SESSION 11

INTRODUCTION TO HUMAN
RESOURCE MANAGEMENT
SGDU 5063 SEMSTER 192
Dr. MOHAMMAD NOMAN
SENIOR LECTURER
PhD (Educational Leadership)
2. Payroll Management

3. Appraisal and Performance Management

4. Training and Development

5. Conflict Management

6. Employee Relation
 Payroll Management
Payroll refers to the process by which employees receive their salary.

1. Functions
2. Balancing and reconciling payroll data
3. Depositing and reporting taxes.
4. Wage deductions,
5. Record keeping
6. Verifying the reliability of pay data.
7. Delivering payroll checks,
8. Maintains compliance with tax laws
9. Records paperwork for new hires C
10. Calculating reimbursements, bonuses, overtime and holiday pay
Appraisal and Performance Management
 Performance Management Process in Schools
Performance Management is a process to support the development of all teachers, to improve
teaching and learning and to support school improvement and raise standards of attainment.

Planning Establish clear goals and objectives; Individual goals aligned with institutional goals; establish clear time frame and define how achievement shall me
●

measured.

Monitoring ●
Continuous collection of performance data; ongoing management of performance; course correction if required.

Coaching ●
Provide regular, ongoing feedback on performance; coach teachers and staff for performance improvement and provide individualized support to everyone

Review ●
Provide feedback on strengths and areas of improvement; assess what went right and what went wrong and realign plan for the next cycle for improvement.
 Teachers Training and Development
DEVELOPING QUALITY TEACHERS

Professional Development: “Professional development is defined as activities that develop an individual’s

skills, knowledge, expertise and other characteristics as a teacher.”

Purpose of Professional Development for teachers

1. to update individuals’ knowledge of a subject in light of recent advances in the area;
2. to update individuals’ skills, attitudes and approaches in light of the development of new
teaching techniques and objectives, new circumstances and new educational research;
3. to enable individuals to apply changes made to curricula or other aspects of teaching
practice;
4. to enable schools to develop and apply new strategies concerning the curriculum and other
aspects of teaching practice;
5. to exchange information and expertise among teachers and others, e.g. academics,
industrialists; and
6. to help struggling teachers become more effective.
 Teachers Training and Development
DEVELOPING QUALITY TEACHERS

Teacher Professional Development (TPD) Models

Teacher Professional Development (TPD) models can be placed in three broad categories, each with its own
strengths and weaknesses.
1. Generic TPD Programs
In this type of training, usually an external expert is hired to train all the teachers in a gneric skill. This training
usually is a day-long affairs and sometimes goes for 2-3 days as well.
2. Standardized TPD programs
Focus on rapid dissemination of specific skills and content, often via a “cascade” or “train-the-trainer”
Approach. Typically, one or a few senior teacher receive training who then come and train the rest of the
teachers.
3. School-centered TPD
Focus on longer-term change processes, usually via locally facilitated activities that build on-site communities
of practice
4. Individual or self-directed TPD
Focus on individualized, self-guided TPD with little formal structure or support. Attending conferences or
external workshops could also be used for this.
 Teachers Training and Development
DEVELOPING QUALITY TEACHERS

Essence of Effective Professional Development

1. Make it specific : Every teacher faces unique classroom challenges and comes to work each
morning with a different set of skills. However many professional development opportunities for teachers
are too broad and not relevant to most, or even many, of the teachers attending. Professional development
should be specific to individual needs of the teachers.
2. Get teachers involved and engaged: Teachers know best what training they need. Take their
opinion on what training they need. Also remember that tteachers need to be interested and engaged just like
their students. They too learn in different ways and respond differently to auditory, kinesthetic, written or
visual learning methods.
3. Support implementation: Teacher professional development is a self-defeating cycle if you are
not continuously learning from what worked and what didn’t. If teachers don’t feel they have the support
they need to effectively implement new teaching strategies or new ideas into their classrooms, they’re not
going to — which means wasted time, effort and money.
4. Receive Feedback : Feedback on training and results from its implementation is crucial for future
PD planning
Thanks