Staff Development

Development
Refers to formal education, job experiences, relationships, and assessments of personality and abilities that help employees perform effectively in their current or their future job and company.

Staff Development
i. An administrative process to design plan/programs for development of human resources in order to attain strategic human resources goals and objectives. ii. Another function is to upgrade investment in respective areas that are deemed to have greater impact on performance improvement. Teacher development programs must be planned systematically for the teacher to give full commitment and support.

Staff Development Problems

Deterrents Viewing staff development as an end in itself rather than as a means to an end. Initiating unguided and unorganized staff development programs. Disregarding the need for professionalization of internal agents. Minimizing the importance of validating jobrelatedness of staff development. Assuming that correcting staff development will solve major organizational problems.
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Deterrents
Failing to aim staff development process at specific behavioral objectives in advance of program initiation. To reject the concept of staff development as a tool for leveraging human resources strategy. Lacking models to analyze whether programs produce change whether the desired one; or changes in performance met targeted need. Emphasizing program activities rather than facilitation of learning and resultant behavior. Exclude greater centralized control over the cost effectiveness of staff development programs.

Staff Development Problems

Determinants

Each individual is a part of a whole every individual has consequences (importance) for the system a whole. To change the outcomes of an organization, one must change the system not just its parts. Organizations must focus on root causes of problems and long-term goals and consequences, not the symptoms. Effective change occurs by understanding the system and its behaviors, and working with the flow of the system, not against it.
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Effective Staff Development For A System Approach

Training in the concepts, values, and specific tools of systems thinking. Ongoing processes that involve all segments of the organization in a dialogue to get the collective rather than individual staff development. Focus on the application of the beliefs and tools of the system in the context of day-to-day workings of schools and the school systems. Questioning and examining underlying assumptions and beliefs.
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Staff Development Process

A process model to examine ways in which a school system plans, implements, and evaluates its personnel development plans
Position - holders Diagnostic Phase 1

Design
2 Operation 3 Evaluation 4

FEEDBACK

Personnel Development Process

Phase 1 (Diagnosing development needs) Individual needs include matters relating to position effectiveness, position transition, personnel and professional development and security. Group needs conditions relating to importance of creating team identity, participative working culture and values, agreed decision making & problem solving, unify conflicts. Organizational needs those involving the total system, such as creating opportunities for women and minorities, systemwide improvement of office technology, or the enforcement by state legislation governing minimum students competency requirements.
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Personnel Development Process

Phase 2 (Design of Development Plans) Design from System Policy declaration of intention in written policy (e.g. National Philosophy of Education, Rukun Negara, etc. Design from Research findings from investigations of staff development practices (e.g. strong leadership help teachers; schools support staff programs).

Design from Value Trends staff development concept change over time; the program become outmoded and unworkable as the schools environment change.
Design from Career Stages the willingness of school to provide continuing improvement opportunities for personnel (e.g. career goals, career counseling, career pathing, information about position vacancies & programs.
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Models of Staff Development

Types
Individually guided

Model Assumptions
Can best judge their own learning needs/self directed. Most motivated when they select learning goals based on their personnel needs. Can provide the teacher with data that can be reflected on and analyzed for the purpose of improving student learning. Teachers acquires important skills & knowledge through involvement in school or curriculum development.

Observation / Assessment Involve in development/ Improvement process

Training
Inquiry

Teachers can change their behaviors and learn to replicate behaviors through training.
Cooperative study by teachers themselves into problems & issues as a mechanism to make their practice consistent. 11

Personnel Development Process

Phase 3 (Implementing Development Programs) Development programs an organized sets of activities, unified by a comprehensive plan, to achieve specific objectives with established policies and budgetary allocations. Administration and broad policy must support objectives and rationale. Communication flow and feedback must be part of the process and program. The line, staff, and support units in school have prime responsibility for implementing programs. The heads of units are major determinants of program effectiveness.
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Personnel Development Process

Phase 4 (Evaluating the Staff Dev. Prgms A plan of evaluation should be developed concurrently with the definition of behavior change, selection of content, and design of instructional methodology. Program content (what to teach) and program methods (how it should taught) represent decisions critical to the design and evaluation of development program.

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Evaluation ...
Types of questions used to evaluate the achievement of objectives of a development project: i. Participant Impact What has the project done to change the behavior of the participant? ii. Position Impact Did Participants performance improve in the position setting?

iii. Organizational impact In what ways and to what extent do the development efforts contribute to attainment of organizational goals?
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Evaluation Factors
Factors
Purpose of Evaluation Principles of Evaluation Types of Evaluation Criteria

Illustrative questions
What to be evaluated? (Programs objectives?) Methods? Programs? People? Processes? Product? Will it be based on principles? (Systematic?; Objectivity?; Relevance; Quantification? Cost effectiveness? Evaluation on a specific program? Specific Technique? Total Program? Formative/ Summative? Reaction criteria? Learning Criteria? Behavioral Criteria? Result Criteria? Combination all above?

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Evaluation Factors ..
Factors
Criterion measures

Illustrative questions
What criterion measures will be employed? (Observable techniques? Tests? Ratings? System Performance records? Interviews?

Evaluation data How will data be recorded? Analyzed? Interpreted? Valued? Outcomes What types of outcomes will be evaluated? (Professional competency? Learner again? Program Improvement? Training validity? Performance validity? Intraorganizational validity? Interorganizational validity?
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 If evaluation phase is omitted in the staff development process, there is a lack of feedback to correct programs defects, little useful information to enhance decision making, and no sound foundation for improving the total development effort.

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Staffing Pattern For Teachers

New teacher turnover abandon schools to work in colleges & higher education institutions Diversity in the teacher pool of supply - gender ; ethnicity; minority Qualified teachers in high-demand subjects & specialties - English; Maths; Science
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Staffing Pattern For Teachers Uneven distribution of new teacher Supply - new teachers take job / close to home / away - regional supply & demand implementation (policy & procedures) Attracting teachers back to teaching - Review of Incentives & privileged - Locality (areas of teacher shortage) Veteran / senior teachers tend to stay - feeling of ownership / commitment - socially & financially stable; - professional growth & quality
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THANK YOU

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