Bringing Your Human Resources Practice into the 21 st Century Presented by Mary M. Jessie, Education Management Consultant Georgia Association of School Personnel Administrators Fall Conference December 4, 2008

Are you using a 20 th century cell phone in the 21 st century?

If you are using this cell phone or one similar, you are using a 21 st century communication tool.

Why not bring your human resources practice into the 21 st century?

The 20 th Century Dilemmas in Current Practice  Functional departments  HR is a separate department  Limited or informal forecasting  Limited or no clear vision  Can’t get the teachers needed in hard to staff areas or high need schools

The 20 th Century  Limited/no marketing and branding of district  Candidates do not make a connection with the culture of the district or school/location  Late hiring  Principals’ skills in selection are limited  Technology interface is inadequate

The 20 th Century  Sacred cows reign  Orientation is not “on-boarding” broad and shallow information overload / one stop training  Induction programs disconnected  Mentors not well selected, matched or trained appropriately

The 20 th Century  Professional development  Performance Assessment  Compensation Source: The Aspen Institute, Program on Education and Society, Human Capital Framework for K-12 Urban Education: Organizing for Success, January, 2008.

21 st Century Human Capital Management

21 st Century What is Human Capital? Private sector:  The accumulated value of an individual’s intellect, knowledge, experience, competencies, and commitment that contributes to the achievement of an organization’s vision and business objectives.

21 st Century Human Capital in K-12 Education:  The knowledge and skill sets of our teachers that directly result in increased levels of learning for students.  Simply put: What teachers know and are able to do—their talent level. Source: Annenberg Institute for School Reform at Brown University. Building Smart Education Systems, Voices in Urban Education, Human Capital, VUE Number 20, Summer 2008

CULTURE PERFORMANCE MANAGEMENT Sourcing Certification Induction Tenure COMPENSATION and NON-MONETARY REWARDS Training and Development Preparation

21 st Century Best Practice Culture Create a positive organizational context Get the best people into roles where they “fit” Get the most out of every person

 Infrastructure  School working conditions  Equitable allocation of resources  Accesses robust data systems  The “right” teachers  Leadership  Salaries  Development  Student performance Source: How the world’s best-performing school systems come out on top, McKinsey and Company, September, 2007

The Components of a 21 st Century Human Capital Management System Preparation Sourcing  Marketing  Recruitment  Screening  Hiring  On-boarding  Placement Certification Induction  Orientation  Mentoring  Reduced teaching load  Differentiated Prof. Dev. Tenure Training and Development Performance Management Compensation and Non- monetary Rewards

Preparation  Traditional higher ed  Regional alternative preparation  District alternative preparation  Certification add-ons and endorsements

Sourcing Marketing Recruitment Branding Market strategic advantage Sophisticated Data and Data Systems to Predict Needs Recruitment Focus on High Performance

Screening Performance- based Standardized, ease of use Clearing house

Hiring Early offers Successful pre- service teachers Competitive timelines School-based selection recommendations

On-boarding Placement Expectations Personalized service Separate “paper heavy” employment processes from on-boarding Support Student need and equity Reduced loads Strong mentors

Certification and Induction Certification Induction Aligned with teacher effectiveness Four Pronged Approach  Orientation  Mentoring  Reduced Teaching Load  Differentiated School Imbedded Professional Development

Training and Development Professional Development Identification of High-potential Employees Career Management Career Pathways

Tenure Based on:  Student performance  Assessment of teaching skills  Responsibility and accountability

Performance Management Expectation Setting Assessment Calibration Feedback Outcomes

Compensation District priorities Performance-based Differentiated Aligned with workforce data Includes incentives for short and long term service Includes choice

Non-Monetary Rewards Recognition Freedom Opportunity Team work Excellent working conditions Sources: Allen, R. &Helms, M. (Fall, 2002). Employee perceptions of relationships between strategy rewards and organizational performance. Journal of Business Strategies, 19(2) Jimenez, R., (October, 1999) Managing employee retention through recognition. T+D, 53 (10) Nelson, B., (January, 2004) Everything you thought you knew about recognition is wrong. Workplace Management (from

Conclusion  Bringing school district Human Resource practice into the 21 st century will be challenging.  If student achievement is the goal, recasting the Human Resources focus will require bringing dedicated and highly skilled professionals from education and the private sector together to solve complex problems in cross functional teams.  Human Resources in school districts can no longer operate as stand alone departments. Multifunctional teams from HR, Instruction, Finance, Technology will need to integrate processes and services