Human resources management in independent schools

Transcription

1 Annette Cinnamond Human resources management in independent schools Annette Cinnamond, Director of Human Resources, St Peter s College, SA describes how schools can harness human resources management for strategic operational advantage. The elements of a contemporary human resources (HR) management system, such as recruitment and selection, remuneration and reward, talent management and performance management, are not new to independent schools. What is relatively new is the appointment of skilled human resource professionals, some with significant corporate experience, as schools seek to adopt a strategic approach to the planning, implementation and evaluation of HR management. To generate staff member commitment, engagement and retention over the long term, and to remain competitive in a strong education market, independent schools are moving closer to having the HR capability that is reflective of current practice in the corporate world. The need for HR capability The reason for this new level of interest in HR management in schools is not hard to find. Employment policies have changed significantly since the 1990s: the role of trade unions has declined; bargaining around employment conditions and wages has shifted to the enterprise level; and increasing numbers of organisations are introducing techniques to communicate directly with their employees. There has been a growth in pay for performance schemes, flexible employment practices, training, performance appraisals and broader job structures. In keeping with these changes, HR s role goes well beyond its traditional emphasis on personnel administration. The focus of HR today is on supporting an organisation s competitive advantage by providing high quality people and by helping managers to strategically plan the functions of those people within the organisation. HR has shifted from being an administrative support function to becoming a business partner in charting business strategy, and will be critical to organisational sustainability in the long term. Like other organisations, schools are challenged to transform the HR function, or create the HR function, as a strategic business partner that will positively affect their operations in a climate which has become more fiercely competitive for intellectual capital. DEVELOPMENTAL STAGES IN THE HR FUNCTION 1 Foundation 2 Functional Growth 3 Planning & Performance 4 Business Partner 5 Strategic Alignment 6 People as a Competitive Advantage Common questions posed as schools investigate adopting HR practices are: Where does the HR function sit within the school organisational structure; who will the position report to; and what clear outcomes, either strategic or operational, is the school aiming to achieve? To help schools and Principals identify where they may need to start the HR management journey, and determine where they would like to be in the future, an understanding of the model described by Dr Roger Collins, Professor Emeritus of The University of NSW, is a useful framework (see figure below). When I started at St Peter s College I found this model particularly useful in helping me to determine where I should focus my efforts initially. It also helped me to inform and prioritise the objectives and actions identified as part of the school s 2020 Vision and Strategic Plan and later the school s HR strategic plan. It also provided a clear line of sight as to where we were heading in the future in Transactional HR Transformational HR [As described by Dr Roger Collins, 1999, then Professor of Management, now Emeritus Professor, Australian Graduate School of Management, The University of NSW.] 34 Independence Vol 36 No 1 May 11

2 LEADERSHIP & MANAGEMENT terms of the HR function and HR practice across the school. It was particularly helpful in communicating to staff what the HR function would be doing and how it would add value to the operations of the school and help transform practice relating to people management and thus directly benefit staff. The Collins model The first phase of the model, Foundation, includes hiring, paying, firing, records keeping and counselling all of those things that the previous personnel functions were known for. The second phase, Functional Growth, focuses on the formalisation, specialisation, control and administration of policies, procedures and manuals. This was the starting point for my role at St Peter s College and brought together a number of unconnected and disparate HR activities. In addition, this stage also focuses on implementing some rigour around salary administration as well as undertaking basic head count monitoring and first level workforce planning. The third phase, Planning & Performance, sees a shift in the focus of HR from being inwardly focused on process to understanding and meeting client and organisational needs. In this phase the HR function takes on a service orientation and increases organisational effectiveness through the integration of HR management programs and initiatives into the day to day operations of the organisation with line management involvement. In this phase the practices of succession planning, performance management and management quality come into play, along with the use of data to analyse and plan requirements in these areas. The fourth phase, Business Partner, focuses strongly on the development of line managers through the devolution of people processes and practices to those in the best position to deliver outcomes and improve capability of staff. The implementation of the business partner model is characterised by mutual responsibility for HR management and business success shared by HR and line management. With this also comes a degree of empowerment as well as responsibility on the part of the line manager in managing their staff. Strategic Alignment, the fifth phase, sees HR as a member of the top team, having direct input into business goals and plans. During this phase, considerations around human resources and their effective utilisation and planning become integrated into other functional plans. This also enables HR to focus its resources on business partnering and implementing change programs that will support strategic business initiatives. As a result, during this phase, the effectiveness of HR programs can truly be evaluated in the context of what value they add to the business. It is also during this phase that we see the HR practitioner move to take up an internal consultant role, having some influence over an individual, a group or an organisation, but with no direct power to make changes or implement programs. The final phase, People as a Competitive Advantage, sees HR focused on strategically critical programs, units, linkages and workforce groups that drive the achievement of organisational outcomes and effectiveness through the enhanced capability of staff. Most importantly, during this phase HR has input into shaping strategic direction and means, and is seen to be influencing strategy formation rather than just responding to it. Strategic approach Having an understanding of the Collins model and its stages can be very helpful for Principals in determining the level at which HR management is pitched within the school. It creates a useful starting point for making a number of key decisions around the creation and development of the HR function. Principals may choose to establish a HR management service that is purely transactional in nature, that is, limited to the first three functions of the model. Subsequently, the appointment of a HR specialist may mean that the role reports to the Business Manager or equivalent. An alternative approach is to appoint at a more strategic level within the school, having the HR Manager/Director report directly to the Principal. The HR Director may also form part of the senior leadership team, as is the case at St Peter s College. I have found from my experience both at St Peter s College as well as in the corporate world that real and lasting cultural and transformational change with regard to people management practices can be achieved more positively and conclusively across the whole school if HR has a seat at the senior table. Undertaking some initial analysis and thinking can assist greatly in moving forward to design the HR role, recruit and select the appropriately skilled incumbent who has the capability to not only establish the HR function, but to also move the function forward through its development phases in order to match the needs of the school. Benefits of HR management One clear example here at St Peter s College of how HR can deliver benefits to both staff and the school has been through the enterprise bargaining (EB) process. During EB negotiations conducted in 2008, in my role as HR Director I acted as chair and facilitator of the EB negotiation team. This resulted in the achievement of very positive outcomes for both teaching staff and the school. Having a skilled and experienced HR professional in the role of facilitator resulted in the process being collaborative rather than combative. A significant amount of stress was taken out of the process for both sides. The College has also implemented a number of new initiatives and processes Independence Vol 36 No 1 May 11 35

3 LEADERSHIP & MANAGEMENT relating to attraction, recruitment and retention. Two of the recent benefits provided to staff have been the introduction of a financial planning service and an employee assistance program. Both programs, managed by the Human Resources Department, form part of an employment offering that recognises that an employee s work life is no longer entirely separate from their home life; one impacts on the other. Bridging the gap of understanding between teaching and support staff and HR staff has been critical in ensuring the delivery of outcomes that benefit all staff and the school as a whole. At St Peter s College I ve taken the time to speak with teachers to gain an understanding of the challenges they face and how the HR practices that we implement at the school take account of those challenges. I have deliberately engaged with teachers on a level that enables them to feel comfortable and able to discuss issues that are important to them. This in turn has informed HR process and strategy development. As a consequence, those teachers who have been involved directly in HR processes have been able to see the benefits that a HR professional can provide to staff and the school. Enabling staff to see and experience the benefits of having a professionalised HR function within the school and the application of the above model may appear somewhat overwhelming and a process that will take some years. However, since I took up the role of Director of Human Resources at St Peter s College three years ago, and after a significant amount of effort, determination and a strong focus on achieving outcomes, HR at the College has moved from being a purely transactional function to one which combines both the transactional with the transformational and which has delivered visible benefits to staff. With a strong commitment from the Principal and the senior leadership team, with some pre-planning and forethought and time taken to talk to teachers and support staff, schools can create a sustainable and value adding HR function that, through the delivery of objectives and outcomes, can have a direct and lasting impact on the culture, people management practices and staff capability of the school. Before joining St Peter s College, Annette Cinnamond had 20 years corporate human resources management experience in the professional services, telecommunications, agribusiness, financial services and defence technology sectors. HOW TO GET THE MOST FROM A RECRUITMENT COMPANY Steve Whittington Director, Oxford Education No other HR component is as crucial in building and maintaining workplace culture, values and capability or is as likely to destroy credibility so quickly if it goes wrong as the recruitment function. Outsourcing all or part of the recruitment function can offer significant benefits to schools. However, in order to get the most from a recruitment firm it is necessary to understand how they work and, more importantly, know how to get them working effectively for you. The value of using a recruitment company lies in their expertise: they have large databases of candidates and established networks; they interview countless people and assess thousands of CVs and cover letters; and they employ contemporary interview practices to increase their likelihood of appointing the most suitable candidate. It is most important when engaging someone to recruit on your behalf to develop a sustainable and open relationship with the person acting for you. They must understand your workplace culture, values and capability in order to make informed selection decisions. The better they understand what differentiates your school from those around you, the more likely they are to present candidates who will fit in. It is essential to communicate your needs precisely. When negotiating terms, ensure you are only paying for what you need and that there is clarity around what services you expect and what the associated fee will be. Most agencies will negotiate favourable terms in exchange for exclusivity or multiple roles over a given period. Remember, the final decision to employ or not rests with you and fees are only liable when you employ someone the recruiter has introduced to you. If you do employ someone and it turns pearshaped, there should be a limited-term replacement guarantee. Recruiters fees range from a low flat fee to over 20 per cent of annual remuneration, which clearly amounts to a sizeable invoice when using them to source senior staff. To ascertain the return on investment in such cases, it is necessary to consider the direct (advertising, travel etc) and indirect (time) costs of undertaking the exercise yourself. When hidden costs such as time spent shortlisting and interviewing are considered, as well as the interruption to senior staff members core daily responsibilities, the use of an external agent may actually represent a cost saving! Oxford Education is a recruitment company specialising in schools. For more information visit 36 Independence Vol 36 No 1 May 11

4 Taking recruitment and retention to new heights Dakin Mayers has been part of the Australian recruitment landscape for over 20 years and has a national reputation for specialist expertise in the Education, Community and Philanthropy Sectors. We will find the right people for executive leadership roles across your School with the emphasis on Heads, Bursars and Development Directors. Drawing upon our national networks and databases we use well tested, innovative and creative methodologies to ensure the right skills, experience, motivation and fit focusing on retention and career growth. With top level recruitment experience Philip Mayers, Michelle Varcoe and our Education consultants make your people our priority helping your School to achieve outstanding results. If you re looking for Specialist Recruitment Services to appoint key people with skills, knowledge and the right cultural fit, please contact Philip or Michelle for a confidential discussion. Members of a national alliance, with offices in major Australian cities. P E hr@dakinmayers.com.au W Level 50, Rialto South Tower 525 Collins Street, Melbourne DakinMayers_AHISA_ad_PRINT.indd 1 11/04/11 1:00 PM Seek no more Looking for outstanding staff? Tired of unsuitable applications crowding your inbox? Look no further. SchoolJobs is Australia s newest school employment website, designed specifically for the Australian primary and secondary education sector. Free screening questionnaires as standard mean you won t be swamped by unwanted applicants. You also get your own customisable employment home page with crest, photos and video. Advertising rates start at just $150 to reach a targeted nationwide audience. The opportunity to attract quality applicants is too good to overlook! Spend less time seeking! We re confident that you will appreciate the difference. To register, or for more information, visit SchoolJobs.com.au

5 drive transformational change lead innovation What do the new National Professional Standards for Teachers mean for you? The teaching profession has long fought for a stronger public standing alongside other professionals such as doctors, accountants, lawyers and engineers. For the first time we have a national set of Standards which every state and territory has agreed to implement. These Standards are a reflection and a proud statement of the commitment of the teaching profession. For the first time we have an explicit public acknowledgement of what teachers must know, do and understand. Teachers have a vital role in shaping young Australians and research tells us that the quality of teaching is the single most important in-school factor influencing student engagement and achievement. The Standards are the benchmark of teacher quality in this country. They support the career paths of nearly 100,000 teachers. They will inform and ensure the quality of the preparation of future teachers, their growth and accomplishments. They are the basis for a system of national registration of teachers. For the first time teachers can be confident of what is expected of them and what they need to do to move to higher levels in the profession. For the first time students, parents and teachers can move across the country with a confidence in the quality of education provision. What are the National Professional Standards for Teachers? The Standards describe what teachers are expected to know and be able to do at four career stages: Graduate, Proficient, Highly Accomplished and Lead. The Standards do this by making explicit the knowledge, practice and professional engagement required across teachers careers. They provide a shared understanding for all teachers and a common language with which to talk about learning and teaching. Are the Standards mandatory? The Graduate and Proficient career stages of the Standards are mandatory. These set out the requirements for entry to the profession - for beginning teachers to gain provisional registration and for teachers with the requisite experience to gain full registration. The Highly Accomplished and Lead levels of the Standards are voluntary. Teachers may choose to be assessed against these Standards but are not required to do so. How will the Standards benefit teachers? The Standards will have the greatest impact when they re used to support teachers. Standards are intended to support teachers career-long development. Teachers can use the standards to recognise their current and developing capabilities, professional aspirations and achievements. Teachers can use the Standards to guide their improvement and professional development. They provide an ongoing basis for teacher reflection. They present a common understanding and language for professional discussions between teachers, principals, teacher educators, professional associations and the public. They will provide a means of identifying and recognising teachers who excel against the national Standards. National Professional Standards for Teachers February 2011 Were teachers involved in the development of the Standards? The Standards have been developed through an extensive process involving thousands of teachers from hundreds of schools across Australia. Almost 6,000 teachers participated in a rigorous validation process shaping and testing the Standards. Focus groups held in each state and territory and two online survey were made available to all teachers, pre-service teachers, teacher educators, principals, parents and carers and other key education stakeholders. Each descriptor has been informed by teachers understanding of what is required at different stages of their careers to ensure that the Standards were shaped by the profession. When will the Standards be implemented? The work for 2011 will be focused on working with all state and territories, sectors and regulatory authorities in the transition to and implementation of the Standards. It will also include the development of supporting documentation that supports the processes, procedures, systems and frameworks required to implement the Standards. For further information on the National Professional Standards for Teachers, please go to or teacherstandards@aitsl.edu.au.

6 promote excellence collaborate and engage with stakeholders New National Professional Standard for Principals being road-tested Principals, teachers, parents, community members and education leaders have been road-testing the exposure draft of the National Professional Standard for Principals (the Standard) through a series of pilot studies across Australia since February The aim of this critical stage in the development of the Standard, which commenced in 2010, is to test its authenticity, useability and value-add in a variety of contexts and for its intended purposes. An essential element is the engagement of practising and aspiring principals. The projects are being led, in partnership with the Australian Institute for Teaching and School leadership (AITSL), by the organisations listed opposite. Findings from the various projects will be shared with the Australian education community in mid 2011and will inform further work on the Standard, prior to finalisation later in Through this process it is envisaged that Australia will have a true National Professional Standard for Principals which will provide an effective framework for professional learning, reflection on practice and which will inform practices to attract, prepare and develop effective principals to lead 21st century schools. For a copy of the Standard and more information about its development visit aitsl.edu.au Australian Council for Educational Leaders Australian Council for Educational Research Charles Darwin University, Centre for School Leadership, Learning and Development New South Wales Department of Education and Training Principals Australia Rural Education Forum of Australia South Australian Department of Education and Children s Services Tasmanian Department of Education and Training Western Australia Department of Education 2011 Leading Australia s Schools participants announced Congratulations to the eighty school principals from across Australia, and from different sectors and levels of schooling, who have been selected for the 2011 Leading Australia s Schools program. Leading Australia s Schools is a world class leadership development program for school principals. The program is based on national and international best practice and is designed to develop and extend the knowledge and skills of principals who have the potential to transform Australian schools. Leading Australia s Schools is managed for the Australian Institute for Teaching and School Leadership (AITSL) by the Hay Group and the University of Melbourne. AITSL also acknowledges the support of the peak national principal professional associations. For a list of the 2011 participants visit aitsl.edu.au P info@aitsl.edu.au aitsl.edu.au