managing people

1. Leading and Managing
people for performance

2. 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

3. Topic 1 :Introduction:
Defining purpose in Education

4. 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

5. Main Focus in your Mission
 Individual Variable
Performance of staff, whose skill and
motivation are critical to the
achievements of organizational
objects(aim)

6. Threat
 Conflict between
organizational aims
VS
Individual aspiration(desire)

7. 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”.

8. Any Question ???

9. Topic 2 :
Managing for performance

10. 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)

11. 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.

12. 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.

13. 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”

14. 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

15. Four Point Scale Report
 Out Standing ……….4
 Good…………………3
 Adequate…………….2
 Inadequate…………..1

16. 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

17. Criticism and Suggestions by
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

18. 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

19. Any Question ???

20. Topic 3 : Leading People

21. 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.

22. 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 “.

23. 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”

24. 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”

25. 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

26. Briggs(2003)
 Transformational and transitional
approach may both be adopted by
leaders who need to find a balance
appropriate to their specific context

27. 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”

28. 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”.

29. 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

30. 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)”

31. 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”

32. Turner(1992)…..Motivation
 Involve arousal ,direction and
persistence

33. Handy (1993)
 Handy divides motivation theories into
three categories:
 1.Satisfation theories
 2.Incentive theories and
 3.Intrinsic theories

34. Satisfaction theories
 Base on assumption
Satisfied worker more productive?
He stated? NO

35. 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

36. 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”

37. 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

38. 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

39. 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

40. Professional Development

41. Foskett and Lumby(2003)
 “providing staff opportunities to
develop is the final step which closes
the circle of managing performance”

42. Bolam(2003)
 “professional development is widely
accepted as fundamental to the
improvement of organizational
performance”

43. 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.

44. 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

45. 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.

46. 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”

47. Reasons
 The year of struggle against apartheid
(an Afrikaans word meaning "the state of being
apart”, 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 .

48. Bandat(1995)
 The crisis in black education, including
what has come to be referred ,to as
the ‘break down’ in the ‘culture of
learning ’

49. 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

50. 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

51. 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”

52. 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

53. Performance Management in
England and Wales
Jenning and Lomas(2003)
“ the process of monitoring employee
performance in an objective manner in
an control machanism”

54. 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

55. 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

56. 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.

57. Conclusion
The research reports here provides
mixed evidence on the efficacy of
official performance management
schemes in education

58. Any Question???

59. Topic 4 :
Performance Related pay

60. Performance Related Pay
 An important example of the
application of “incentive theories”
 Incentive theories?
 Rewards
Pay
Working Condition
Holiday Arrangement

61. Foreman(1997) Reported
Operationalize during 1990s
Pointed out
1.In 1995,(School Governing Bodies)
2. Reward: Excellent performance for
both teachers and head teaches

62. 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

63. 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

64. 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

65. Any Question ???

66. Move to Last topic
 Conclusion : Improving performance

67. Incentive schemes : PRP
 No impact on teachers performance or
on pupil outcomes
 Result Shows:
Extrinsic factors does not contribute
well

68. 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

69. 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

70. 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

71. Transactional Leadership :
Alternative Model
 Extrinsic reward which are unlikely to
generate long term improvement

72. Gleeson and Husbands (2003)
 Performance management brings its
own
 Tension
 Complication and
 Cynicism (doubts)

73. Leadership Role
 (Approach based on the individual
needs )
Fine the other ways to inspire their
colleagues to achieve at their best

74. 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 )

75. What should ,we do?
 Enhance knowledge of both content
and pedagogy

76. Professional Development
(Win-Win situation)
 Role of school leader
1. Meets the individual needs for career
development
2. School improvement and encourage
staff retention

77. Several Types of Professional
Developments
 Focused on individual
How?
1. Effective indication and
2. Mentoring and couching

78. Coleman(1997)
 Good practice with regard to induction
and mentoring to be found in school
with strong commitments to staff
development

79. Spindler and Brott (2000)
 Good practices in development a
“sense of belonging” not in adherence
to a “universal standards or
competence”

80. Empowerment
 Top-down (hierarchical basis work )
assumption (control mechanism with
judgment)
 Externally impose scheme
1.appraisel
2.Target – setting

81. Crowther at.al (2002)
 central to the learning organization

82. Muijis and Harris (2003)
 The quality of leadership matters in
determining the motivation of teachers

83. Any question???

84. Thanks n have a nice day