Week 1 – Lecture Slides
EDLD 5345 Human Resource Management
Week 1: Human Resource Management, Campus Vision, and Culture
Part 1: Introduction
Welcome! My name is Dr. Steve Jenkins, Associate Professor of Educational Leadership, at Lamar
University. This introduction is designed to provide you an overview of the next five weeks of course
goals and objectives, as well as readings, resources, activities, assignments and assessments. The course
syllabus gives greater details in each of these areas.
Slide 2: Human resource management impacts everyone employed by your school district. The quality of
your human resources will directly impact the quality of achievement at all levels.
Human Resource Management impacts everyone employed by your school district. And the
quality of your human resources will directly impact the quality of achievement at all levels. Therefore,
this course will examine all aspects of developing the best and brightest human resources to support the
success of your campuses and district.
Slide 3: Standards Based
 The goals and objectives of our Human Resource Management course are based on:
o national and state standards.
o –competencies our principals and educational leaders must master.
 These leadership guidelines reflect the best practices of the effective schools movement.
The goals and objectives of our Human Resource Management course are based on national and
state standards and competencies our principals and educational leaders must master. These leadership
guidelines reflect the best practices of the effective schools movement. Once again, the course syllabus
and resources give detailed explanations of these state and national competencies and standards.
I would like to take a moment to point out to you some of the state organizations and national
organizations that have worked on these competencies.
First I wanted to share with you the journal called Principals of the National Association of
Elementary School Principals. The state organization is called TEPSA the Texas Elementary Principals and
Supervisors Association. This journal is an excellent read and some of the reading that you will do will be
right from this journal. The journal, Principal Leadership, from the National Association of Secondary
School Principals and the state affiliate is the Texas Association of Secondary School Principals, which
covers middle and high schools. This journal, Principal Leadership, is also an excellent resource for this
course. The journal, the School Administrator is the journal of the American Association of School
Administrators. The Texas affiliate is called the Texas Association of School Administrators. This
particular organization and journal is normally read by most superintendents and assistantsuperintendents in your central offices. The American School board Journal, this is from the American
School board Association, our state affiliate is the Texas Association of State Boards of Education. The
American School board Journal is another excellent source and we will be using this for our human
resource class. And finally I wanted to point out a journal called Educational Leadership. This is from the
Association for Supervision and Curriculum Development. The Texas affiliate is the Texas ASCD and this
journal is read by both curriculum and instructional leaders on your campuses, deans of instruction, as
well as most campus leaders. It’s an excellent journal and again we will have some readings from that
journal. We will have those journals and those readings available for you online, but I wanted you to
become familiar with both the journals and the organizations and if your school district supports joining
such organizations I strongly urge you to join the state or national associations because they’ve worked
very hard to develop literally best practices of educational leadership and everything that you would
want to know, state of the art, is found in these journals as leaders here in the state of Texas.
Slide 4: Three Domains of SBEC Principal Competencies
 The State Board for Educator Certification(SBEC) Principal Competencies addresses three
domains:
o school community leadership
o instructional leadership
o administrative leadership
 Human Resource Management impacts supporting standards of all three domains.
I will focus on issues of Human Resource Management and its connection to school community
leadership.
The State Board for Educator Certification has established Principal Competencies. These
competencies address three domains:
 school community leadership;
 instructional leadership;
 administrative leadership.
In reality, the scholars who developed these three domains have suggested that you spend
about:



33% of your time in Domain 1, working on your school community culture
50% of your time in Domain 2, which is the instructional leadership, which means you’re
only going to have to spend about
20% of your time on those daily duties called administrative leadership or, I call it,
management duties.
Slide 5: Domain I: School Community Leadership
Competency 001: Vision and Campus Culture
 The principal knows how to:
o shape campus culture by facilitating the development, articulation, implementation,
and stewardship of a vision of learning that is shared and supported by the school
community.
Part 2: Culture, Climate, and Vision
Domain 1 is all about school community leadership. School community includes students, staff,
parents, caregivers, and community members. They are all stakeholders. The key concepts of this
domain are culture, climate and vision. Competency one states the principal knows how to shape
campus culture by facilitating the development, articulation, implementation, and stewardship of a
vision of learning that is shared and supported by the school community. How many of you know your
“campus vision”? How many of you know your “district vision”? Leaders would tell you if you don’t have
the vision grasped in your mind, it’s going to be very hard to be successful.
Slide 6: The Principal Must
 Implement strategies to ensure the development of collegial relationships and effective
collaboration.
 Create the campus improvement plan’s vision, mission, goals and objectives to incorporate
strategies designed to promote collegial relationships and effective collaboration.
So how is the management of a campus vision connected to the human resource management?
In support of this competency, the principal knows how to implement strategies to ensure the
management of collegial relationships and effective collaboration. Research has shown personal and
other related communication conflicts to be one of the more dominating determinants of
administrator’s time management. The campus improvement plans vision, mission, goals, and objectives
must incorporate strategies designed to promote collegial relationships and effective collaboration. You
will have an opportunity to analyze the amount of time spent on human resources and personal issues
and examine some effective communication strategies designed to achieve this objective.
Over the years, I have conducted a number of research studies with practicing principals asking
them to identify how they’ve spent their time. Many of those principals identify that they have spent
nearly1/3 or ½ of their time dealing with personal and human resource conflicts.
Slide 7: The Principal Must Also:
 Respond appropriately to diverse needs in shaping the campus culture.
 Use various types of information to develop a campus vision and create a plan for
implementing the vision.
o Demographic data
o Campus climate
o Inventory results
o Student achievement data
o Emerging issues affecting education
The principal must also respond appropriately to diverse needs in shaping the campus culture and use
various types of information. For example, demographic data, campus climate inventory results, student
achievement data, and emerging issues affecting education to develop a campus vision and create a
plan for implementing the vision. Again, as leader in the development of a campus culture, the principal
must be attentive to issues of diversity and be prepared to make recommended changes based on
demographic and other related data including such things as teacher recruitment, mentoring,
monitoring, and retention.
Slide 8: Analysis
The principal must make data driven decisions to:
 align financial, human, and material resources to support implementation of a campus
vision.
 establish procedures to assess and modify implementation plans to ensure achievement of
the campus vision.
Using this analysis, the principal must make data driven decisions to align financial, human, and
material resources to support implementation of a campus vision and establish procedures to assess
and modify implementation plans to ensure achievement of a campus vision.
These standards require the principal and his or her leadership team often called the site-based decision
making committee sometimes referred to as the campus improvement team or CIT to constantly
analyze the campus culture to make recommendations to maximize human resources. Your activities for
this course will provide you with opportunity to analyze and apply these specific objectives to your
campus.
Slide 9: Principal’s Leadership
One of the most important contributions to campus morale and human resource development is the
principal’s leadership in acknowledging and celebrating the contributions of students
 Staff
 Parents
 community members toward the realization of the campus vision.
Finally, one of the most important contributions to campus morale and human resource
development is the principal’s leadership to acknowledge and celebrate the contributions of students,
staff, and community members toward realization of the campus vision. Such celebrations improve the
emotional and intelligence of the stakeholders and create a positive campus climate leading to higher
achievement for all. Once again, research demonstrates that campus staffs are highly motivated when
leaders acknowledge the staff’s success. Just stop and think a moment how often you have responded
when someone has said “Great job!”, “Good going!”, “Liked what I saw in your classroom today!” Those
small comments can make a world of difference in the achievement levels of your staff and students.
Slide 10:
Competency 002: Communication and Collaboration
The principal knows how to:
 communicate and collaborate with all members of the school community.
 respond to diverse interests and needs, and mobilize resources to promote student success.
The Part 3: Communication and Collaboration
Competency 2 states the principal knows how to communicate and collaborate with all
members of the school community, responds to diverse interests and needs and mobilizes resources to
promote student success.
Slide 11: The Principal Knows How To
 Apply skills for building consensus and managing conflict.
 Implement effective strategies for systematically communicating with and gathering input
from all campus stakeholders.
 Develop and implement strategies for effective internal and external communications.
 Communicate and work effectively with diverse groups in the school community to ensure
that all students have an equal opportunity for educational success.
 Respond to pertinent political, social, and economic issues in the internal and external
environment.
In an effort to promote communication and collaboration, especially as it impacts human
resource development, the principal knows how to apply skills for building consensus and managing
conflict and implementing effective strategies to systematically communicating with and gathering input
from all campus stakeholders. The principal must also develop and implement strategies for effective
internal and external communications and communicate and work effectively with diverse groups in the
school community to ensure that all students have an equal opportunity for educational success. Finally,
the principal must be able to respond to pertinent political, social, and economic issues in the internal
and external environment.
For my doctorate dissertation, I examined the role of charter school principals in relation to
following the standards of the aspect principal competencies. And we discovered, myself and my
doctoral committee, that following internal and external political and social events on the campuses was
the greatest level of difficulty for charter school principals and often times led to serious problems that
sometimes led to schools failing. I remember meeting with a group of superintendents and assistant
superintendents, discussing these findings. And one superintendent, who had just recently completed
his doctorate, said to me, “Steve, I often live in two worlds: the micro-world of what goes on in my
district and campus, but the macro-world looking over my shoulder of what’s happening with the school
board, with the state legislature, with the state board of education, with the commissioner of education,
and what’s happening in Washington D.C.” So we must attuned to these external constituencies and
stakeholders, because they can have a significant impact on the school’s success, particularly as we’re
developing our human resources.
Slide 12: Managing Conflicts and Building Consensus
 Conflicts are constant.
 You will never have a conflict free campus.
 Most choices involve the three“F’s”of action.–Fight –Flight–Fix
Let’s look at some strategies designed to address these standards.
First of all, conflicts are constant. You will never have a conflict free campus. So principals must
master conflict management skills to effectively resolve conflicts. Conflict analysis can be seen as a chain
of actions: we all confront conflicts – every conflict provides opportunities for choices – every choice
results in short and long-range consequences. Most choices involve what I call the three “Fs” of action –
fight, flight or fix. Each choice has short and long-range consequences, so leaders must consider the
consequences of each choice. If you choose to fight in response to a conflict, you may perceive to win
the initial confrontation (you win the battle), but you will have an adversary that will find ways to fight
back with determination to win (and so the war is probably lost). The fight response usually results in
win/lose or lose/win.
If you elect to flee from the conflict, you may initially avoid losing, but failure to effectively
confront the conflict results in lose/lose for all parties. The aggressive party may think they have won,
but the party choosing flight will likely engage in passive/aggressive behavior until they think they have
gotten even. Fight and flight have serious consequences for human resource conflicts because they
dramatically increase the tension, stress and often result in very negative campus cultures.
Slide 13: Conflicts, Choices, and Consequences
Leaders need the skills to ‘fix’ conflicts. If you sincerely communicate with all parties, all
stakeholders, you practice reflective listening skills and brainstorm possible solutions to conflicts, you
will then have the opportunity to seek mutual agreement on the solution or solutions, and you will then
achieve consensus and win/win for all. You will have an opportunity to apply this analysis to some
identified human resource conflicts that you have observed.
Principals must utilize the campus improvement plan to design effective communication
systems involving all stakeholders within the campus community and with the larger external
community. Recall communication systems you have observed on campuses and within school districts –
reflect on some of the internal and external communication strategies. Effective schools employ far
more open-ended, two-way communication (e.g., small group and focus groups, open meetings,
residential meetings, neighborhood meetings) instead of unilateral communication (e.g., newsletters or
other one-way directives).
Slide 14: Establishing Effective Communication Systems for all Stakeholders
In evaluating effective communication, consider these questions:
 How do the communication strategies address the human resource development aspects of
the campus and district improvement plans?
 Does the communication provide opportunities for meaningful responses?
 Is the communication designed to address diverse stakeholders (e.g., are all
communications multilingual when necessary)?
Part 4: Relevant Issues
In evaluating effective communication, consider these questions:
 How do the communication strategies address the human resource development aspects of
the campus and district improvement plans?
 Does the communication provide opportunities for meaningful responses? And

Is the communication designed to address diverse stakeholders (e.g., are all
communications multilingual when necessary.) and if not, why not?
Finally, today’s educational leaders must be aware of the relevant political, social, and economic
issues impacting campuses, districts and the larger communities. As mentioned earlier, these issues can
have significant consequences to your human resources. Awareness of these issues is imperative if
principals are prepared to respond to any political, social and economic challenge. Campaigns for school
board often involve human resource issues – someone wants to add staffing, or they want hiring of
more minorities in leadership positions, sometimes they’re running for the school board because they
want to fire a particular football coach or they want a new athletic director or in some cases they want
to remove the current superintendent. Principals must be aware of these issues and know how to
appropriately respond to such issues ethically and legally. These issues will be further explored in our
next lecture.
Slide 15: To Do!
 Review the competencies and supporting standards as they relate to Human Resource
Management.
 The activities and assignments for this week are intended to help you develop data-driven
decision making skills, along with improved communication and conflict resolution skills.
Now if you will, review the competencies and supporting standards as they relate to Human
Resource Management. The activities and assignments for this week are intended to help you develop
data-driven decision-making skills, along with improved communication and conflict resolution skills.