Human resource management has been defined

as the methods of integrating and maintaining

workers in an organization so that the
organization can achieve the purposes and meet
the goals for which it was established. It is the
coordination of the activities and efforts of the
workers in an organization so that
organizational goals are achieved. In other
words human resource
management is the process of motivating
workers in the organization so as to obtain
maximum output from them.

Human resource management is a body of
knowledge and a set of practices that define
the nature of work and regulate the
employment relationship. HRM covers the
following Eight functional areas:

Planning is the key management function of any extension
worker. It is the process of determining in advance what
should be accomplished, when, by whom, how, and at
what cost. Regardless of whether it is planning long-term
program priorities or planning a two-hour meeting, the
planning aspect of management is the major contributor
to success and productivity. Stated simply, "If you don't
know where you are going, then you won't know when
you have arrived!"
The planning process begins with the creation of a
philosophy that consists of statements describing the
values, beliefs, and attitudes of the organization. Its
mission statement is a proclamation of its purpose or
reason for being.

Planning consists of : outlining philosophy, policy, objectives, and
resultant things to be accomplished, and the techniques for
accomplishment.
The Philosophy of education examines the aims, forms, methods,
and results of acquiring knowledge as both a process and a field of
study. As a field of applied philosophy, it is influenced both by
developments within philosophy proper, especially questions
of ethics and epistemology, and by concerns arising
from instructional practice.
Philosophical treatments of education date at least as far back
as Socrates, but the field of inquiry only began to be recognized as
a formal sub discipline in the nineteenth century. As an academic
subject, it is often taught within a department or college of
education, rather than within a philosophy department.



Every educational system at every level depends heavily
on teachers for the execution of its programmes.
Maintaining and improving educational standards is only
possible through teachers. The teacher, therefore, is the
most indispensable entity in the institute. He is the
greatest aid to learning. Thus as far as possible, he should
be thoroughly trained and supported in his work.
Human resource management deals with the
establishment of procedures for the employment and
payment of workers or staff. It is the arrangement of
conditions which make possible greater self direction by
staff in the performance of their duties. It is, therefore, an
important function in the general context of all
administrative responsibility of managing staff.


Staffing deals with obtaining people with
appropriate skills, abilities, knowledge and
experience to fill jobs in the work
organization. Pertinent practices are human
resource planning, job analysis, recruitment
and selection.
Recruitment and selection of staff
The appointment of staff is one of the most
important responsibilities of governors. The
success of any school is largely dependent on
the quality, professionalism and expertise of its
staff. Since staff are the most valuable and
expensive resource, it is vitally important that
the best person is appointed to fill a vacancy.
All Boards of Governors are responsible for
school-specific functions on the recruitment and
selection of staff which include

the appointment of principals, vice-principals,
teachers and support staff;
the determination of job descriptions and
personnel specifications; and
the constitution of interview panels and the
selection of teaching and support staff.
Before making any teaching appointments,
including the appointment of any substitute
teacher, the school must ensure that the teacher
is registered with the GTCNI. Substitute teachers
should also be registered with the NI Substitute
Teachers Register (NISTR).


Salary decisions have a very substantial effect on
the management structure of a school and on
school finance. The Board of Governors has the
following responsibilities
to have for all staff, a salary policy that relates to
the particular needs and circumstances of the
school and the resources available to it and that
supports the plans and priorities for the school's
future development;
takes full account of the guidance issued by the
Funding Authority
to consult with teachers before formally adopting or
reviewing the policy;
to determine salary awards in consultation with the
Principal. The schools salary awards and the salaries
of staff must be reviewed annually;
to give every teacher annual written notification of
his/her salary placement and how it was arrived at;
and if it so decides, to award a salary increase for the
principal and vice-principal(s) provided there has been
a successful review of performance in the context of
performance objectives.
.

The Board of Governors has a responsibility to the school,
to promote the personal and collective professional
development of its staff, both teaching and non teaching.
This includes
devising and implementing a training and development
policy linked to the outcomes of the PRSD exercise;
ensuring that the policy takes proper account of the needs
of the school and provides clear guidance for staff in
relation, for example, to secondments, attendance at
courses during the school day, in-school time for teachers
to undertake further professional qualifications;
being fair in implementing the policy;

ensuring that the school makes the best use of all the
training and development days approved annually by
DE including 'Baker Days';
taking full account of the needs of the school when
considering applications from staff for support in
terms of, for example, finance and time release, to
undertake further professional training; and
producing a costed training and development plan
appropriate to the needs of the school.
The Board of Governors should ensure that any school
training and development plan takes full account of
their schools costed three year development plan.

The Board of Governors has a general duty of
care in respect of the health, safety and welfare
of all members of staff and others who may be
using school premises. The TNC Circular Teacher
Attendance Procedure (2008/02) provides advice
and guidance to Governors on monitoring
teacher absence due to sick absence. There are
other policies and procedures in place to assist
and support teachers, such as Temporary
Variation of Contract (TNC 2009/07), Flexible
Working Scheme (TNC 2009/06) and Career
Break Scheme (TNC 2009/5).

The maintenance function aims at retaining efficient
and experienced employees in the organization. This
calls for creative HR practices. In this regard, HR
managers are responsible for offering a wide range of
HR programmes covering occupational safety, health
promotion and physical fitness, canteen facilities,
recreation activities, transportation programmes,
employee suggestion schemes, career counseling and
growth for creating a positive work environment. This
also annexes to promoting a safety and health work
environment that includes safety training, employees
assistance programs, and health and wellness
programs.


Various health promotions programmes
adopted by the institute to promote better
lifestyles of the staff.
Concern for safety has focused on elimination
of accidents inside the institution.
The canteens used by the JLB staff are clean
enough and the foods serve to the staff are
hygienic quality.
The canteens used by the JLB staff are clean
enough and the foods serve to the staff are
hygienic quality.
enough and the foods serve to the staff are
hygienic quality.

All school Boards of Governors are required
to establish
Staff disciplinary rules and procedures; and
Procedures for affording school staff
opportunities to seek redress of any
grievance in relation to their employment,
and to take steps to make these known to the
staff of the school.
disciplinary cases, the steps to be taken and
also the appeal processes available to a
teacher, if they are dissatisfied with the
outcome of disciplinary proceedings. For
support staff, reference should be made to
the 'Disciplinary Procedure for Non-Teaching
Staff in Grant-aided Schools with Fully
Delegated Budgets'.

The Board of Governors or the principal may
suspend any person employed to work in the
school where, in its opinion, the persons
exclusion is required.
A precautionary suspension should only be
imposed after careful consideration and
should be kept under regular review to ensure
that the suspension is not unduly protracted.



If the person is employed under contract to
work solely at the school and does not resign,
the employing authority must within one
month of receipt of the notification, give the
person notice of termination, in accordance
with the contract or with immediate effect, if
the conduct of the employee warrants i


This book contains a list of the staff of the school
with their registration (personnel) numbers,
qualifications and experience and it is usually
kept by the Institute administrator. A record of
when the staff joins and leaves the institute with
dates and reasons for leaving are also recorded.
It also contains the staff file number, the bank
with which the staff operates, the rank of the
staff and the teaching subject. This record helps
the school head in planning for staff needs and
institutes teaching programme.

This record tells about the movement of the
staff within and outside the institute
compound. It contains the column for name of
the staff, date, destination, purpose of
movement, time of departure, and arrival as
well as the signature of staff in respect of his
authorized movement from the institue. For
more details, a format of the staff movement
book is shown below:

The book is used for recording staff movement in the
class, reasons for not being in class is recorded with
warning, or rebuke given to staff who fall victims of such
offence. The date and time such teachers were counseled
on this issue and the advice given to staff are recorded
their by the vice principal.
However, acute cases are reported to the principal for
necessary action, and where need be a query is usually
issue to such offenders. The essence of keeping this
record is for supervision purpose, controlling staff
excesses, and to record those who are late for classes or
deliberately refuse to attend. The most senior member of
staff is delegated to keep this record of absenteeism.
The general purpose of keeping staff records are however
highlighted below.
To keep an orderly account of progress; by writing and
preserving various papers, documents, memorandum of
different types of transactions on staff, the progress
report of staff are recorded, and this could serve as basis
for promotion and evaluation of performance.

To prepare statement of true conditions and conduct can
be known through up-to-date records. This could be very
useful in future, if such staff is to be nominated for an
important post or for any type of recommendation
required from the school on such staff even if he has left
the school.


Monitoring is the process of checking the
efficiency of the individuals and the group in
fulfilling the plans and goals through follow-up
measures. It is essential for improvement in the
managerial activities. The processes involved in
monitoring are-
Establishment of standard performance
Measurement of actual performance
Comparison of actual performance with the
standard one to find the deviation
Initiation of corrective actions, if there are any
deviations


Regular attendance by staff is critically
important for the continuity and effectiveness of
pupils learning. Furthermore, when a member
of staff is absent, for whatever reason, it puts
additional stress on those who are required to
cover for the absence and, in the case of a
institute having to employ a substitute teacher,
it negatively affects institute finances.

The Board of Governors of JLB Institute has
the following statutory duties
to have overall responsibility for ensuring the
effective management of the attendance of
all institute staff; and
to ensure that the staff attendance policy,
agreed by the employing authorities
following consultation with trade union
representatives, are applied fairly and
equitably.
From time-to-time, staff will request leave to
enable them to deal with personal
circumstances. All requests for leave of absence
will, in due course, be considered by a schools
Board of Governors. Consequently, the Board of
Governors has a responsibility to consider such
requests taking full account of
the context in which the request is made;
its legal obligations; and
the potential effects the granting of such a
request might have for the institute.

All beginning teachers are required to take part
in an induction programme of support to help
them consolidate their skills in the classroom.
The programme is provided by the education
and library boards, as the lead bodies, in
partnership with schools and higher education
institutions. On successful completion of the
induction stage, all beginning teachers
undertake a programme of early professional
development (EPD)




Organizational change occurs when a institute makes a transition
from its current state to some desired future state. Managing
organizational change is the process of planning and
implementing change in organizations in such a way as to
minimize employee resistance and cost to the organization while
simultaneously maximizing the effectiveness of the change effort.

There are three basic stages for a institute making a strategic
change: 1) realizing that the current strategy is no longer suitable
for the institute's situation; 2) establishing a vision for the
institute's future direction; and 3) implementing the change and
setting up new systems to support it.

Technological changes are often introduced as
components of larger strategic changes, although they
sometimes take place on their own. An important aspect
of changing technology is determining who in the
organization will be threatened by the change. To be
successful, a technology change must be incorporated
into the institute's overall systems, and a management
structure must be created to support it. Structural changes
can also occur due to strategic changesas in the case
where a institute decides to acquire another business and
must integrate itas well as due to operational changes or
changes in managerial style. For example, a institute that
wished to implement more participative decision making
might need to change its hierarchical structure.

Education and communication are therefore key
ingredients in minimizing negative reactions. Employees
can be informed about both the nature of the change and
the logic behind it before it takes place through reports,
memos, group presentations, or individual discussions.
Another important component of overcoming resistance
is inviting employee participation and involvement in both
the design and implementation phases of the change
effort. Organized forms of facilitation and support can be
deployed. Managers can ensure that employees will have
the resources to bring the change about; managers can
make themselves available to provide explanations and to
minimize stress arising in many scores of situations.

Some institutes manage to overcome resistance to change
through negotiation and rewards. They offer employees concrete
incentives to ensure their cooperation. Other institutes resort to
manipulation, or using subtle tactics such as giving a resistance
leader a prominent position in the change effort. A final option is
coercion, which involves punishing people who resist or using
force to ensure their cooperation. Although this method can be
useful when speed is of the essence, it can have lingering negative
effects on the institute. Of course, no method is appropriate to
every situation, and a number of different methods may be
combined as needed.
To develop the mindset and necessary skills to manage and deal
with change effectively.
Adjustment to New Policies/Procedures: To communicate clearly
and introduce new policies and procedures more smoothly.
Managing change effectively requires moving the
organization from its current state to a future desired
state at minimal cost to the organization. Key steps in that
process are:
Understanding the current state of the organization. This
involves identifying problems the institute faces, assigning
a level of importance to each one, and assessing the kinds
of changes needed to solve the problems.
Competently envisioning and laying out the desired future
state of the organization. This involves picturing the ideal
situation for the institute after the change is implemented,
conveying this vision clearly to everyone involved in the
change effort, and designing a means of transition to the
new state.
Implementing the change in an orderly manner.
This involves managing the transition
effectively. It might be helpful to draw up a plan,
allocate resources, and appoint a key person to
take charge of the change process. The
institute's leaders should try to generate
enthusiasm for the change by sharing their goals
and vision and acting as role models. In some
cases, it may be useful to try for small victories
first in order to pave the way for later successes.

Is analyzing training requirement to ensure
that employees possess the knowledge and
skills to perform satisfactorily in their jobs or
to advance in the organization. Performance
appraisal can identify employee key skills and
competence
1. Career Development
Career development is the ongoing acquisition
or refinement of skills and knowledge, including
job mastery and professional development,
coupled with career planning activities. Job
mastery skills are those that are necessary to
successfully perform one's job. Professional
development skills are the skills and knowledge
that go beyond the scope of the employee's job
description, although they may indirectly
improve job performance.
Since career development is an ongoing, dynamic
process, employees may need encouragement and
support in reviewing and re-assessing their goals and
activities. We are in a key position to provide valuable
feedback and learning activities or resources. Formal
training and classes away from the job are effective in
providing new information, but adult learners also
need to practice new skills. Therefore, we can
contribute significantly to their staff member's career
development by supporting career development
activities within their department
Career development is important in JLB
Institute because:
Current information about the organization and
future trends helps employees create more
realistic career development goals
Focus on skill development contributes to
learning opportunities
Opportunities for promotion and/or lateral
moves contribute to the employee's career
satisfaction
A greater sense of responsibility for managing
one's own career contributes to self-confidence

Annually, they conduct an individual development
plan and career discussion with employees and also
other supervisors in their department to do the same.
Hold supervisors in our department accountable for
supporting employee development efforts.
They Create programs and activities to provide skill
development, such as job rotation, cross-training,
mentoring, internships, coaching, and career strategy
groups.
Recognize that our role includes providing support
and/or release time for staff members' development
beyond their current jobs
Support requests for alternate work schedules from staff
members.
Serve as a role model by participating in career and
professional development opportunities theirself.
See staff members' applications for other positions as a
healthy sign of a dynamic workplace.
Support lateral moves within their organization.
Refer employees to the Staff Internship Program to
explore opportunities to apply for career development
internships or self-initiate an internship in an area of
special interest.
Create job vacancy listings that allow for the most diverse
applicant pool while honoring transferable skills.

2. Management Development
Guiding Principles
Management development activities of JLB
Institute:
They encourage growth and career development of
employees
They improve skills and knowledge that can be
immediately applied at work
Increases motivation and job satisfaction
They create a network of colleagues for problem-
solving and support
Promote communication and planning throughout
campus and department networks

How they Support Management Development:
Model the behavior that they are encouraging; they don't neglect their
own development.
They discuss and create a development plan during the performance
planning cycle.
They endorse employees attending classes and activities that support
development plans and goals.
They discuss what the employee learned in classes and support
integrating new ideas/methods.
They provide timely behavioral feedback on performance and discuss
ways to improve and develop further.
They provide opportunities for their employees to develop through
mentoring, cross-training, internships, campus staff organizations,
professional associations, committee and task force assignments, skill
assessment programs, and university degree and extension programs.


Under this heading may be a range of employee
involvement/participation schemes in union or non-union
workplaces. In a union environment, it also includes negotiations
between management and union representatives over decisions
affecting the employment contract.

Good human relations in an organization, for it to function
effectively and efficiently cannot be overemphasized. It provides
knowledge on how people interact and respond in different
organizational situations in an effort to satisfy their needs and in
the process meet organizational goals. The chief administrators
ability to understand his staff and their problems, and his belief in
and the practice of democratic leadership will go a long way to
make him succeed in his supervisory and administrative task.

JLB Educational Administration is concerned with the
mobilization of the efforts of people for the
achievement of educational objectives. It is therefore
imperative that the Registrar cultivates the habits of
Human Relations in his odious administrative task.
Human relations in JLB Institute focus on workers as
human beings rather than as producers. It focuses on
the development of morale and individual. Human
relations emphasize paying attention to workers as
human beings in an informal association within an
organization. Human Relations led to the policy of
consultation of participation by Workers.


JLB Human Relations approach led to the diffusion of
authority which led to a wider participation in decision
making. It led to a decentralized approach to
organization rather than centralization. This explains
why committees are used as tools for decision making
in these educational institutions. Also the research on
stress management shows that trainer, educator and
educational administrator are the second lot after
Doctors and counselors who suffer the highest rate of
burn out. They take cares of all, and there is no one in
the absence of a professional Administrator to
manage burn out of these trainer, teacher and faculty
members.
Safety and Security Services

1. Working in a safe environment
2. Removal of factors/elements which may threaten staff members
safety/security.
3. Living in safe and secure houses
4. Protection against hazards, danger, deprivation and loss of job.
5. Securing for staff permanent and pensionable appointments.
6. Listening to and taking interest in personal problems of staff.
7. Staff development through in-service.

Health Services

1. Establishment of school clinics (if a school is too small to have one, two
to three schools in the same vicinity could share one).
2. Periodic medical examination
3. Health Insurance Scheme to be taken by teachers to reduce burden of
heavy medical expenses in case of serious illness.

: Job evaluation is the relative value of the job in an organization.
The process involves participation of employees for relative value
of the job.
Performance review:
A Performance Review and Staff Development (PRSD) Scheme in
JLB, agreed at the Teachers Negotiating Committee, applies to all
qualified teachers, other than teachers participating in induction
and early professional development. PRSD is integral to the
institute development planning process. It is designed to
contribute to the process of continuous improvement and to assist
principals and teachers to improve their individual performance.
Under the Scheme, the Board of Governors has a strategic role for
adopting a PRSD policy for their institute and for monitoring its
implementation.