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EDA 721: HUMAN RESOURCE MANAGEMENT IN EDUCATION

COURSE DEVELOPMENT

Course DeveloperDr. (Mrs.) Out D. O.

A.B.U. Zaria

Unit WriterDr. (Mrs.) Out D. O.

A.B.U. Zaria

Programme LeaderDr. Salawu I. O.

School of Education

National Open Uniersit! of Ni"eria# $a"os

Course CoordinatorA%adi &. O.

School of Education

National Open Uniersit! of Ni"eria# $a"os.

NATIONAL OPEN UNIVERSITY OF NIGERIA

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nit 1

EDA 702 HUMAN RE!URCE MANA"EMEN# $N EDUCA#$!N

MODULE 1

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

Ta&'e o Co"te"t#

'.

.

*.

*.'

*.

*.*

+.

,.

-.

.

Introduction

O/%ecties

&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 2esourceMana"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/%ecties /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

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.(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! controersial /ecause it lac4s

precise for1ulation and a"ree1ent as to it7s si"nificance. Nonetheless#

definition of the su/%ect 1atter is "ien 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 achiein" sustaina/le co1petitie adanta"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

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/ecause of their a/ilit! to ealuate and to perts hae accu1ulated a distinct /od! of 4nowled"e a/out 1ana"e1ent

which# if studied and applied# can enhance or"ani;ational effectieness. &his

iew assu1ed that people can /e trained to /e effectie 1ana"ers. 3lassical

1ana"e1ent theorists set out to deelop a 6science of 1ana"e1ent7# in which1ana"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

percepties on the role of 1ana"e1ent e1phasi;es that an or"ani;ation is a

purposie 1iniature societ! and# as such# power and politics are perasie in

all wor4 or"ani;ations. B! power it 1eans the capacit! of an indiidual to

influence others who are in a state of dependence. Or"ani;ational politics

refers to those actiities that are not re

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of 1ana"e1ent actiit!. Accordin" to this approach# 1ana"ers see4 to

control the la/our process /! des4illin" wor4ers usin" scientific 1ana"e1ent

techni

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staff# satisf!in" the need for staff and# 1aintainin" and i1proin" staff

serices. &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

to per&orm duties and &un%tion in an organi+ation,

/() 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

achiee the purposes and 1eet the "oals for which it was esta/lished. It is

the coordination of the actiities and efforts of the wor4ers in an or"ani;ation

so that or"ani;ational "oals are achieed. In other words hu1an resource

1ana"e1ent is the process of 1otiatin" wor4ers in the or"ani;ation so as to

o/tain 1a>i1u1 output fro1 the1.

0() Su!!ar

In this unit !ou hae /een introduced to the concepts of 6hu1an resource7 and

61ana"e1ent7. Fou hae 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 actiities of

hu1an resource 1ana"e1ent.

() Reere"$e#

Bratton# Gohn and 8od# Geffre! ('999) 0u1an 2esource Mana"e1ent C

&heor! and @ractice. C $ondon# Mac1illan @ress $td.

atson# &. ('9-) Mana"e1ent# Or"anisation and E1plo!1ent Strate"!.

$ondon# 2outled"e H e"an @aul.

Musaa;i# G.3.S. ('9)&he &heor! and @ractice of Educational

Ad1inistration . $ondon# Mac1illan @ress $td.

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nit 2


7() Tutor Mar3e* A##+%"!e"t

Descri/e the nature of hu1an resource 1ana"e1ent.

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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 coers the followin" fie functional areas5

.(1 Sta+"%

hich 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*#

Inoles the desi"n and ad1inistration of reward s!ste1s. @ractices include

%o/ ealuation# perfor1ance appraisal# and /enefits.

.(. E!5'oee De-e'o5!e"t

Is anal!;in" trainin" re

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Answer Kit

Pro%urement( development /training( integration( %ompensation( pla%ement(

sele%tion,

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

&he actiities 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

diide 02M actiities a1on" seeral 1ana"ers one specialist for

recruit1ent and selection# one for e1plo!ee trainin" and deelop1ent andanother for ne"otiatin" and ad1inistratin" the collectie a"ree1ent. 3han"es

in %o/ desi"n will i1pact on selection# rewards and trainin" actiities. An

or"ani;ation that chan"es its 1anufacturin" strate"! /! introducin" 6cellular7

or 6selfC1ana"ed7 tea1s will hae 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

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Man! acade1ic o/serers of wor4 or"ani;ations reco"ni;ed that conflict

/etween indiidual e1plo!ees# within tea1s or /etween 1ana"e1ent and

e1plo!ees is ineita/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 i1proes itsperfor1ance. 2ichard 0!1an ('99)# an industrial relations theorist#

identifies two t!pes of wor4place conflict or"ani;ed and unor"ani;ed. hen

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. hen

e1plo!ees respond to discontent or a repressie situation /! indiidual

a/senteeis1 or indiidual 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 eer!

wor4in" da! in so1e for1 of conflict 1ana"e1ent actiit!. &his /rin"s us

to the second leel5 02M has responsi/ilit! for conflict 1ana"e1ent. 02M

specialists are inoled in a ran"e of interentionist actiities desi"ned to

alter the leel and for1 of conflict that ineita/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,

ou 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 actiities 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 oerall achiee1ent of the "oals of

the or"ani;ation. &herefore# the functions 1ust /e well perfor1ed.

0() Su!!ar

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nit 3


In this unit !ou hae learnt that the functions of hu1an resource 1ana"e1ent

include staffin" or procure1ent# rewards (co1pensation)# e1plo!ee

deelop1ent (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

effectie 1ana"e1ent of staff in a school or"ani;ation.

() Reere"$e#

2!1an 2. ('99) Stri4es +th Edition C $ondon# Mac1illan @ress $td.

2o//ins# S. ('99') Or"anisational Behaour $ondon# @renticeC0all

De Drue# 3. and Kan De Kliert# E. ('99) Usin" 3onflict in Or"ani;ations

3.A. So"e. &housand Oa4s.


&he teachers in !our State hae /een on stri4e for the past * 1onths

co1plainin"# a1on" other thin"s# a/out the poor reward (co1pensation)

s!ste1 and staff deelop1ent (retrainin") sche1e. @repare a plan of action

to /e presented to the State 3o11issioner for Education to rectif! the

situation.

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

Ta&'e o Co"te"t#

'.

.

*.

*.'

*.

*.*

+.

,.

-.

.

Introduction

O/%ecties

&he ?o1/run# &ich! and Deanna Model of 02M

&he 0arard Model of 02M

&he arwic4 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 Deanna Model of 02M# the

0arard Model of 02M# the arwic4 Model of 02M and the Store! Model

of 02M. &he unit "uides !ou throu"h 1odel application to increase

or"ani;ational effectieness. $et us loo4 at what !ou should learn in this

unit# as specified in the unit o/%ecties /elow.

2() O&,e$t+-e#


Appl! each 1odel to i1proe 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+$h a"* De-a""a Mo*e' o

HRM

&he earl! 02M 1odel deeloped /! ?o1/run et. al. ('9+) e1phasi;es the

interrelatedness and the coherence of hu1an resource 1ana"e1ent actiities.

&he hu1an resource 1ana"e1ent c!cle in their 1odel consists of four 4e!

constituent co1ponents selection# appraisal# deelop1ent and rewards

(?i"ure '). &hese four hu1an resource actiities ai1 to increase

or"ani;ational perfor1ance. &he wea4ness of the ?o1/run# et. al. 1odel is

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its apparent prescriptie 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# howeer# 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 seres as a peda"o"ical fra1ewor4 for e>plainin" the nature andsi"nificance of 4e! 02M practices and the interactions a1on" the factors

1a4in" up the co1ple> fields of hu1an resource 1ana"e1ent.

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

.(1 The Har-ar* Mo*e' o HRM

&he anal!tical fra1ewor4 of the 60arard 1odel7 consists of si> /asic

co1ponents.

'. Situational factors

. Sta4eholders interests

*. 0u1an 2esource Mana"e1ent polic! choice

+. 02M outco1e

,. $on"Cter1 conse

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Shareholders

Mana"e1ent

E1plo!ee "roups

8oern1ent

3o11unit! 02M @olic! 02 Outco1es $on" ter1

Unions 3hoices 3o11it1ent 3onse

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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 uniperience 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 %onseuen%es distin"uish /etween three leels5 indiidual#

or"ani;ational and societal. At the indiidual e1plo!ee leel the lon"Cter1

outputs co1prise the ps!cholo"ical rewards wor4ers receie in e>chan"e for

efforts. At the or"ani;ational leel increased effectieness ensures the

surial of the or"ani;ation. In turn# at the societal leel# 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 0arard 1odel is the

classification of inputs and outco1es at /oth or"ani;ational and societal

leel# creatin" the /asis for a critiall# '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 0arard 1odel is the&eed-a%* loop. As we hae

discussed# the situational factors influence 02M polic! and choices.3onersel!# howeer# 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 attractieness of

the 0arard 1odel. It clearl! proides 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 leels) and prescriptie (that

is# notions of co11it1ent# co1petence and so on) (Bo>all '99).

SocioCecono1ic

&echnical

@oliticalCle"al

3o1petitie

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I""er Co"te"t

3ulture

Structure

@oliticsJleadership

&as4Ctechnolo"!

Business Outputs

Business Strate"! 3ontent 02M 3onte>t

O/%ecties 2ole

@roduct 1ar4et Definition

Strate"! and tactics Or"ani;ation

02 Outputs

02M content

02 ?lows

or4 S!ste1s

2eward s!ste1s

E1plo!ee relations

?i"ure *5 &he arwic4 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 ar4+$3 Mo*e' o HRM

&his 1odel e1anates fro1 the 3entre for 3orporate Strate"! and 3han"e at

the Uniersit! of arwic4 and with two particular researchers# 0endr! and

@etti"rew ('99). &he arwic4 1odel draws heail! fro1 the 0arard

fra1ewor4 to e>tend the anal!sis of 02M and has fie ele1ents5

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'. 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 actiities 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 eniron1ental 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 eniron1ent) conte>t

and e>plorin" how 02M adapted to chan"es in conte>t.

.(. The Store Mo*e' o HRM

&he 6Store! Model7 is deried fro1 the speculatie 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

+. e! leers (see ?i"ure +)

?i"ure + &he Store! 1odel of 02M

#$! and !" the differences

Di1ension @ersonnel and I2 02M

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8elie&s and assumptions

3ontract

2ules

8uide to 1ana"e1ent action

Behaiour referent

Mana"erial tas4 is a is

la/our

Nature of relations

3onflict

Stadardisation

trategi% aspe%ts

e! relations

Initiaties

3orporate @lanSpeed of decision

Line Management

Mana"e1ent role

e! 1ana"ers

@ri;ed 1ana"e1ent s4ills

9e. levers

foci of attention forInterentions

Selection@a!

3onditions

$a/ourC1ana"e1ent

&hrust of relations with

stewards

3o11unication

Go/ desi"n

3onflict handlin"&rainin" and deelop1ent

3areful delineation of

written contracts

I1portance of deisin" clearrulesJ1utualit!

@roceduresJconsistenc!control

Nor1sJcusto1 and practice

Monitorin"

@luralist

Institutionalised

0i"h (for e>a1ple 6parit! an

issue)

$a/our 1ana"e1ent

@iece1eal

Mar"inal toSlow

&ransactional

@ersonnelJI2 specialists

Ne"otiation

@ersonnel procedures

Separate 1ar"inal tas4

Go/ ealuation 1ultiple

fi>ed "rades

Separatel! ne"otiated3ollectie /ar"ainin"

contracts

2e"ularised throu"h

facilities and trainin"

2estricted flowJindirect

Diision of la/our

2each te1porar! truces

3ontrolled access to courses

Ai1 to "o /e!ond contract

6can do7 outloo4 i1patiencewith 6rules7

6BusinessneedJfle>i/ilit!Jco11it1ent

KaluesJ1ission

Nurturin"

Unitarist

DeCe1phasised

$ow (for e>a1ple 6parit!7

not seen as releant)

BusinessCcusto1er

Inte"rated

3entral to?ast

&ransfor1ational leadership

8eneralJ/usinessJline

1ana"ers

?acilitation

ide ran"in" cultural

structural and personnel

strate"ies

Inte"rated# 4e! tas4@erfor1anceCrelated few if

an! "rades

0ar1oni;ation

&owards indiidual 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# "ies 02M specialists a

6transfor1ational leadership7 role in the or"ani;ation. Eidence fro1 core

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co1panies su""est that "eneral 1ana"ers and line 1ana"ers hae e1er"ed in

al1ost all cases as the 4e! pla!ers on 02M issues. &he 4e! leers are shown

on the lower portion of Store!7s 1odel and are issues and techni or"ani;ations and or fra1ewor4s

for understandin" the1 (which) are an essential underpinnin" for anal!;in"

02M. hile the i1plication is that those or"ani;ations achiein" an

ali"n1ent /etween the e>ternal and internal conte>ts will e>perience superior

perfor1ance this in actual fact is the 1ain wea4ness of the 1odel.

Exercise 1.2

What are the %asic principles of the &torey "odel of !" as shownin'igure (?

Answer Kit

#'e tore. Model o& HRM 'as : parts namel. /; -elie&s and assumptions

/2strategi% aspe%ts /

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nit 4


(') &he ?o1/run# &ich! and Deanna Model of 02M

() &he 0arard Model of 02M

(*) &he arwic4 Model of 02M and

(+) &he Store! Model of 02M

&he 1ain principles of each 1odel were descri/ed the stren"ths and

wea4nesses of each were also hi"hli"hted for caution in the application /!

the school head.

() Reere"$e#

Bo>all# @. ('99) :Strate"ic 0u1an 2esource Mana"e1ent5 /e"innin" of a

new theoretical sophisticationL= 0u1an 2esource Mana"e1ent

Gournal (*)5 -C9

?o1/run# 3# &ich!# N.M. and Deanna# M.A. (eds) ('9+). Strate"ic

0u1an 2esource Mana"e1ent. New For4. ile!

0endr!# 3. @etti"rew# A. ('99) :0u1an 2esource Mana"e1ent. An

A"enda for '99s= International Gournal of 0u1an 2esource

Mana"e1ent. '(')5 'C++


@ic4 an! 1odels. Descri/e the 1ain features of each and outline the 1ain

stren"ths. hat are their i1plications for effectie perfor1ance /! staff in

the school s!ste1.

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

Ta&'e o Co"te"t#

'.

.

*.

*.'

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*.*

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*.*.

*.*.*

*.*.+

*.*.,

*.*.-

*.+

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.

Introduction

O/%ecties

&he 2ecruit1ent @rocess

Short $istin"

@reli1inar! Interiew

E1plo!1ent Interiew

@rinciples of Interiewin"

@reparation

Settin"

3onduct of the Interiew

3lose

Ealuation

Selection

3onclusion

Su11ar!

2eferences


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/%ecties /elow.

2() O&,e$t+-e#


Outline the steps or"ani;ations ta4e in recruit1ent e>ercise.

State the co1ponents of e1plo!1ent interiew.

State the 1ethods of staff selection after the interiew is conducted.

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.() 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 ore>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 adertise1ent of a 4ind as the first step.

&he adertise1ent itself should contain adeercise# or

in place of shortClistin" e>ercise. @reli1inar! interiew is superior to shortC

listin" in arious wa!s. In the first place# preli1inar! interiews 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 ealuate the alidit! of infor1ationcontained in the application for1s or letters "ien /! the applicants. &his can

/e done /! co1parin" the preli1inar! interiew 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! hae applied for. &his# howeer# has twoC

sided effects. So1e applicants 1a! deelop 1ore interest in the %o/s while

others 1a! "et discoura"ed when the! "et to 4now 1ost of the thin"s a/out

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possessin" the necessar! reperience# and the

recruit1ent officers are e>pected to chose onl! the MOS& suita/le candidates

out of these# usin" interiewin" techni

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,. Ealuation

&he anal!sis here# howeer# atte1pts to coer the loopholes created /! the

two sets of principles# althou"h the e1phasis is on the latter set of principles

of interiewin" as presented /! ?lippo.

.(.(2 Pre5arat+o"

All for1s of interiew repect and how to o/tain what ise>pected fro1 the interiewee. &his i1portant sta"e in the interiewin"

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 interiewer is e>pected to o/sere the principleof 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

interiewer 1ust 1a4e the interiew hall or ph!sical eniron1ent attractie#

and as 1uch as possi/le# 1atchin" with the t!pes of %o/s or acancies to /e

filled. An untid! and inconenient ph!sical eniron1ent 1a! put off

prospectie candidates# especiall! at chief e>ecutie leel# while an attractie

ph!sical settin" 1a! 1ean 1ore attraction to the %o/ and the or"ani;ation as a

whole.

&he other perspectie of ph!sical settin" co1es in at the co11ence1ent of

the interiew. It /e"ins with the entr! of the candidates into the interiew

roo1 when his ph!sical appearance "ies the first i1pression a/out hi1self.

A candidates sha//! appearance 1a! put off interiewers co1pletel!# while

a s1artCloo4in" "entle1an 1a! %ust /e considered to /e the ri"ht 1an for the

%o/ as soon as he enters the interiew roo1.

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

&his is the real :action= sta"e at which the interiewer o/tains the desired

infor1ation and supplies so1e facts that the interiewee 1a! wish to 4now.

&he interiewer is e>pected to create a rapport or relationship /etween hi1

and the interiewee. &he for1er should create a "ood at1osphere which

ena/les the interiewee to rela> or feel free. In this case a sort of

introductor! piece or conersation on current affairs or "eneral 1atter 1a!

sere as a useful tool. It also for1s part of the interiew process# /ecause#

apart fro1 ena/lin" the interiewee to feel free# the interiewer is a/le to

deter1ine the for1er7s reactions to certain issues that 1a! appear to /e not of

i11ediate concern to hi1.

&he interiewer then 1oes strai"ht to the interiew contents. &he perience# and the a/ilit! for

clear e>pression.

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.(/ Se'e$t+o"

&he final selection is done after the ealuation. &he /est thin" is to 1a4e the

final selection i11ediatel! after the ealuation sta"e. So1e or"ani;ations#

especiall! lar"e ones# 1a! chose to ta4e the results of the interiew

pro"ra11e for further scrutin! /! a co11ittee for selection and place1ent.&his is the usual practice with the pu/lic serices where certain political

considerations li4e the popular /ut controersial :?ederal 3haracter= in

Ni"eria 1a! hae to co1e into pla!# particularl! with the ?ederal 3iil

Serice 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

periences.

Exercise 1.1

Differentiate %etween #reliminary $nterview and employment interview.

Answer Kit

our ans)er s'ould 'ave -earing )it' t'e importan%e o& ea%' intervie),

/() Co"$'u#+o"

In this unit !ou hae 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!!ar

hat !ou hae learnt in this unit concerns the processes recruit1ent and

selection /! 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 3iil (@u/licJ&eachin") Serice

3o11ission.

() Reere"$e#

?lippo# E.B. ('9) @ersonnel Mana"e1ent $ondon. Mc"rawC0ill

U/e4u# A.. ('9,) @ersonnel Mana"e1ent in Ni"eria $a"os. $on"1an

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nit 5



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

I"*u$t+o" o Per#o""e'

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Ta&'e o Co"te"t#

'.

.

*.

*.'*.'.'

*.'.

*.

+.

,.

-.

.

Introduction

O/%ecties

Induction of @ersonnel

Nature and Scope of the Induction @ro"ra11eNature of the Induction @ro"ra11e

Scope of the Induction @ro"ra11e

O/%ecties of the Induction @rocess

3onclusion

Su11ar!

2eferences


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/%ecties of the induction process. &he unit "uides

!ou throu"h the si"nificance of induction process towards arriin" at

productie personnel.

2() O&,e$t+-e#


Define what induction of personnel is

E>plain the nature and scope of the induction process

Enu1erate the o/%ecties 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 thatthe! 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 indiiduals /eco1e full! ad%usted to the wor4 to /e

perfor1ed# the eniron1ent in which it is perfor1ed# and the collea"ues with

who1 it is perfor1ed# the! cannot /e e>pected to "ie their /est effort to

attain1ent of the "oals of the institution.

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Initiation of an effectie induction process is one wa! that the or"ani;ation

can contri/ute to personnel assi1ilation# as well as to the personal

deelop1ent# 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# andunderstandin" than he does /etween the da! of his appoint1ent and the ti1e

when he /eco1es a self 1otiated# selfCdirected# full! effectie 1e1/er of

the enterprise.

One of the e1otional needs of eer! e1plo!ed indiidual is an or"ani;ation

eniron1ent 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

apprehensie of 1an! thin"s the co11unit!# his coCwor4ers# his a/ilit! to

succeed. 0e is pro/a/l! uninfor1ed a/out school o/%ecties# specific dutiesand 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>tensie# and the! are i1portant enou"h to warrant

ad1inistratie efforts to assist the1 throu"h wellCplanned induction

pro"ra11es. It is clear# for e>a1ple# that the nu1/er of firstC!ear teacherswho leae 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

turnoer represents an econo1ic loss to the school s!ste1. &he inest1ent in

recruitin"# selectin"# inductin" and superisin" new personnel is dissipate

when the! leae 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 hae 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. 0oweer# it is pro/a/l! fair to sa! that for

so1e school s!ste1s# the approaches to induction hae not /een deeloped

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.

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&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 eniron1ent. &he process is conceied 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 effectiel! as a 1e1/er of the school staff. It inoles

1ore than plans for 1a4in" new personnel fees at ease in an unfa1iliar

eniron1ent. &he induction process in its /roadest sense# is an e>tension of

the recruit1ent and selection processes (in which ad1inistratie efforts aredesi"ned to 1atch the person and the position). A corollar! o/%ectie of the

induction process is to ena/le the person to achiee 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 inoles 1ore than %ust 1a4in" the new staff feel at ho1e in a

stran"e or unfa1iliar eniron1ent. &he induction pro"ra11e 1ust /e

desi"ned in such a 1anner that it ena/les the staff to achiee %o/ satisfaction

and also to 1a4e use of his a/ilities to achiee the "oals of the school.

Induction of staff is one of the 1a%or tas4s that school heads should concern

the1seles with. After staff hae /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

soled. &he new staff for instance will /e an>ious to 4now how the schools!ste1 operates. If he is

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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 aoided throu"h a proper orientation

pro"ra11e.

.(1(2 S$o5e o the I"*u$t+o" Pro%ra!!e

On his arrial at the school# the new teacher should /e receied /! the schoolhead or his deput!# who has to proide 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 retra duties and inCserice trainin"

rea1ple# 4now a/out its facilities (li/rar!# pla! "rounds#

sports and eplained 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 their

professional interests# the clu/s to which the! /elon"# their social and

recreational actiities# 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

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well infor1ed a/out the students7 serices# the school ti1e ta/le#

pro"ra11es of stud! and students7 "oern1ent actiities.

If possi/le# it is adisa/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 acperienced /! new staff in their new places of wor4.

Fou should note that hu1an 1alad%ust1ent can /e e>pensie and detri1ental

to or"ani;ational effectieness and e>pectations. &he t!pe of eniron1ent 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 /ehaiour and 1orale within the

s!ste1.

Exercise 1.1

What are ) main merits of staff induction programme?.

Answer Kit

;, #o assist ne) sta&& in getting &amiliar to 'is ne) environment,

2, #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) 1o-

and duties,,

.(2 O&,e$t+-e# o the I"*u$t+o" Pro$e##

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'. $n&ormation

&he process should ena/le eer! newl! appointed staff 1e1/er# fro1

careta4er to chief e>ecutie# to /e full! infor1ed a/out the co11unit!# a/out

duties# relationships and responsi/ilities of the position# a/out characteristicsof the school s!ste1 (purposes# policies# procedures# personnel# custo1s#

histor!) 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 whateer 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 seres. &he processshould facilitate identification of the indiidual 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.

Effectie perfor1ance of indiiduals is a lon" ter1 conse

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@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 leel of efficienc! which lessens the need for

superision.

A%%eptan%e

Or"ani;ational receptiit! to new personnel is another end toward which

efforts of induction should /e directed. @roidin" 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# aersion# and insecurit! 1e1/ers

1a! hae a/out newco1ers.

? AssimilationAcceptance of the school s!ste1 /! the inductee should also result fro1 the

induction process. A positie 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 indiiduals hae in 1eetin" the

e>pectations of the or"ani;ation.

>, Ad1ustment

E>peditious indiidual ad%ust1ent to the wor4in" eniron1ent is a condition

eer! 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>pensie# detri1ental to the satisfaction of

indiidual and or"ani;ational e>pectations# and har1ful to the sociali;in" and

personali;in" processes that ta4e place /etween the indiidual and the

s!ste1.

;0, !rientation

Orientation of new 1e1/ers to the school s!ste1 is needed# with or withoutan induction pro"ra1. &he ris4 of hain" the inductee receie 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 indiidual staff 1e1/er with a

"rieance 1a! present a picture of the s!ste1 that is not in 4eepin" with

realit!# one which 1a! create ne"atie i1pressions and har1ful

1isconceptions. &herefore# an appropriate or"ani;ation "oal is the proper

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orientation of a new s!ste1 1e1/er. It is in the /est interest of the

or"ani;ation to proide the newco1er with firsthand facts# with credi/le

infor1ation a/out s!ste1 conditions# and with other 4nowled"e that 1a! /e

retend /e!ond the

i11ediate actiities inoled in the induction process. ?or eer! newl!

e1plo!ed indiidual# a positie attitude toward the s!ste1 should /e

deeloped# one that will endure throu"hout a career period. &his is an

ulti1ate s!ste1 o/%ectie. Other or"ani;ation interest should /e in hain"

the indiidual re1ain in the s!ste1 and to /eco1e an effectie operator in the

position to which he is assi"ned to wor4 independentl! to en"a"e in self

deelop1ent and to e>ceed role e>pectations throu"h innoatie and

spontaneous /ehaiour. &hese are lon" ter1 s!ste1 o/%ecties for which thefoundations can /e laid durin" the induction process.

;2, e%urit.

nowled"e a/out the induction process indicates that5

'. &urnoer tends to occur pri1aril! durin" the earl! period of

e1plo!1ent

. Me1/ership turnoer often en"enders hostilit! and resistance within

the s!ste1# particularl! if a replace1ent in a position authorit!

represents the force of chan"e

*. 3han"e within a social s!ste1 "enerall! tends to /e iewed

unfaoura/l!# particularl! where 1e1/ership chan"e affects the

sta/ilit! and relationships within a "roup

+. 0apha;ard induction procedures can precipitate an>iet!#

discoura"e1ent# disillusion1ent# or defensie /ehaiour

,. Securit!# /elon"in"# estee1 and infor1ation pro/le1s of new

personnel can /e 1ini1i;ed durin" the induction period and

-. ?rustrations deelop when newl! e1plo!ed personnel discoer

inconsistencies /etween the realities of or"ani;ational life and their

e>pectations and alues at the ti1e of e1plo!1ent.

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&he o/%ecties 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 indiiduals a/out to enter the s!ste1.

;

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nit 6


It is essential that een 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 hae /een lon" in

the s!ste1 and who also hae a deep insi"ht into the pro/le1s and 1odus

operandi of the s!ste1.

0() Su!!ar

In this unit !ou hae learnt a/out the definitions of induction of personnel# its

nature# scope and o/%ecties. B! i1plication# what !ou hae studied 1ust

hae 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 hae /een done on so1e of his 1ista4es.

() Reere"$e#

3astetter# .B. ('9-) &he @ersonnel function in Educational

Ad1inistration. New For4# Mac1illan.


@repare an induction pro"ra11e for newl! e1plo!ed teachers for !our

school.

Re4ar* S#te! +" Or%a"+8at+o"#

Ta&'e o Co"te"t#

N!UN *9

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'.

.

*.

*.'

*.*.*

*.+

+.

,.

-.

.

Introduction

O/%ecties

2eward S!ste1s

a"e and Salar! Ad1inistration

Aspects of a"e and Salar! Ad1inistration0ow to Deter1ine the OerCall a"e and Salar! $eel

Go/ Ealuation

3onclusion

Su11ar!

2eferences


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 oerCall wa"e and

salar! leel and %o/ ealuation. $et us loo4 at what !ou should learn in this

unit# as specified in the unit o/%ecties /elow.

2() O&,e$t+-e#


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" oerCall salar! and wa"e

leel.

E>plain the 1eanin" of %o/ ealuation.

.() Re4ar* S#te!

0ain" 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 deelop and 1aintain effectie 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

eer! wor4in" hour.

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No/od! is surprised to find that e1plo!ees e>pect pa!1ent for the serices

the! render. &he pro/le1 arises when the or"ani;ation has to deter1ine how

1uch 1one! each e1plo!ee is to receie for the wor4 he or she perfor1s.

Each or"ani;ation 1ust 1a4e a nu1/er of interrelated decisions concernin"

the relatie 1a"nitude of its wa"es and salaries (as co1pared with those inother or"ani;ations) and the relatie rates for different %o/s within the

or"ani;ation.

&he cost of e1plo!ee co1pensation is not li1ited e>clusiel! 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! eer! or"ani;ation7s personnel

pro"ra11e. &heir ad1inistration inoles 1uch 1ore than 1ere a"ree1ent

to pa! for acations and insurance. In fact# so1e of the 1ost perple>in"

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pa! for 1ore onCtheC%o/ satisfaction# re"ard relatie 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 across the hall#

with si> pu/lications less than his# "ets a salar! increase while he does not.

@a! proides 1ore than a 1eans of satisf!in" ph!sical needs it proides

reco"nition and a sense of acco1plish1ent. O/iousl!# people o/%ect to/ein" underpaid# /ut e>peri1ental eidence su""ests that the! also feel upset

when the! are underpaid. Alle"ed wa"e and salar! inepenses)# 1otiates

people to wor4 for pa! increases and pro1otions# reduces union and

e1plo!ee "rieances# and ena/les 1ana"e1ent to e>ercise centrali;ed

control oer the lar"est sin"le ite1 of cost wa"e and salaries. But# as we

shall see# so1e of these o/%ecties are in conflict.

.(2 A#5e$t o a%e a"* Sa'ar A*!+"+#trat+o"

&here are four closel! related aspects of wa"e ad1inistration wa"e and

salar! sure!s# %o/ ealuation# 1erit ratin"# and incenties. a"e and salar!

sure!s are desi"ned to deter1ine the "eneral pa! leel in the co11unit! and

industr!# thus "iin" a co1pan! a /ase for settin" its own rates. Go/

ealuation esta/lishes the relationships /etween wa"es on arious %o/s within

the or"ani;ation to"ether# wa"e sure!s and %o/ ealuation 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/

then# as he "ains proficienc! and seniorit!# he adances 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 incentie plans pa! the /ase rate onl! for a :nor1al=

a1ount of production# as deter1ined /! ti1e stud!. If a wor4er produces

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1ore than nor1al# he receies an e>tra incentie /onus. Si1ilarl!# salaried

personnel 1a!

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,. 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 1ini1u1 the

co1pan! that is 4nown to /e profita/le is e>pected /! the co11unit! and its

e1plo!ees to pa! li/erall!.

-. a"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

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Answer Kit

Fou 1a! wish to consider their

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nit 7


/() 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 adet units treats staffdeelop1ent (retrainin")

() Reere"$e#

Noit# M.S. ('99) Essentials of @ersonnel Mana"e1ent $ondon @rentice

0all Inc. @u/lishers

Mana"e1ent Deelop1ent in @u/lic Enterprises. Shar1a# A.. ('99)

Delta A%anta @u/lications


E>a1ine the current conditions of serice of secondar! school teachers in

Ni"eria. 0ow can we i1proe current conditions to i1proe staff

perfor1ance.

Sta De-e'o5!e"t

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Ta&'e o Co"te"t#

'.

.

*.

*.'

*.

*.*

*.+

*.,

+.

,.

-.

.

Introduction

O/%ecties

Staff Deelop1ent in Or"ani;ation

Meanin" of Staff Deelop1ent

&!pes of Staff Deelop1ent (&rainin")

&rainin" @rocess

Ealuation of &rainin"

Adanta"es of &rainin"

3onclusion

Su11ar!

2eferences


1() I"tro*u$t+o"

&he unit focuses on the 1eanin" and si"nificance of staff deelop1ent. &he

unit "uides !ou throu"h the i1portant role staff deelop1ent 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/%ectie /elow.

2() O&,e$t+-e#


Differentiate /etween staff trainin" and staff deelop1ent.

E>plain the role of staff deelop1ent to the pro"ress of an

or"ani;ation.

Descri/e t!pes of staff deelop1ent# which can /e used for staff in

school situation.

.() Sta De-e'o5!e"t +" Or%a"+8at+o"

.(1 Mea"+"% o Sta De-e'o5!e"t

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&he ter1s trainin" and deelop1ent hae different 1eanin"s /ut are used

s!non!1ousl! /! so1e writers. 0oweer# the two ter1s are different on two

fold counts. One# the! are either different on the /asis of the su/%ect 1atter

inoled or the leel of the participants drawn fro1 the or"ani;ation# while

trainin" usuall! i1plies specific# factual# and narrowCran"e content#

deelop1ent refers to a focus on "eneral decision 1a4in" and hu1anrelations s4ills. In /oth staff trainin" and staff deelop1ent the ai1 is to

i1proe the s4ills and perfor1ance of the su/ordinates.

?ro1 the a/oe distinctions# therefore# staff deelop1ent is itself a trainin"

process and /est iewed in two di1ensions. &he first /ein" an inCserice

trainin" pro"ra11e where indiiduals in an or"ani;ation are "ien

opportunities to further their education to ena/le the1 prepare for future

positions. &he second t!pe of trainin" is ai1ed to prepare indiiduals to /e

a/le to handle new %o/ assi"n1ents. &his is concurred in Shar1a ('995*)

when he noted that staff deelop1ent is ai1ed at the followin" points5

&o i1proe the current leel of perfor1ance of incu1/ents in their

present %o/s and

&o epressed in Noit ('99) when he noted that staff deelop1ent is the

trainin" of personnel in an or"ani;ation towards 1otiatin" the1 to /eco1eco1petent and wor4 hard in achiein" the "oals of an or"ani;ation.

&hus# fro1 the a/oe definitions it /eco1es clear that staff deelop1ent

connotes the or"ani;ation7s efforts in its pro"ra11e to proide the needC

/ased trainin" and education to its wor4ers to ena/le the1 /eco1e co1petent

in handlin" their present or future assi"ned tas4s. 0oweer# the scope of staff

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deelop1ent sche1e in ter1s of its coera"e aries fro1 one or"ani;ation to

another. &he ariations in coera"e 1a! arise due to the resources an

or"ani;ation 1a! decide to ear1ar4 for the purpose within its reach.

Accordin" to Shar1a ('995) the /roadest sche1e is 1ade up of all the

1e1/ers of the 1ana"e1ent at the top leel down to the lower leel. &his is

concurred in 0u1/le ('9-95,) when he noted that staff deelop1ent is reCappraisal of the staff resources to achiee the desired o/%ecties of an

or"ani;ation. It coers /oth 1ana"ers and la/our force. 0e went further to

"ie the o/%ecties of staff deelop1ent as follows5

&he preparation of 1ana"e1ent succession plans

2ecruit1ent o/%ecties for specific t!pe of 1ana"erial and technical

s4ills

&rainin" plans

&he introduction of specific for1s of incentie and wa"e pa!1ents and

&he settin" of li1its to la/our staff turnoer.

Staff deelop1ent is a /asic factor in /uildin" and 1aintenance of the

or"ani;ational effectieness. Accordin" to N"u ('995-) staff deelop1ent

is so i1portant that it is not onl! i1peratie /ut continuous. No or"ani;ation

can dispense with it as a pro"ra11e and as a process. &his 1eans# howeer#

that no 1atter the cost# or"ani;ations hae to train their wor4ers at least to

ena/le the1 handle the assi"ned %o/s. &his is concurred and ela/orated in2oscoe and ?rea4 ('9-59) 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%uainted )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 etreme( sta&& development %an in%lude a long

programme o& edu%ation and planned eperien%e( leading

to *e. positions, ome organi+ations 'ave development

programmes &or supervisors and ee%utives( ena-ling t'em

to 'andle t'eir 1o-s -etter and preparing t'em &or greaterresponsi-ilities.

&o 1eet the challen"es of chan"e# or"ani;ations 1ust ensure that sufficient

trainin" and pro"ra11es for deelop1ent of wor4ers are put in place.

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Accordin" to $on"enec4er ('95*) an or"ani;ation7s "reatest asset is its

people and so it 1a4es sense to ensure that eer! e1plo!ee is trained for the

%o/ he is doin" and deeloped to ta4e on future responsi/ilities within his

scope of co1petence. &his iew is in consonance with iew of Shar1a

('9959-) when he noted that when the ai1 is to /roaden the e>perience of an

indiidual# it /eco1es necessar! to offer hi1 opportunities to deelopfa1iliarit! 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 ('9-5,) when he noted that

althou"h the deelop1ent effort 1ust hae so1ethin" to do with the

or"ani;ational "oals# the particular "oals under consideration need not /e

restricted to narrow econo1ic ai1s. @ersonal deelop1ent for personal

deelop1ent7s sa4e 1a! indeed /e a conscious o/%ecties of the

or"ani;ation. 0oweer# it is i1peratie to note that althou"h an or"ani;ation

can proide opportunities for staff deelop1ent# it cannot actuall! deelop

e1plo!ees. &he! need to acco1plish deelop1ent the1seles. &hat is the!

need to assu1e so1e responsi/ilities for their own pro"ress.

In an! or"ani;ation personnel diision is responsi/le for plannin" and

coordinatin" trainin" actiities. &he diision can conduct trainin" actiities

for e1plo!ees. &he diision can conduct trainin" actiities for e1plo!ees

een outside their re"ular wor4 assi"n1ent. &his is accepted /! $on"enec4er

('95') when he noted that personnel deelop1ent often or"ani;es

trainin" conference to i1part 4nowled"e or to i1proe s4ills of participants.

&his# he went further to sa!# is conducted when the ec1plo!ees hae thetrainin" needs# where for instance# certain /asic ideas are i1parted to the

participants to deelop their careers and help in enhancin" the pro"ress of the

or"ani;ation. &his iew is in line with the iew of 0urst ('95'+) when he

e>pressed that5

Personnel management deals )it' an etensive

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.

Eer$+#e 1(1

E>plain what is 1eant /! staff deelop1ent

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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 pose the t!pe of s4ills of

personnel that need to /e trained or deeloped. &he t!pes of trainin" that can

/e readil! aaila/le for an educational or"ani;ation will include5

1( I">#er-+$e Cour#e or Tea$her#

One 1ost i1portant concern and dut! of the school head is the professional

deelop1ent of its staff throu"h inCserice trainin". heneer possi/le and

necessar!# the staff should /e "ien opportunities to attend releant useful

courses# which will update their 4nowled"e in their su/%ect areas and help

so1e teachers and een the school heads up"rade their 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

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pro1otin" staff professional "rowth /ut also as a wa! of i1proin" 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 preious e>perience. It isdesi"ned to /rin" the 4nowled"e and s4ills of the new e1plo!ees to a

satisfactor! leel.

2( O">the>9o&>Tra+"+"%

&his is si1ilar to the induction course %ust concluded a/oe. &he 1a%or

o/%ecties of the two t!pes of trainin" are si1ilar in the sense that the! entail

actended 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"

eniron1ent. It is usuall! conducted in classroo1s where trainees are "ien

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"

eniron1ent. &his has al1ost the sa1e 1a%or o/%ectie with :IndustrialAttach1ent= 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 "ien

instructions usin" the t!pes of 1achines or 1aterials the! will operate in the

wor4in" eniron1ent. In 1ost cases# si1ilar 1odel 1achines are used for

esti/ule trainin". It is er! costl! and has the adanta"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 aduna State and a

few other States in Ni"eria.

( Rere#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 innoations throu"h chan"es of ideas. It

seres as a 1otiatin" factor where the e1plo!ee feels satisfied for /ein"

"ien the opportunit! for learnin".

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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

passie recipients. &he the1e chosen for conferences 1ust /e releant to the

or"ani;ation7s o/%ecties.

?( Ro'e P'a+"%

&his is another trainin" deice that can /e used in or"ani;ations it can /e

used for e>ecutie deelop1ent. &he participants assu1e the roles or

positions the! are e>pected to occup! after the trainin" and their perfor1ance

are si1ultaneousl! ealuated and corrected where necessar! /! the trainin"

instructors.

@( Se"#+t+-+t Tra+"+"%

It is used for deelop1ent of awareness to /ehaioural 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>ecutie deelop1ent.

1)( Su55'e!e"tar Tra+"+"%

$astl!# since 1an! or"ani;ations 1a! utili;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 /eunnecessaril! 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 leel#

perience of the trainees.

.(/ E-a'uat+o" o Tra+"+"%

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&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 isdeter1ined 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

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*. &here is satisfaction associated with a sense of achiee1ent# and

4nowled"e that staff are deelopin" their inherent capa/ilities at wor4.

+. It ena/les staff to increase their alue to the or"ani;ation and thus prepare

the1seles for pro1otion.

,. It ena/les staff to learn and adapt the1seles to new 1a%or %o/ content

and wor4 relationships.

Eer$+#e 1(2

0ae !ou eer attended an! staff trainin" pro"ra11e since !ou were

e1plo!ed as a teacherL

hich ones hae !ou attendedL

In what wa!s hae such trainin" pro"ra11e /enefited !ou and the school

or"ani;ationL

/() Co"$'u#+o"

Staff deelop1ent and trainin" are "eared towards i1proe1ent on s4ills and

perfor1ance. Both inole 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!!ar

In this unit !ou hae learned the 1eanin" of staff deelop1ent (trainin").

Different approaches to staff deelop1ent were full e>a1ined. &he process

of trainin" and how to ealuate trainin" were hi"hli"hted and the 1ain

adanta"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.

() Reere"$e#

3a1p/ell# G. @.# Dunnete# M. D.# Mana"erial Behaiour

$awler# E. B. and Aeic4# . ('99) @erfor1ance and Effectieness.

New For4# Mc8rawC0ill.

0arris# B. M. ('99). I1proin" Staff @erfor1ance &hrou"h InCSerice

Education. $ondon All!n and Bacon Inc.

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nit 8


$on"nec4er# G. 8. ('9). Essentials of Mana"e1ent A Behaioural

Approach. Ohio# 3harles E. Merril @u/lishin" 3o1pan!

Miner# G. B. 9'9-). &he Mana"erial Motiation of School Ad1inistrators.

Uniersit! 3ouncil for Educational Ad1inistration# uarterl!# inner.

Noit# M. S. ('99). 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. . ('99). Mana"e1ent Deelop1ent in @u/lic Enterprises.

Detta A%anta @u/lication.

0u1/le# G. . ('9-). I1proin" Mana"e1ent @erfor1ance A D!na1ic

Approach to Mana"e1ent /! O/%ecties. $ondon# Brit Mana"e1ent

@u/lications $td.


Discuss the uses and alue of an! four trainin" pro"ra11es to the

deelop1ent and oerall "oal achiee1ent of !our school or"ani;ation.

Tra"#er a"* Pro!ot+o" o Sta +" S$hoo' Or%a"+8at+o"

Ta&'e o Co"te"t#

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'.

.

*.

*.'

*.*.*

*.+

*.,

*.-

+.

,.

-.

.

Introduction

O/%ecties

&ransfer in School Or"ani;ation

Meanin" and Scope of &ransfer

3onditions for &ransfer2easons h! &ransfers Are Made

Meanin" of pro1otion

3onditions for @ro1otion of Staff

@rinciples of Merit @erfor1ance

3onclusion

Su11ar!

2eferences


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 eent of conflict prealence. $et us see what !ou will

learn in this unit# as specified in the unit o/%ecties /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.

.() Tra"#er +" S$hoo' Or%a"+8at+o"

.(1 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 conenientl! transferred to ta4e oer an e>istin" post. 0oweer#

transfer is for the "ood or /ad of the affected staff. &his 1eans that in the

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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 indiidual. But so1eti1es an indiidual is transferred within an

or"ani;ation to sere as a punish1ent for his wron" doin". hen ta4en to a

place where he is redundant it 1a! suffice hi1 to put in his resi"nation.

Nonetheless# transfer in whateer di1ension is 1eant to /rin" positiechan"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 /ehaiour is copied /! other teachers.

Accordin" to N"u ('995-) transfer is an internal source within which an

or"ani;ation fills acant position# and throu"h this s!ste1 an office is

conenientl! transferred fro1 one unit to the other to /oost the productiit!

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 seres as another

for1 of trainin". &his is concurred in $on"enec4er ('95'-) 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 indiiduals selected for such pro"ra11es are

1oed at the end of a stipulated period sa! one !ear# and the position the!hold at an! "ien 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 indiiduals wor4in" in a particular unit of an or"ani;ation

alwa!s fi"ht oer a s1all thin"# it 1eans the! do not fit to sta! to"ether# then

transfer is ineita/le. B! this# it 1eans per1anent ph!sical separation of

warrin" persons. &he! are 1oed fro1 each other to 1a4e the1 not hae

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 proide 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"

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parties is transferred# in ter1s of its reportin" line so that the two indiiduals

in conflict no lon"er hae a co11on /oss. hen this is done the two

conflictin" "roups do not hae /ase to 1aintain close interpersonal

relationship. ith transfer of function it is possi/le to esta/lish new

arran"e1ent where the two officers report fro1 different leels# which

/eco1es an auto1atic 1eans of separatin" the1. ith this the pro/le1 ofpeople who were in conflicts /efore is now soled.

In an! or"ani;ation infor1al "roupin" such as cliist 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/%ecties and not cli ofthe 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 conenientl! transferred fro1 his

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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 1otiated /! the teacher hi1self# the

head of the school and the students as well. hoeer is responsi/le fortransfer in an esta/lish1ent should consider the followin" points5

'. It is necessar! to stipulate a 1ini1u1 period of serice a teacher could

render /efore a transfer can /e conte1plated. In this wa! the school head has

opportunit! of ealuatin" the perfor1ance of the teachers so as to deter1ine

his effectieness and productiit! since /ein" posted to the school. Sudden

interruptions in the teachin" pro"ra11e can /e aoided if teachers hae to

sere for a reasona/le period of ti1e /efore /ein" transferred to another

school.

. &here should /e esta/lished procedures for processin" transfer re

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&ransfer 1a! /e initiated /! the Ministr! of Education# the school head or

the teacher hi1self /ecause of5

i) ea4enin" personal relationship a1on" teachers

ii) 3han"es in the or"ani;ation of instruction andiii) @ro1otion.

.(/ Mea"+"% o Pro!ot+o"

@ro1otion is a positie wa! of rewardin" people for their efforts and

serices. Nor1all! pro1otion 1eans increased responsi/ilities# 1ore

presti"e or status# and increased pa!. @ro1otion helps to /oost staff 1orale

and 1otiates staff to wor4 harder# there/! increasin" productiit! 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 sericin" officers who hae

de1onstrated so1e professional s4ills of hi"h standard 1a! /e "ien

preferential treat1ent in fillin" acant posts for which the! are a1ination is often

conducted 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 leels# 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 actie un/ro4en

serice. @ro1otion is /ased on co1petence#

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ualification

Seniorit! (deter1ined /! the date of appoint1ent)

3o1petence and

@roductiit!

In so1e cases# staff are told how pro1otions are decided and how the! can

prepare the1seles for adance1ent in the school hierarch!. &hose senior

teachers who hae not /een pro1oted should /e told reasons for this. e

li4e to caution here that the pro1otion e>ercise should not /e turned into a

secret issue.

.( Pr+"$+5'e# o Mer+t Peror!a"$e

hen pro1otin" teachers the followin" points should /e ta4en into

consideration5

'. &eachin" effectieness# which inoles lesson preparation# 1aster! of

su/%ects# co11unication s4ills# studentCteacher relationships and

personal perience

,. @resent salar! and date of last pro1otion

-. Gud"1ent and

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Eer$+#e 1(2

hat is pro1otionL

hat factors would !ou consider in reco11endin" a staff forpro1otion in !our schoolL

A"#4er ;+t

@ro1otion 1eans the positie 1eans of rewardin" staff for their

efforts and serices

?actors of pro1otion include5

i) ualificationsii) 3o1petence

iii) E>perience

i) Seniorit!

) @roductiit!

i) Date of last pro1otion

ii) $en"th of serice in the esta/lish1ent

/() Co"$'u#+o"

&ransfer is the 1oe1ent 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 positie 1eans of rewardin" staff for their efforts and

serices. It is a "ood idea for educational esta/lish1ent to hae sound

policies in respect of staff transfer and pro1otion to ensure that %ustice and

fairness preail in dealin" with staff.

0() Su!!ar

&he unit !ou hae %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.

() Reere"$e#

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nit 9


?rean# D. ('9). &he Board and Mana"e1ent Deelop1ent. $ondon#

&ho1son $itho $td.

$on"enec4er# G. 8. ('9). Essentials for Mana"e1ent a Behaioural

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 Motiation5 Influencin" ?actors=. Ni"eria

Educatin ?oru1. (). aduna. Bara4a @ress for Institute of

Education# A.B.U# Zaria.


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 *

;ee5+"% Per#o""e' Re$or*# +" S$hoo' Or%a"+8at+o"

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Ta&'e o Co"te"t#

'.

.

*.

*.'*.'.'

*.'.

*.'.*

*.'.+

*.'.,

*.'.-

*.'.

*.'.

*.

*.*

+.

,.

-.

.

Introduction

O/%ecties

eepin" Staff 2ecords in School Or"ani;ation

&!pes of Staff 2ecordsStaff 2ecord Boo4

Staff Moe1ent Boo4

Staff Attendance 2e"ister Boo4

@ersonal ?ile

3onfidential ?ile

3lass Attendance 2e"ister

Staff A/senteeis1 Boo4

Staff Acade1ic Ealuation 2ecord

@urposes of eepin" Staff 2ecords

3lassification of Staff 2ecords

3onclusion

Su11ar!

2eferences


1() I"tro*u$t+o"

&his unit treats the issue of 4eepin" personnel records in school or"ani;ationunder which areas such as t!pes of staff records and classification of staff

records# are e>a1ined. &he unit "ies 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/%ecties /elow.

2() O&,e$t+-e#


E>plain what staff records are

Descri/e the uses of arious t!pes of staff records

Ealuate the classification of staff record.

.() ;ee5+"% Per#o""e' Re$or*# +" S$hoo' Or%a"+8at+o"

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?or purpose of ad1inistration# infor1ation a/out staff 1e1/ers is usuall!

centrall! 1aintained and it descri/es the /ac4"round and 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 actiities. 2eports a/out

indiidual staff 1e1/ers# usuall!# are forwarded periodicall! to the school

s!ste17s central office in order to co1pute salaries and /enefits.

&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

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