1

Perspectives on HRM

Personnel is Rapidly Changing•planning plays a larger part

•quality of work life issues are more evident

•the social/personal concerns of organizations are given more consideration

•management information systems are becoming more common

•organizational structure is of increased importance

•inter and intra communications are receiving more attention--especially when the external environment is unstable

2

Working with People

Motivation•The why of behavior

•Success depends on people, therefore, being able to understand and predict behavior is essential in HRM

Approaches to Understanding Behavior•Multiple causes

•Multiple behaviors

•No one method is best for all situations

•All models of motivation have strengths and weaknesses

Models of Motivation that can be useful to help understand individual behavior

•Classical ApproachesRational Economic View

Social ViewSelf-actualizing Views

–Maslow

–Herzberg

–Alderfer

•Interactive ViewsExpectancy Theory

Equity Theory

3

Rational Economic View of Motivation

Humans are logical and will make rational decisions that will result in the most economic gain for themselves

Assumes•choices are available

•individuals know about characteristics of alternatives

•individuals can correctly predict outcomes of choices

•choices are made frequently enough so that errors in decisions can be corrected before next selection

Examples of school structures that are based on this belief

•merit pay

•overtime

•bonus system

•Christmas pay

•bonuses to schools for meeting target objectivesMuch of behavior is motivated by other factors

4

Social View of Motivation

All individuals have social acceptance needs that in many cases supersede rational explanations. People can be motivated to perform by appealing to their social needs.

Strategies•happiness and harmony within schools

•emphasis on human development and cooperation

•image management

•employee participationwork groups--quality circles

festivals or celebrationssocial clubs or activities

5

Abraham Maslow (1950's)

Five basic groups of human needs drives behavior

As one need is satisfied then then next level emerges

growth, achievement, advancement

self-esteem, esteem from others, recognition

affection, acceptance, friendship

safety, security, stability

water, food, shelter

General Factors Need Levels Organizational Factors

self-actualization

esteem

social

safety

physiological

challenging job, advancement in organization, achievement in work

titles, status symbols, promotions

Quality of supervision, compatible work group, professional friendships

safe working conditions, fringe benefits, job security

heat and air conditioning, base salary, working conditions

6

Frederick Herzberg

Motivation hygiene theory suggested that factors could have distinctly different effects--some motivate some satisfy

Achievement

Recognition

Work Itself

Responsibility

Advancement

Growth

Company Policy

Supervision

Relationships with supervisor

Work conditions

Salary

Relationships with peers

Personal life

Status

Security

Motivators

Hygiene Factors

7

Clayton Alderfers ERG theory

A modification of Maslow with two exceptions•people may experience several needs at once

•frustration at a higher level will lead employees to seek a lower category

Categories•Existence needs--basic forms of physiological and

material desires such as food clothing, and shelter

•Relatedness needs include all those that involve interpersonal relationships with others--supervisors, colleagues, subordinates, family, friends, and so on.

•Growth needs concern the individual's intrinsic desire to grow, develop, and fulfill one's potential.

8

Porter and Lawler (Interactive Views)

The Extent to Which Extrinsic and Intrinsic Rewards Meet Expectations

Comparison of performance with expectationsPeople will act in relation to the desirability of

the goal and the efficacy of effort required to reach the goal

Effort Required

Goal Desirability

Goal Desirability

Effort Required

9

Equity Theory

Employees hold certain beliefs about the outputs they receive from their work and the inputs they invest to obtain these outcomes

input--all things the employee contributes to performing the job including education, experience, ability, training, personality traits, effort, attitudes

employees evaluate the equity or fairness of their outcomes by a process of social comparison (comparison other)

If an imbalance exists the employee may•alter inputs--less or more effort

•alter outcomes--seek more rewards

•cognitively distort inputs or outputs

•change the inputs or outcomes of the comparison other--i.e., get them to leave the organization

•change the comparison other

•leave the organization

10

Equity Theory Examples

What would you predict would happen if an employee held these expectations in terms of

their future work?

RewardsInput Input

Rewards

11

Examples

Jim seeks a teaching job where he can coachMary is a young single teacher who is very interested

in the quality of the social life in the school and expresses disappointment with the lack of faculty get together

John wants desperately to become a principal after teaching 15 years

Jane says, " Why should I want to be the assistant principal. It's just a headache with all the problem students. I think I would just as so stay in the

classroom".Next year I'm not going to work so hard on grading

these student papers. They didn't even read the comments.

Maybe if we formed a union the school board would respect us custodians more.

Since Bob moved to a different district, I feel I have much more respect from the faculty even though I miss his humor and good suggestions. (one assistant principal about a colleague assistant principal)

I plan on working in this district until I get a master's degree. Then I will attempt to get a job in district 78 since their salary schedule is better for master's degrees and up.

12

Job Design and Motivation

Job CharacteristicsSkill Variety - requiring several different activities for

completionTask Identity - the extent to which the job includes a

whole identifiable unit of workTask Significance - amount of impact the job has on

othersAutonomy - extent of individual freedom and discretion

Feedback - amount of information received about performance

13

Skill Variety

Task Identity

Task Significance

Autonomy

Feedback

ExperiencedResponsibility

Knowledge of Results

MotivationPerformanceSatisfaction

ExperiencedMeaningfulness

Job Characteristics Model

Job Characteristics Psychological States

Desired Outcomes

14

Practice Examples

structured curriculumprogrammed instruction

individual goals for professional developmentteam teaching with others

participating on principals counselstudent evaluations of teaching

books selected by central office appointed committee

highly specialized secretarial work (typing only for example)

assigned to BD students for entire daylooping in the elementary grades

cluster teaching (school within a school)

15

Equal Employment Opportunity

Civil Rights Act•Title VI- prohibits discrimination on the basis of race,

color, or national origin•Title VII- prohibits discrimination on the basis of race,

color, religion, sex, or national origin. Amended in 1978 to include pregnancy discrimination.

•Title 1 of Civil Rights Act of 1968- prohibits discrimination on the basis of race, color, religion, or national origin.

Civil Rights Attorney's Fee Award Act of 1976- allows the collection of attorney's fees as part of settlement.

Title IX of the Educational Amendments of 1972- prohibits discrimination in educational programs on the basis of sex.

Age Discrimination Act of 1975- prohibits "unreasonable" discrimination on the basis of age

Equal Pay Act of 1963- unlawful to pay wages to members of one sex at a rate lower than to members of the other sex for equal work on jobs that require equal skill, effort, and responsibility.

Vocational Rehabilitation Act of 1973- prohibited discrimination against Vietnam Era veterans and required affirmative action to employ and advance veterans

16

Equal Employment - continued

Immigration Reform and Control Act of 1986- prohibited discrimination against legal aliens

Executive Orders 11246, 11375, and 12086- forbid employment discrimination based on race, color, religion, sex national origin by government and contractors for government.

Executive Order 11141- prohibited discrimination on the basis of age.

First Amendment- guarantees freedom of religion.

Fifth Amendment- no person shall be deprived of life, liberty, or property without due process of law.

State and Local Fiscal Assistance Act of 1972- prohibited discrimination by state and local governmental agencies on the basis of race, color, national origin, sex, religion, age, or handicapped status.

17

State and Local Laws

Vary but most based on 1964/68 Civil Rights ActMany include other provisions such as physical

appearance, sexual preference, political affiliation, etc.

Local contracts via collective bargaining agreements

Statutory remedies are independent- an aggrieved person may pursue an employment discrimination claim in more than one forum.

18

Sex Discrimination

Governed under Title VII of Civil Rights Act•"It is unfair employment practice to limit, segregate, or

classify employees in any way that would deprive any individual of employment opportunities or otherwise adversely affect that person's status because of race, color, religion, sex, or national origin"

•Bonafide Occupational Qualification (BFOQ) Exception

Applied to religion, sex, national origin but not race or color

Not applicable in the following cases •assumptions about comparative employment

characteristics (higher turnover rate, are best suited for a particular job, etc.)

•stereotyped characteristics (sales need aggressive men)

•co-worker preferences either clients or customers

Maternity Benefits and Leave•Governed by Pregnancy Discrimination Act

Amendment- "prohibits treatment of women in a differential manner for all employment-related purposes"

•termination or refusal to hirebars mandatory leave or time limit

protects reinstatement rightstreats childbirth as a disability under fringe benefit plan

19

Sex Discrimination - continued

Sexual Harassment- Governed by EEOC guidelines (1980) and 1986 Supreme Court Meritor Savings case

•violation may be established even though no tangible or economic loss

•discrimination based on sex has created a hostile or abusive work environment

•sexual harassment must be severe or pervasive to alter employment conditions

•homosexual advances also covered•employee knowledgeComparable Worth

•equal pay for performing different jobs with equivalent skills, responsibilities, and effort.

•to date not supported except in some cities•major problem with "comparison"

Equal Pay Act of 1963•amendment to the Fair Labor Standards Act- illegal

to discriminate on the basis of sex in paying wages for equal work on jobs which require equal skill, effort, and responsibility under similar working conditions"

•can pay differently on a basis other than sex: merit, quality, production, seniority.

20

Religious Discrimination

Reasonable accommodation did the employer make a reasonable effort to accommodate the

religious needs of employees?•nature of the job (specialized or unique)

• size of the organization

•the employee's efforts in reaching accommodationUndue Hardship- employer must accommodate

an employee until doing so results in undue hardship

Claimant's requirement- must be "deeply and sincerely held beliefs"

Religion as a BFOQ- religious organizations possibly

21

Age Discrimination

Age Discrimination Act as amended prohibits discrimination against workers who are 40 years of age or older

•goal-to promote employment of older persons based on their ability rather than age

•goal- to prohibit arbitrary age discrimination

•goal- to assist employers and workers find ways of meeting problems arising from the impact of age on employment

Major provisions•fail or refuse to hire, to discharge, or otherwise

discriminate in terms of compensation, terms, conditions, or privileges.

•limit, segregate, classify such that it would deprive an employee of job opportunities

•reduce the wage rate of an employee to comply with the act

•indicate any "preference" based on age

•involuntary retirement plans

22

Age Discrimination - continued

Specific prohibitions•help wanted adds

age 25-40 (no) boy or girl (no)

under 40 (no) over 17 (ok)

•hiring- can ask for date of birth but be careful how that information is used

•employment testingvalidated tests

specifically relate to job requirementsfair and reasonable

administered in good faithproperly evaluated

Exceptions•BFOQ- actors, promotions of products

•physical fitness- reasonably necessary for the specific job and uniformly required

•testing or educational requirements- care need to be taken to insure that they are really necessary

•insurance-benefits need not be the same but probably the payments does

•early retirement plans are acceptable as long as the are voluntary

23

Recruitment, Hiring

Goal- practice does not screen out minority groups, women, or other protected groups intentionally or inadvertently

Recruiting and hiring•not required to fill a quota but serious imbalance

in work force compared to the geographic area may raise questions

•specific court examples (Griggs Case)arrest record

word of mouth recruitinghigh school education requirements

employment of only current relatives of existing staff

poor credit recordadverse personnel reports from other companies

without rebutminimum height or weight requirements

unwed mothers

24

Recruitment - continued

•prior hiring practices -the extent of balance may dictate the type of

recruitment practice allowedrepresentation of protected groups in management,

professional positions is also a consideration

•pre-employment inquiriesrace, sex, color, religion, etc. are not by themselves

a violation of Title VII but may be regarded as evidence of discrimination

post-employment inquiriesneed to keep completely separate form individual

filesneed to maintain a running total

•hiring standards- must be job related

•quota employmentexplicit ban on quota hiring (Title VII)

quota hiring can, however, be used to remedy racial imbalance caused by unlawful discriminatory conduct

25

Promotions

Promotions- can select protected group members over more qualified majority members if "conspicuous imbalance" exists.

Business Necessity Standard•must be related to job performance

•inconvenience, annoyance, or expense is not a factor

•key question is it essential to the safe and efficient operation of the business?

Employment Tests and Selection Procedure•basic principle- employer policies or practices that

have an adverse impact on employment of any race, sex, or ethnic group are illegal...unless justified by a business necessity.

•can sue "any professionally developed test provided that such test, its administration or action upon the results is not designed, intended or used to discriminate

•valid, reliable, job related, non-adversive impact or intent

• the rule (adverse impact)- the selection rate of protected group is less than 4/5th of the rate for the group with the the higher rate the evidence of discrimination is present

26

Americans with Disabilities Act of 1990

Tries to prevent use of disability information to exclude individuals from employment, promotion, retention, etc.

Works to isolate an employer's consideration of an applicant's non-medical qualifications from their medical conditions

Disability is defined as a medical condition that substantially limits a major life activity

•temporary conditions are not considered a disability•current illegal drug abuse is not covered•past addiction (not casual use) is covered

•psychological conditions (not medically defined) are not coveredEmployers may not ask disability related questions and may

not conduct medical exams until after a conditional job offerAfter job offer, then can ask disability-related questions and

require medical exam as long as it is done for everyoneRejection only allowed if job-related and consistent with

business necessitySafety rejection must demonstrate individual poses a direct

threat•substantial risk to others or himself

•risk cannot be reduced through reasonable accommodationMedical records separate from personnel records and limited

access

27

ADA Permissible Actions

May ask about an applicant's ability to perform specific job functions

•Can you do this job?•Attendance records

•certification and licensesMay ask about non-medical qualifications

•Arrest (?) and conviction record

•current use of illegal drugs

•current use of alcoholism •physical fitness tests

•physical agility testsMay ask applicant to describe or demonstrate

how they would perform the jobMay ask if applicant needs reasonable

accommodation for hiring process•May ask for documentation if hiring

accommodation is requested

•May ask for physician to verify applicant can do test

•May ask applicant to assume liability for injuries in test

28

ADA Non-Permissable Actions

Can't ask if they will need reasonable accommodations to perform job (unless previously disclosed)

Can't ask if they have disabilitiesAsk about workers' compensation history

Current lawful drug useCannot ask third parties any questions that

cannot be asked directly of the applicantMay not require tests for alcohol (considered a

medical test)

29

Designing Educational Delivery Systems

Grouping by ageGrouping by interest

Grouping by age rangesGrouping by ability

"Looping"Block or modular scheduling

School within a school type arrangementsExtent of staff differentiation

30

Job Characteristics

Skill variety•The extent to which the work requires different

activitiesTask identity

•Including the whole identifiable unit of workTask significance

•Amount of impact the job has on other peopleAutonomy

•Individual freedom and discretion in the work and its scheduling

Feedback

31

Job Design

Job rotationJob enlargement

FlextimeCompressed workweeks

TelecommutingSpecial teams and quality circles

Production teams

32

Human Resource Recruitment

Linkage to the human resource plan•related to personnel needs forecast

•related to human resource planIdentification of vacancy and notification of

those involvedReview of the job description and qualifications

•job analysis-make sure you recruit person with qualifications that match the job requirements

•more important than where you recruitTrain recruitment personnel

•interview skills

•legal concerns

•two way nature of the recruitment process-a realistic approach on the part of both parties

33

Internal Recruiting

Methods•posting

•work of mouth

•supervisory surveys

•career pathing and planning (assessment centers and leadership academies)

Advantages•organization knows employee and employee knows

organization

•research shows employee referrals yield superior results in terms of survival

•start-up time reduced

•inexpensive

•rewards employee-builds career

•employees feel safe with insider-reduces change stress

Disadvantages•stagnation of organization

•morale problems with those not promoted

•skills may not be available within organization

•must develop high employee job satisfaction and retention in order to have sufficient pool

•must know competition to retain

34

External Recruiting

Methods•campus

•media agencies

•competitors

•walk-insAdvantages

•new ideas and approaches

•skills not within organization

•lower requirements for inside training programDisadvantages

•new hire may not fit organizational culture

•employee resentment toward outsider and resistance to change

•more expensive

35

Selection Process

Review of job description•minimum expectations

•maximum expectations

•working relationships

•job motivational characteristics

•reporting relationshipsInitial screening of applicants

Initial screening interviewAdditional data collection

•test results

•work simulations

•reference checks

•physical examinations

•work site visitsFinal interview

Analysis

36

Selection Process - continued

Communication of preference to superior•justification of selection

•coordination with other selections in terms of balance, affirmative action, organizational targets

•completion of documentation

•obtain permission to offer employmentOffer of employment

•description of conditions if any

•complete benefit package described

•job descriptions made clear

•time frame in which decision must be madeNotification of unsuccessful candidate

•letter or phone (those interviewed)

•"we believe we hired the person that best met our needs"

•we hired the best qualified applicant-neverNew employee orientation

Evaluation of process

37

Paper Selection of Possible Candidates

Success in school•type of courses taken

•grades received in coursework

•pattern of coursework and gradessignificant drops

avoiding hard coursessense of direction in course selection

Activities while in school•evidence of interest in other activities

•degree of leadership assumed

•range of interests and relationship to children

•commitment other than social expectations

•increasing responsibilities associated with activities

References•source

•confirmation of other evidence

•call if helpful

38

What to Look For

Three primary questions need to be answered•Ability--Can he or she do the job?

•Motivation--Will he or she do the job?•Social Compatibility--How will he or she fit into

the organization?

39

Factors Related to Ability

Knowledge of subject area•How is your field organized?

•What are the most important concepts that students should know about mathematics at this grade level?

•If students already have mastered long division, what direction would you send them without

advancing to the next topic in the book?•What application are there for that particular

concept?Knowledge of pedagogy

•What is your favorite teaching model?•What alternative models of instruction can you use?

•How do you know which model of teaching to employ?

•Describe the rationale behind cooperative learning.•What are some of the advantages of concept

attainment?•Describe a typical lesson you have taught. Tell me

why you chose to include each step or process.•What are the elements of an effective curriculum

for this grade level?

40

Factors Related to Ability - continued

Knowledge of Students•What are kids of this age interested in?

•What intellectual abilities can kids of this age handle?

•What stage of development are these kids in?•What teaching strategies are most appropriate?

Analytical ability•How would you handle this problem?

•Look at this data, what trends do you see?•What steps would be necessary in the following

situation?•Describe a problem you have dealt with. How did

you approach its solution?Abstraction ability

•What concepts are involved in the following problem?

•Please read this scenario. What are the major factors involved here? What alternatives might be

available to the teacher?•How do you know when to follow school rules and

when to deviate from policy?

41

Factors Related to Motivation

Accepting Challenges•Given the following two situations, in which one

would you chose to work?•What ideas do you have for making this job more

interesting and stimulating for students?Thrives when presented with difficult challenges

Addresses issues of staff development•What specific areas are you interested in

improvement?•In what programs are you currently participating

to improve your skills?Altruistic vs egocentric orientation

Evidence of extra effort on previous jobs•What things did you do in your last position that

went above the normal expectations of the job?

42

Factors Related to Organizational Fit

Purpose fits with organizational philosophy•value based--clear focus and based on the worth

and dignity of individuals, consistent with the ideal of the organization

•commitment--to student learning and professional improvement

Human interactions•communicative--encourages interactions and can

describe personal thoughts and feelings as well as effectively listen

•personable--can establish and maintain meaningful relationships, built trust, understand student and staff personality complexities

•compassionate--caring and empathic for students and staff within the bounds of the job and goals

•sense of humor--enjoyable to be around, can use humor to defuse tense situations

•dependable

•patient

43

Problems Often Associated with Employee Selection

Selection based on "look-alike" phenomenonExcessive weight given to factors that are not very predictive

•experience•education

•attractiveness•family background, race, sex, etc.

Short term thinking about potential for contribution to the organization

Selection based on "the known" factorAssumptions made about availability of good candidates

Using Poor Questioning Techniques•Open ended are probably best because they require thought

•Avoid questions thatprobably will not produce true answer

leading questionsillegal questions

obvious questionsquestions that are not job related

Assumption that the interview is only for the organization•Selecting candidates

•Providing public relations•Informing candidate about the position

We often use selection techniques that have little predictive power

44

Relative Predictive Power of Selection Techniques

On the Job Performance

Extended Simulations

Assessment Centers

Structured Interviews

Unstructured Interviews

Cognitive Ability Tests

Aptitude Tests

Biographical Information

Recommendations

Best

Worst

45

Ways of Increasing the Predictive Power of the Employment Interview

Base interview questions on Job AnalysisUse structured interview format•Ask same questions of all candidates

•Limit follow-up questions - for clarity onlyLimit use of ancillary data

Separate data collection from evaluation•Encourage data collection during interview

•Avoid making final summative judgmentsUse well defined rating scalesDecompose rating procedures

•Avoid one rating at the end

•Use ratings as the interview unfoldsUse mechanical combination of ratings

•Add up results from each question

•Avoid general impressionsUse multiple interviewers

Use only trained and certified interviewers

46

The Interview Process

Types of Interviews•Structured Interview

typical of initial interviewssame questions of all applicants

typically written questions for EEO reasonssometimes probing for answers is present

•Nondirective interviewobjective is to let the individual structure his or her own

presentationfollow-up, clarifying, and encouraging discussion questions

are typical

•Branched Interviewstructured but the direction is dependent on the previous

responserelatively new and untested but might hold promise

•Stress Interviewshow will a person react under a real situation

for most situations not the best practice

Questioning Techniques•open ended are probably best because they require

thought•avoid questions that

probably will not produce true answerleading questions

illegal questionsobvious questions

questions that are not job related

47

Conducting and Effective Interviews

Scheduling•be prepared

•allow proper time

•take some notes but do not be obtrusiveEnvironment•make it private

•comfortable and organized

•avoid interruptions

•avoid barriersGreeting

•greet personally and be friendly

•say name twice and pay complimentNo; you have superior qualifications

Yes: thanks for taking the time to interview: your papers were well organized

48

Conducting Effective Interviews - continued

Purpose•establish purpose and time frame

•tell applicant what to expect in the interviewQuestions

•should have conceptual link to teaching

•should link to specific job

•should not probe into areas that do not matter to the job

References•ask for references at the end

•let applicant know that you will check

•give time for applicant to respond to any possible bad reference from previous employer - "When I

call, what will they say?"Close

•avoid specific promises and implied contracts

•be truthful

•describe next steps of selection process

49

New Employee Orientation

Purpose•Create an initial favorable impression

•Enhance interpersonal acceptance

•Aid adjustmentEffective Orientation Program

•Prepared for new employee

•Present information new employees want to know

•Present additional informationnormal workday

nature of organizationorganizational policies, rules, benefits

•Careful consideration of amount and order of presentation

50

Employee Evaluation

Types•Summative-used to make employment decisions

•Formative-used to improve performanceA system designed to separate the two (diagram)

•establishment of minimum competencies for every position

comes to work preparedtreats students with respect

has lesson plans which are followedteaches the schools curriculum

•minimum competencies are know by employees

•summative evaluations are based solely on minimum competencies

•if minimums met then person enters clinical supervision cycle which is formative in nature (covered in the Staff Development and Evaluation Course)

•if minimums are not met during summative evaluations, then employee enters the problematic employee cycle

•summative evaluations can occur at any time

51

Unsatisfactory Performance

Based on employees not meeting minimum expectations

Two types of action possible•No action-most common

•Remediation followed byreinstatement

dismissalresignation

52

Problems Administrators Have Selecting Remediation

Desire to avoid conflict and discomfort•disappointment

•anger at shortcomings

•failure to confront

•procrastination

•fabrication of compliments

•transfer to another position

•discharge as a last resortUncertainty about what constitutes good

performance• "I really have not spent much time in John's

classroom"• "I really don't have the time"

• " I'm not a physics teacher"•criticism generates additional time demands

Double talk• helps mute criticism

• helps avoid specification

53

Problems - continued

Using classroom visits as ceremonial congratulations

Procrastination and Rationalization•"It's too costly"

• "Teacher effectiveness is too important to interfere"

• " You can never win- between 1939-82, 66% success at appellate level

• "It's too time consuming"• " morale will be affected"

• " next teacher (cleaner) will be as badOnly about 3% of reviewed evaluations

expressed any criticism or constructive suggestions

Escape hatches•Turkey trot

•Dance of the lemons

54

Punitive or Progressive Discipline

Due Process•notice of standards

•notice of effect of violating standards

•employee knowledge of facts

•opportunity to defend

•effective defense

•grievance procedure

•right to appealEqual Treatment

55

Just Cause-often used by arbitrators and courts

Was the employee informed of management's rules and expectations

•written policy

•prior warning

•rule clarityWere management's rules and expectations

reasonableWas adverse action necessary to maintain

orderly, efficient procedures in the organizationWas the employee's infraction investigated and

were the procedures used fair•due process concept

•contractual agreements followedHas management administered its rules

equitablyWas the employee given an opportunity to

improve his/her conduct

56

Just Cause - continued

Was the imposed penalty reasonable given the•nature of offense

•past employee record

•frequency of offense

•other occasions received same penaltyWas adverse action necessary to maintain

orderly, efficient procedures in the organizationWas the employee's infraction investigated and

were the procedures used fair•due process concept

•contractual agreements followedHas management administered its rules

equitablyWas the employee given an opportunity to

improve his/her conductWas the imposed penalty reasonable given the

•nature of offense

•past employee record

•frequency of offense

•other occasions received the same penalty

57

Basic Steps of Progressive Discipline

Criteria establishedEmployee knows criteria

Verbal warningWritten warningSuspend with pay

Suspend without payFinal written warning

Termination

58

Before You Begin

Evaluation criteria must be developed•sufficiently specific

•job related

•possess standardsEmployee must know standards and procedures

Criteria must be uniformly appliedEvaluation must be systematic and regular

Evaluation must be conducted by trained personnel

Data must be collected and availablePost-evaluation conferences should be held

where deficiencies are detailed and remediation suggested (written instructions are a must)

Employee should have the right to comment and see file

Reasonable time for remediationFollow-up evaluations should be conductedAll statutes, regulations, board policies, and

collective bargaining agreements should be observed (contact attorney)

59

Reasons for Dismissal

Immorality (moral turpitude) •heterosexual conduct with non-students

•heterosexual conduct with students

•non-sexual misconduct with students

•profanity

•drugs and alcohol abuse in some cases

•cheating and lyingInsubordination-persistent, willful violation of a

reasonable rule emanating from an acceptable authority

•absence from duty

•refusal to follow established procedure

•corporal punishment

•improper grooming

•improper union activity

•loyalty oaths

•criticism of authorityIncompetence

•inadequate teaching

•poor discipline

•physical or mental disability

•counterproductive personality traits

60

Staff Development

Designed to•improve

•develop

•promoteKey Concepts

•interrelationship among system, unit and individual goals

•includes all school personnel

•aimed at satisfying two kinds of expectationssystem--organizational development

individual--individual development

•includes all activities designed to increase an individual's ability to perform assignments

•focused on school and self-initiated approaches

•should be developmental in nature

•outcome based

•use existing knowledge about learning

•knowledge of adult learner is essential

61

Trends in Staff Development

From Inservice training to Staff DevelopmentFrom Development of teaching staff to

Development of staffFrom Self-fulfillment to Individual, unit,

organization goalsFrom Event orientation to Continuous processFrom Focus on technique to Focus on objective

From Homogeneous experience to Heterogeneous experience

From Learner in passive role to Learner in active role

From Assuming positive impact to Evaluating impact

From Knowledge emphasis to Performance emphasis

From Independent activities to Linked activitiesFrom One shot to Planned curriculum

62

Staff Development Process

Phase 1 Diagnosing Needs--individual, group, system

Phase 2 Design of Developmental Plans•statement of reason

•goals

•participants and how they relate to goals

•calendar of events

•assignment of responsibility

•resource allocation

•evaluation plan

63

Staff Development continued

Phase 3 Implementing Developmental Programs•Administration and BOE policy support

•Rationale and objectives

•Staff knows how to participate

•Adequacy, quality, and coordination of materials

•Relevance and realism for staff

•Reasonable plans to reach objectives

•Leadership and role responsibility

•Communications flow and feedback

•TimePhase 4 Evaluation

•Participant impact

•position impact

•Organization impact

•Students impact

64

Clues from Research and Experience

Participant involvementCollectively designed programs with common

purpose, not a collection of individual programsPermitted teachers/administrators sponsorship,

design, selection, and fundingScheduled at non-competitive times

Emphasize teacher responsibilityInvolved participants in both receptive and

active rolesImmediate practice best

Leaders were linked to University or development center

Demonstrations were commonConducted at local site

65

Important Legislation Dealing with Unions

Wagner Act•Pro-union

•Right to organize without management interference

•Defined unfair labor practices

•Set up NLRBTaft-Hartley Act

•Pro-management

•Amended or qualified the Wagner Act

•Unlawful for unions to:Restrain or coerce employees in exercise of their

rightsDiscrimination with regard to union membership

Refuse to bargain in good faithLimit boycott activities

Jurisdictional strikes prohibitedExcessive fee limit

Feather bedding limitRight to work provision

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Why Unions Form

Social needs•Share experiences

•Belong to a group

•Social acceptanceEconomic

•Believe it is an effective means of obtaining job security, wage increases, fringe benefits

Political•Leaders need to satisfy members

•Fight for scarce resources and powerPhilosophic

•Commitment to social changePragmatic

•Effect a change in the work environment

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Reasons that Unions Form in Schools

Communications problemsManagement unresponsiveness

Salary differentialsSalary inequities

Procedural/opportunity inequitiesAbsence of "extra" benefits

Poor working conditionsManagement treatment

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Classical Bargaining Process

Preparation•Unions have the advantage

•Selecting the teamavoid Board Membersavoid superintendents

avoid outsiders (except to advise) member team

•Gather data

•Review contract

•Identify important issues on both sides

•Hold Board training session

•Anticipate positionsEstablish ground rules

•How often, length, who will participate

•Press relations

•Guidelines for caucusingWhat should be bargained

•Yes -- wages, hours, grievance procedures, evaluation methods (but not standards)

•No -- institutional mission and program, level of funding, employee hiring, discharge and supervision, job assignment, organization, work force size, service standards

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Classical Bargaining - continued

Exchange of initial proposalsNegotiations

•Distributive bargaining

•Interactive bargaining

•Attitudinal structuring

•Intraorganizational bargaining

•"Good faith" and "Non-Regressive"Settlement

•Union must win

•Ratification by both sidesImpasse

•Work/Job action

•Conciliation or mediation

•Arbitration

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Weapons of Conflict

Union•Strike -- withdrawal of services

•Slowdownwork to rule only

wildcat strikeblue flu

mass resignation

•Picketingfreedom of speech (communication)

purposeful economic activity (picketing by nonemployees)

•Boycott

•Public pressure

•Change of officialsEmployer -- typically defensive

•Lock out of employees

•Replacement workers

•Encourage "line" crossing

•Contracting out work

•Fund reduction by government agency

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The Personalities within the Process

Stabilizers -- committed toward reaching agreement at any cost

Destabilizers -- lack commitment to the process, may be unwilling to settle at any price. "if the teachers don't like it they can work somewhere

else".Quasi-mediators -- harmonizing the stabilizers

and destabilizers

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Bargaining Configurations

Horizontal•across the table

•very structured and formalized

•not much real bargaining but a lot of posturingInternal

•internal to each team movement analysis

•most frequentVertical

•team bargaining with constituencies

•multiple constituencies make it difficult

•often attempts to end runShadow

•informal negotiating that occurs away from the table

•difficult to control •dangerous

•necessary in many cases

•often done with outside person

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Types of Relationships

Conflict - "Union busting"Armed Truce

•do not have to accept but will

•attempt to maintain all powerAccommodation

•minimize conflict

•tolerate each otherCooperation

•acceptance of union as an active partner

•often called Win-Win or interest bargainingCollusion - illegal in the formal sense

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The Table Process

Ritual•familiar to both sides

•expected practices•danger in an alteration of procedure because then it is

unpredictable for both sidesGame

•chief negotiators knows it even if it is serious•sometimes fond memories of clash (stories, memos, etc.)

Catharsis•opportunity for an emotional release•be careful because people remember

Exchange of Information•opportunity to listen to other side

•should not be a surprise or the management is short on communication

•be careful as board members are often thereTrust and Integrity

•must live with each other•must live up to agreements (including the non-written parts)

•don't win the battle but lose the war next yearProposals

•gather input from staff•avoid "Las Vegas" mentality

Employee Ratification•employee first

•may not agree so be careful

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Goals

1. Employers seek to pay less for more work

2. Technology used to increase amount of work

3. Amount of work or time is finite and must be protected

4. Management will make subjective decisions

5. Management can introduce change so long as it does not adversely affect the employee

Union Management

Unions seek more money for less work

Unions block technology to self protect

Work to be done is infinite and will expand if employees are free to experiment and be innovative

Management needs to make decisions on basis of ability to do the job

Unions should cooperate with management's need for flexibility

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Goals-continued

6. Compensation based on nature of job not individual

Managers are paid too much

Employees support union

Management causes strikes

Management out of touch

Employee should be expected to support union that represents him or her

Union Management

Compensation based on productivity of individual

Managers earn their salary

Employees have no choice but they should have a choice

Unrealistic union demands causes strikes

Union is out of touch

No one should be forced to support a union

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Tension Resolution

Costs of Agreement

Costs of Disagreement

S hor t t e r m

Long Te r m

S hor t t e rm

Long Te rm