
to the organizations

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 Discussions
• Identify and discuss the functions of external
environment factors
• Identify and discuss the functions of internal
environment factors
• How to integrate external and internal
environment factors for the effectiveness of
an organization
• What are ethics and standards in human
resources function?

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 Discussions … cont’d

• Guidelines of ethical and values

• Actions to resolve Improper conduct /
discipline and law violations
• The relationship of leaders and followers in
organizational procedure and rules

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Thank You

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