Leading and managing people for performance

Leading and managing people for performance

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  Leading and Managing peoplefor performance
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  Outline of thetopics  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: Definingpurpose 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 inyour 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 organizationalaims 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 : Managingfor performance
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  Performance ???  Theaccomplishment 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 OfficeStandards 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 standardsin 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  “teachingwill 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) ScaleOfSTED 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 ScaleReport  Out Standing ……….4  Good…………………3  Adequate…………….2  Inadequate…………..1
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  Finding in Reportsand 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 Suggestionsby Riches (1997) Four Problems 1.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 onOfSTED  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 andmotivation  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  Builda 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 producebeneficial 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 andtransitional approach may both be adopted by leaders who need to find a balance appropriate to their specific context
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  Briggs Stated  “….aninstinctive ‘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 negativeoutcomes  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 (negativeoutcomes) 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)  Handydivides motivation theories into three categories:  1.Satisfation theories  2.Incentive theories and  3.Intrinsic theories
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  Satisfaction theories  Baseon assumption Satisfied worker more productive? He stated? NO
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  Incentive Theories (Performance RelatedPay )  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  Baseon 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) Teachingis 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 thesetheories 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 developmentis 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.