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[Human Resources Management in

Education]

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背景信息
 [ Societal Objectives #1]
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 [ Organizational Objectives #2]
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 [ Functional Objectives #3]
 [ Personal Objectives #4]
Human resource management in education essentially is concerned with three major issues
namely.
 i. Assessing the need for staff
 ii. Satisfying the need for staff and
 iii. Maintaining and improving the staff services.
Goals and Role of Human Resource Managem
ent in Education

 The goals of human resource management in education are to develop the workers and to c
ontribute to goal achievement. Human resource management has some specific roles to pla
y . These are strategic and operational roles.
Strategic Role:

 Human resources are critical for effective educational functioning. Human resources wer
e once relegated to second-class status, but its importance has grown dramatically in t
he last two decade. Again, its new importance stem from adequately recruited, selected
and supervised, inducted and adequately rewarded, provided for, properly develop, appra
ised and promoted on the job. They will be committed to the job, remain dedicated and p
roductive in the education system. It also represents a significant investment of the e
ducational efforts. If managed well, human resources can be a source of competitive str
ength for the education. Strategically , human resources must be viewed in the same con
text as the financial, technological and other resources that are managed in any organi
zation (Onah, 2008).
Operational Role:

 According to Mathis and Jackson (1997). Operational activities are both tactical and ad
ministrative in nature. Griffin (1997) sees operational role from the legal perspective
because some have regulated various aspects of employee-employer relations. Human resou
rces management is therefore, interested in compliance with equal employment opportunit
ies and observation of labour laws; examples; applicants must be oriented to the organi
zations, supervisors must be trained, safety problems must be resolved; wages and salar
ies must be administered. A wide range of activities typically associated with the day-
to-day management of people as provided by laws and regulations must be performed effic
iently. It is this collection of activities that has often been referred to as the pers
onnel function, and the newer strategic focus of human resources management has not eli
minated . In summary, it is difficult to produce one general interpretation of what hum
an resource management means today.
How the Principal will manage the sc
hool ？
 Although functions vary by locality and school size, the pr
incipal is primarily responsible for administering all aspe
cts of a school’s operations. In this article, I discuss w
hat principal’s actually do on a day-to-day basis. I exami
ne the principal’s job from the following perspectives: le
adership functions, administrative roles, management skills
, task dimensions, human resource activities, and behaviora
l profiles of effective versus successful administrators.
 Typically, each school has a single administrative officer, a principal, who is resp
onsible for the operation of the school. In very small schools, the person may teach
part-time as well. In large schools, there may be one or more assistant principals.
The administrative hierarchy may consist also of a number of department chairpersons
, school counselors, a social worker, school psychologist, diagnostician, and so on.
 Although functions vary by location and size, the principal is primarily responsible
for administering all aspects of a school’s operations. What then do principals act
ually do on a day-to-day basis? One way to analyze what principals do is to examine
their job from a number of perspectives: (a) leadership functions, (b) administrativ
e roles, (c) management skills, (d) task dimensions, Each one will be discussed in t
urn.
Leadership Functions

 Principals combine and coordinate various kinds of resou

rces by carrying out four basic leadership functions: pl
anning, organizing, leading, and monitoring. The relatio
nships among these functions are shown in Figure 1.
Planning

 Generally, planning defines where the school wants to be

in the future and how to get there (Parker, 2011). Plans
and the goals on which they are based give purpose and d
irection to the school, its subunits, and contributing s
taff.
Organizing

 Once principals have developed workable plans and the me

thods for attaining them, they must design an organizati
on that will successfully implement the plans . Organizi
ng involves three essential elements (Argyris, 2011): de
veloping the structure of the organization, acquiring an
d developing human resources, and establishing common pa
tterns and networks.
Leading

 Once plans are formulated and activities are organized, the

next step is leading staff members to achieve the school's
goals. Although planning tells principals what to do and or
ganizing tells principals how to do it, leading tells princ
ipals why the staff member should want to do it. Recently,
the leading function is also called facilitating, collabora
ting, or actuating. No matter what it is called, leading en
tails guiding and influencing people (Northouse, 2010).
Monitoring

 When principals compare expected results with actual res

ults, and take the necessary corrective action, they are
performing the monitoring function. Deviations from past
plans should be considered when formulating new plans. A
s shown in Figure 1, monitoring completes the cycle of l
eadership functions.
Administrative Roles
 Certain roles are required of all principals, whether th
ey operate elementary, middle, or high schools. A princi
pal does certain things, fulfills certain needs in the s
chool district, has certain responsibilities, and is exp
ected to behave in certain ways.
Principal Activities

 1. Heavy Workload at a Fast Pace.

 2. Variety, Fragmentation, and Brevity.
 3. Oral Communication.
Management Skills
 Another approach to examining what principals do is in terms
of the types of skills required to perform the job. The neces
sary skills for planning, organizing, leading, and monitoring
have been placed in three categories that are especially impo
rtant if principals are to perform their functions and roles
adequately: conceptual, human, and technical (Katz, 1974). Al
l school administrators must have these skills to be effectiv
e, but the amounts differ by hierarchical level (see Figure
2).
Conceptual Skills

 All good school leaders have the ability to view the org
anization as a whole and solve problems to the benefit o
f everyone concerned.
Human Skills

 Principals spend considerable time interacting with peop

le.
Technical Skills

 The ability to use the knowledge, methods, and technique

s of a specific discipline or field is referred to as a
technical skill (Locke, 2010)
Task Dimensions
Building Bureaucratic Linkages &
 1. Task: Building Sound Relations With the Central Office
 Skills needed: Liaison skills and negotiating skill
 2.Task: Monitoring Organizational Information
 Skills needed: Scanning and monitoring information and using
information networks
 3.Task: Coordinating School Activities
 Skills needed: Time management, working with groups, and inte
rpersonal skills
 4.Task: Managing Financial Resources
 Skills needed: Developing budgets and mathematical skills
 5.Task: Maintaining the School Building
 Skills needed: Developing maintenance schedules and using gen
eral management procedures and practices
 6.Task: Directing School Support Services
 Skills needed: Designing policies, procedures, and rules and
developing and monitoring contracts
 7.Task: Staffing
 Skills needed: Use of selection methods, assessment and appra
isal skills, and coaching and development skills
Building Cultural Linkages
 8. Task: Establishing an Atmosphere Conductive to Learning
 Skills needed: Organizational communication, interpersonal c
ommunication and using symbols
 9.Task: Setting High Expectations
 Skills needed: Goal setting, interpersonal communication, an
d interpersonal relationship skills
 10.Task: Setting School Goals
 Skills needed: Goal setting and organizational communication
 11.Task: Instructional Leadership
 Skills needed: Working with groups and committees, observati
onal methods for assessment, and coaching skills
 12.Task: Organizational Communication
 Skills needed: Using teams, committees, and task forces; usi
ng internal communication networks; and conflict
 management skills
 13. Task: Building Parent and Community Support
 Skills needed: Representing the school to the community, pub
lic relations skills, and public communication skills.
The conceptual framework of HRM  

 HRM as conceived in the 1980s had a conceptual framework consisting o

f a philosophy underpinned by a number of theories drawn from the beh
avioural sciences and from the fields of strategic management, human
capital and industrial relations. The HRM philosophy has been heavily
criticized by academics as being managerialist and manipulative but t
his criticism has subsided, perhaps because it became increasingly ev
ident that the term HRM had been adopted as a synonym for what used t
o be called personnel management. As noted by Storey (2007: 6): ‘In
its generic broad and popular sense it [HRM] simply refers to any sys
tem of people management.
 HRM defined
 Human resource management can be defined as a strategic, integrated and coherent
approach to the employment, development and well-being of the people working in o
rganizations. It was defined by Boxall and Purcell (2003: 1) as ‘all those activ
ities associated with the management of employment relationships in the firm’. A
later comprehensive definition was offered by Watson (2010: 919):
 HRM is the managerial utilisation of the efforts, knowledge, capabilities and com
mitted behaviours which people contribute to an authoritatively co-ordinated huma
n enterprise as part of an employment exchange (or more temporary contractual arr
angement) to carry out work tasks in a way which enables the enterprise to contin
ue into the future.