4 HR for learning Flashcards
With more _____________ and increased ______ human resource management (HRM) within each institution has replaced any centrally provided _________ management.
With more decentralisation and increased autonomy human resource management (HRM) within each institution has replaced any centrally provided personnel management.
Many of the issues of HRM relate to ‘_____’ countries. For countries in or awaiting _______ and ______________, this examination of human resources for learning may be more a glimpse of a possible ______ rather than a current reality.
Many of the issues of HRM relate to ‘Western’ countries. For countries in or awaiting transition and decentralisation, this examination of human resources for learning may be more a glimpse of a possible future rather than a current reality.
It is widely recognised that in any organisation…
Storey and Sissons, ????
It is widely recognised that in any organisation ‘people make a difference, the workforce is the most vital asset’ (Storey and Sissons, 1993).
It is widely recognised that in any organisation ‘people make a difference, the workforce is the most vital asset’ (WHO & WHEN).
(Storey and Sissons, 1993)
Human resource management (HRM) refers to the _____ and ______ involved in the __________ and _______ of the workforce.
Human resource management (HRM) refers to the policies and procedures involved in the management and development of the workforce.
The central idea behind HRM is to find ways of managing people so that they provide a _____, _______ and ________ workforce.
The central idea behind HRM is to find ways of managing people so that they provide a competent, flexible and motivated workforce.
The concept of HRM derives from the world of _____ but is now increasingly, although not always comfortably, used in the education sector.
The concept of HRM derives from the world of business but is now increasingly, although not always comfortably, used in the education sector.
HRM implies that all managers, not just those in personnel departments, have responsibility for managing people within the _____ _______ ______ of the organisation
(Middlewood and Lumby, ????).
HRM implies that all managers, not just those in personnel departments, have responsibility for managing people within the broader strategic purposes of the organisation
(Middlewood and Lumby, 1998).
HRM has its ‘____’ and ‘____’ dimensions.
The hard aspects place emphasis on the idea of ________ – something to be used ____________ and in a ________, formally rational manner.
The soft usage lays emphasis on the term ______…, on employee _________, group ________ and __________ supervision.
Storey, ????
HRM has its ‘hard’ and ‘soft’ dimensions. The hard aspects place emphasis on the idea of resource – something to be used dispassionately and in a calculative, formally rational manner. The soft usage lays emphasis on the term human …, on employee development, group relations and constructive supervision.
Storey, 1992
Hard and soft HRM mirror the dual emphasis in management theory between
______________ (getting tasks done)
and ___________ (nurturing the people)
purposes of leadership and management.
They mirror the dual emphasis in management theory between instrumental (getting tasks done) and expressive (nurturing the people) purposes of leadership and management.
Scope of Hard vs soft HRM
scope of Hard = institutional structures, policies and processes
scope of soft = Individual and team relationships and organisational culture
Focus of Hard vs Soft HRM
Hard HRM: On the resource side
Soft HRM: On the human side
What does focus of hard HRM “on resource side” mean?
On the resource side – how to staff the organisation, manage the deployment and performance of this human resource to achieve organisational goals and results; develop and exploit them as fully as possible
What does focus on soft HRM “on human side” mean?
On the human side – nurturing the people who are the key to creating value from other resources (pupils, facilities, learning resources) and competitive advantage (for example, exam results); managing resourceful humans
Leadership of Hard vs Soft HRM
Hard: ‘Transactional’, promoting efficiency and high standards
Soft: ‘Transformational’, value-driven attention to feelings and beliefs
Outcome of Hard vs Soft HRM
Hard: Efficient achievement of tasks and strategic goals of the organisation
Soft: Personal and professional efficacy and development of personnel
Key words of Hard vs Soft HRM
Hard: Professional accountability, strategic planning, quality, standards, competition, efficiency
Soft: Professional autonomy, motivation, commitment, empowerment, learning, teamwork, morale, efficacy
Examples of Hard vs Soft HRM
Hard: Management by objectives(MBO), production targets and bonuses, performance-related pay (PRP), performance appraisal, line management
Soft: Reflective practice, job enrichment/sharing, participative skills, collaborative teams, delegated responsibilities, collegial culture
Perspective of Hard vs Soft HRM
Hard: Managerialist, results-oriented, ‘humans as resources’ – as means to an end
Soft: Humanistic, person-oriented, ‘resourceful humans’ – as ends in themselves
Oldroyd (????) defines NPM as ‘the drive led by politicians for higher, _______, _____standards of ___________, _________ and _____ to meet the challenges of global competition in a rapidly changing world’.
Oldroyd (2002, p. 49) defines NPM as ‘the drive led by politicians for higher, measurable, visible standards of effectiveness, efficiency and equity to meet the challenges of global competition in a rapidly changing world’.
NPM emphasises accountability and performance management – ______ _____, ________ and ‘levering up’ of standards.
One mechanism for doing this is to introduce…
NPM emphasises accountability and performance management – setting targets, measuring and ‘levering up’ of standards. One mechanism for doing this is to introduce competition between educational institutions just as businesses have to compete for customers in the commercial sector.
the complexity within the two dimensions of HRM is further increased when you consider that:
it may be difficult to transfer HRM concepts and practices from ________ to _____ _______ ______.
the complexity within the two dimensions of HRM is further increased when you consider that:
it may be difficult to transfer HRM concepts and practices from business to public education systems
the complexity within the two dimensions of HRM is further increased when you consider that:
professional autonomy, status and conditions of service of teachers and other staff vary considerably between ________ and ______ over time
the complexity within the two dimensions of HRM is further increased when you consider that:
professional autonomy, status and conditions of service of teachers and other staff vary considerably between countries and change over time
the complexity within the two dimensions of HRM is further increased when you consider that:
a school- or college-based approach to HRM may be more relevant to ______ ______ _________ __ ____ ______
but less so in ________ ________.
the complexity within the two dimensions of HRM is further increased when you consider that:
a school- or college-based approach to HRM may be more relevant to developed education systems in rich countries but less so in developing nations.
who & when?
talked about low autonomy and high accountability resulting in demoralised teaching profession?
Baker, 2001
In many countries the concepts especially relating to ____ HRM are ___ compatible with educational systems which may be highly ________, _______ or _______ driven education systems.
In many countries the concepts especially relating to soft HRM are not compatible with educational systems which may be highly centralised, autocratic or ideologically driven education systems.
Tasks of Hard HRM may be divided between managers at system and _______ levels or be conducted as a ____ responsibility.
Practice _____ considerably between countries, depending on the degree of ___________ already introduced.
Tasks of Hard HRM may be divided between managers at system and institutional levels or be conducted as a joint responsibility. Practice varies considerably between countries, depending on the degree of decentralisation already introduced.
