Leading and managing people for performance
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Leading and Managing
people for performance
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Outline of the topics
Introduction: Defining Purpose in Education
Managing for Performance Leading People
1.Motivation 2.Professional Development
Managing performance in South African School
Performance Managements in English and Wales
Conclusion: Improving Performance
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Topic 1 :Introduction:
Defining purpose in Education
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Purpose of Education
Academic(School/Collage) Institution
Promote Learning to pupils and students
1. deal with external as well as internal pressure
2. determined and encapsulate(nutshell) to facilitate learning for children ,young people and adults
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Main Focus in your Mission
Individual Variable
Performance of staff, whose skill and
motivation are critical to the
achievements of organizational
objects(aim)
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Threat
Conflict between
organizational aims
VS
Individual aspiration(desire)
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Name of threats
Lumby (2001)(Prof. Judith Lumby):“Managers were being “persuaded”(convince) to endorse (support) organizational aims, even where they conflicted with their own aspirations, through a process of coercion”.
Elliot and Hall(1994): “hard variant” of human recourse managements
Betts(1994): “it is likely to lead to resentment rather than improved performance”.
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Any Question ???
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Topic 2 :
Managing for performance
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Performance ???
The accomplishment of a task or activity (Riches ,1997)
Mean in Educational context:
1.Vision,Mission and Goal(clear targets)
2.Teaching and Learning(teaching methodology)
3.Managing Organizational System
4.Collaborating with family and stakeholders
5.Ethics and Integrity (Issues)
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What is Office Standards in
Education (OfSTED)? The Office for Standards in
Education, Children's Services and
Skills (OfSTED) is a non-ministerial
department of government.
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Office for standards in Education
(OfSTED) Area :The services OfSTED inspects or
regulates include:
local services, child minding , child day
care , children's centres, children's
social care, CAFCASS, state
schools, independent
schools and teacher training providers,
colleges, and learning and skills
providers in England. It also monitors the
work of the Independent Schools.
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OfSTED Judgment
“teaching will be predicated on the
quality of learning and the progress
that students are making “.
Inspectors Judge:
“ Teaching simply on whether children
are engaged ,focused learning and
making progress”
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Seven (7) Scale OfSTED Report
Points Behavior and Safety of Pupils
Quality of Provision/Learning
Ambition and prioritization
Leadership and Managements
Performance Managements and
Quality Assurance
Partnership Work
Equality and Diversity
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Four Point Scale Report
Out Standing ……….4
Good…………………3
Adequate…………….2
Inadequate…………..1
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Finding in Reports and
Suggestion Overall effectiveness
Capacity for Improvements
And Area of Improvements
Immediately
With in three (3) months
With in six (6) months
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Criticism and Suggestions by
Riches (1997)Four Problems1.Reliabilty of performance over time 2.Reliability of Performance Observation 3.The criteria used to assess performance
may be too limited to enable valid judgments to be made
4.Performance in likely to be affected by the “context” or “situational variable”
Suggest Performance evaluation is “Subjective”.Mean numerically to Band
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Other Criticism on OfSTED
Fitz-Gibbon (1996): Criticized on Reliability and Validity
Eraut et.al(1997): Criticized on Performance Managements System
(Its is like Financial System which is not applicable on Human Resource Development)
Gleeson and Husbands(2003):
Address the same issue in their critique of performance managements in school
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Any Question ???
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Topic 3 : Leading People
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Relation :people and motivation
People are Valued in their own right
and not simply because they can
deliver an appropriate level of
performance
Mean a dynamic relation between
People VS Motivation
To produce higher level of achievement.
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Gunter(2001)
Transformational Leadership Build a unified common interest
between leaders and followers
He state as
“… kin to transformational leadership in
which people are inspired to achieved
an agreed version of a better future for
the organization and its clients “.
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Leithwood et al’s(1999)
‘People-led’ motions of human recourse management
“ this form of leadership assumes that the central focus of leadership ought to be the commitments and capacities of organizational members.
Higher level of personal commitment to organizational goals and greater capacities for accomplishing those goal are assumed to result in extra effort and greater productivity”
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Miller and Miller (2001)
Performance Management may be
likened to transactional leadership
“Achieving the required level of
performance, in terms of specific
outcomes is likely to lead to a reward
in terms of managerial approval and
,perhaps,. improved salary or
conditions of employments”
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Transformational Leadership
Well produce beneficial changes is the
process of teaching and learning;
leading to a qualitative and sustained
improvement in performance arising
sustained improvements in
performance arising from enhance
motivation and commitment
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Briggs(2003)
Transformational and transitional
approach may both be adopted by
leaders who need to find a balance
appropriate to their specific context
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Briggs Stated
“….an instinctive ‘pull’ towards a
transformational style, followed by a
realization that the efficient working of
the system indicated by a
transactional style was an essential
factor for enable their role… effective
enactment of their role depends upon
their perceiving the balance between
transitional and transformational style”
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Foskett and Lumby(2003)
Terms …..”control and supports”
“… an unremitting(constant) demand for change for improved teaching and for improved outcomes. Teachers have been subject to requirements which for many have become overwhelming (overpower). The incidence of stress has become epidemic(wave) and stress-related illness an ever present hazard”.
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Answer to negative outcomes
The alternative to control and regulation is to develop a framework to optimize staff contributions through a “softer”
Softer mean Involves people as individuals and providing opportunities for all staff to develop and work toward fulfilling their aspirations
Two key aspects of this approach are:
Staff Motivation and
professional development
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Foskett and Lumby
(negative outcomes)1.From Government pressure to raise
educational standards , leading to
greater regulation and strong
accountability
For Example,
“Punitive’(discipline) inspection system
result management of teachers
performance has negative
connotation(relation)”
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Staff Motivation
Handy (1993),
Hall and Rowland(1999)and
Foskett and Lumby(2003)
Stated “ambiguity in the concept of
motivation”
Plethora stated this phenomena as
“no overarching or single theoretical
model which explain motivation”
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Turner(1992)…..Motivation
Involve arousal ,direction and
persistence
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Handy (1993)
Handy divides motivation theories into
three categories:
1.Satisfation theories
2.Incentive theories and
3.Intrinsic theories
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Satisfaction theories
Base on assumption
Satisfied worker more productive?
He stated? NO
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Incentive Theories
(Performance Related Pay ) Base on assumption "principle of reinforment
the ‘carrot 'approach
Mean: “specific rewards or encouragement for good performance”
1.The individual perceiving the extra reward to be worth the extra effort
2.The performance can be measured and attributed to the individual
3.The individual wants that particular kind of rewards
4.The increased performance will not become the new minimum standard
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Intrinsic Theories
Base on assumption
“People work best if given a
worthwhile job and allowed to get on
wit h it …the reward will come from
the satisfaction in the work itself”
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Foskett and Lumby(2003)
Teaching is rich in intrinsic motivation
But
Large number of teachers are not satisfied with their job
Why?4 reasons:
Excessive bureaucracy,
heavy workloads
Low pay
Inadequate professional development
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Exampls
In UK
30% teacher left the job of teaching in
less than five years.
In USA
20% teacher left the job of teaching in
less than three years
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Discussion
Al these theories are base on the
assumptions that motivation is
essential if employees are to perform
well
People are motivated is different ways
and knowledge what works for each
person provides the potential
enhancedLong term performance
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Professional Development
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Foskett and Lumby(2003)
“providing staff opportunities to
develop is the final step which closes
the circle of managing performance”
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Bolam(2003)
“professional development is widely
accepted as fundamental to the
improvement of organizational
performance”
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Define it as
An ongoing process of education, training ,learning and support activities.
Taking place in either external or work based setting
Proactively engaged in by professional teacher ,head teachers and other school leaders.
Aims primarily at promoting learning and development of their professional knowledge, skill and values.
To help them to decide on and implement values changes in their teaching and leadership behavior.
So that they can educate their students more effectively
Thus achieving an agree balance between individual, school and national needs.
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Bush (2002) case on
professional development Teaching as a career, rather than just a job.
School and collage need to help teachers to access development opportunities at every stages of their career
Why? Sense of direction which is an essential components of a long terms
approach
Teachers: Professional developments include subject knowledge and pedagogy
Leaders: Ensure for ample opportunity for teachers to access Professional Development opportunities at every career stage
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Professional Development
A vital dimension in improving teachers’ professional skills and capabilities
Essential part of lifelong learning and is likely to be beneficial for school
Firstly, effective professional development is likely to improve motivation which in turn providing the basis of teachers retention.
Secondly, direct contribution in two ways
a. Develop and extending teachers knowledge and skills.
b. Confidence and motivation ,transform of knowledge.
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Managing Performance in South
African school Thurlow(2003),Major educational
policy concerns in South Africa
1.poor performance and
2.inadequante outcomes of schooling
Why ?(Bush and Anderson, 2003)
“An absence of a culture of teaching
and learning in many school”
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Reasons
The year of struggle against apartheid(an Afrikaans word meaning "the state of beingapart”, the ruling party from 1948 to 1994) inevitable affected Schools.
Weapon of black majority
“strike and demonstrate against the policies of white Government
Similarly ,teacher union were also become a part of liberation movement, they frequently be absent from school to engage in protest activity
After that,(Post apartheid period) difficult to shift from struggle and protest to a culture of learning .
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Bandat(1995)
The crisis in black education, including
what has come to be referred ,to as
the ‘break down’ in the ‘culture of
learning ’
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Thurlow(2003)
Summaries the main performance issue as:
1.The organizational performance of school in respects of their prime function (teaching and learning) ,generally need substantial improvements.
2.The key resource for the performance are the people who work in them
3. Improvements in the performance of school and people’s contribution to these ,have to be managed
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Performance: The major goal for
South African school How?
(Ministry of Education ;Smith 1997)
Sitting Goals:
1.Transformation of the education and training system
2.Bring redness, establish quality, open the door of opportunity, enable a true culture of learning and teaching to take root and higher level of performance
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strategies
Establishment of a “National
Directorate for Quality Assurance”
They develop a Model “coherent
model for quality management”
(Department of Education 1998)
Thurlow(2003) notion of performance
must always be referred to “notion of
quality”
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Discussion
South African school manager are
serious concerns about the
performance of their school
Problems:
1. Generally, difficult condition
2. Highest level of performance with
limited resources i.e demoralization
of teaching profession and limited
availability of documents
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Performance Management in
England and WalesJenning and Lomas(2003)
“ the process of monitoring employee
performance in an objective manner in
an control machanism”
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Research Survey
(53 head teachers of secondary teachers)
Positive response in performance management for heads and unexpected outcomes
1. Performance management has been introduced without pain and has been seen as a threat.
2. There is no debate about the purpose of performance management, they are all agreed.
Report, very little empirical evidence to support the general criticism of performance management
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Jenning and Coleboune(2004)
Survey on 20 Local Education
authorities (LEA) in Wales
Result, targets setting is a key
element in 13 of the 15 pionts
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Four Part Model of performance
Managements Non performance Management
“Laissez Faire”
Accountable: goal are clear but capability is not developed
Development : focus on developing performance but goals may not be set
Performance Management: purposeful in setting goals for individual and in developing their capability to achieve them.
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Conclusion
The research reports here provides
mixed evidence on the efficacy of
official performance management
schemes in education
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Any Question???
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Topic 4 :
Performance Related pay
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Performance Related Pay
An important example of the
application of “incentive theories”
Incentive theories?
Rewards
Pay
Working Condition
Holiday Arrangement
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Foreman(1997) Reported
Operationalize during 1990s
Pointed out
1.In 1995,(School Governing Bodies)
2. Reward: Excellent performance for
both teachers and head teaches
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Criticism (Foreman,1997)
PRP dose not appear to motivate and it can certainly damage organizational cultures
Explain :
Teachers react adversely to incentive measures. which they see as inequitable
School and college begets remain under pressure
Doubt about to measure individual performance and reward
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Burges et.al,(2001) (Review the
performance threshold scheme) Historically :teachers paid on a single
scale with nine basic increments.
New Scheme: nine basic increments +
Performance against specific factor +
Professional development + Pupil
attainments
Reward: received an annual bonus of
₤2000 + Upper scale
Same as in Australian
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Summarise the fining by large
scale research 88% of eligible teachers
From this 97% awards the additional
payment
And 75% head teacher wrote the same
report
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Any Question ???
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Move to Last topic
Conclusion : Improving performance
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Incentive schemes : PRP
No impact on teachers performance or
on pupil outcomes
Result Shows:
Extrinsic factors does not contribute
well
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What we do ?
Teachers are motivated by intrinsic
factors
1.altruism (un selfness)
2. affiliation to the school and their
colleagues and
3. personal growth
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Quality of staff performance?
Important Issue Drucker(1988)The focus of the
organization must be on performance
Requirements:
1.the sprite of performance is high
standards, for groups and person
2.generate optimum performance from
all staff
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Answers:
Transformational Leadership Potential to increase commitment to
the aims of the organization and to
motivate staff to perform at tjier best
for the sake of their pupils and
colleagues
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Transactional Leadership :
Alternative Model Extrinsic reward which are unlikely to
generate long term improvement
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Gleeson and Husbands (2003)
Performance management brings its
own
Tension
Complication and
Cynicism (doubts)
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Leadership Role
(Approach based on the individual
needs )
Fine the other ways to inspire their
colleagues to achieve at their best
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Mentoring and Coaching
Initially we discuss, importance of
professional developments for
teachers
Effective for
Pre-service
Fail
Insufficient for mid-career (40 years old
person )
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What should ,we do?
Enhance knowledge of both content
and pedagogy
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Professional Development
(Win-Win situation) Role of school leader
1. Meets the individual needs for career
development
2. School improvement and encourage
staff retention
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Several Types of Professional
Developments Focused on individual
How?
1. Effective indication and
2. Mentoring and couching
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Coleman(1997)
Good practice with regard to induction
and mentoring to be found in school
with strong commitments to staff
development
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Spindler and Brott (2000)
Good practices in development a
“sense of belonging” not in adherence
to a “universal standards or
competence”
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Empowerment
Top-down (hierarchical basis work )
assumption (control mechanism with
judgment)
Externally impose scheme
1.appraisel
2.Target – setting
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Crowther at.al (2002)
central to the learning organization
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Muijis and Harris (2003)
The quality of leadership matters in
determining the motivation of teachers
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Any question???
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Thanks n have a nice day