role of human resource management in education

Transforming HR to better support higher education institutions

Faculty and staff are often key contributors to whether colleges and universities can meet their strategic objectives, which range from improving outcomes for students and increasing the diversity of their student and faculty bodies to creating a more inclusive culture and expanding research impact. But like most organizations, higher education institutions face increasing competition in the race for talent—both for HR talent and the people HR recruits.

The COVID-19 pandemic upended the US labor market, and the number of job openings is far outpacing the pool of available workers. 1 Aaron De Smet, Bonnie Dowling, Bryan Hancock, and Bill Schaninger, “ The Great Attrition is making hiring harder. Are you searching the right talent pools? ,” McKinsey Quarterly , July 13, 2022. Many employers are rethinking what it takes to attract, develop, and retain talent. Higher education institutions are no exception. In recent conversations, college and university leaders have indicated that universities’ historical advantages for attracting talent—such as a strong brand, compelling mission, greater flexibility, and perceptions of a better work–life balance—are no longer sufficient in distinguishing them. Indeed, in an era of high inflation, and with companies increasingly offering more flexibility, the gap between higher education and corporate America is widening.

Human resources can play a pivotal role in maintaining a robust higher education talent pipeline, supporting faculty and staff, and building new skills across an institution. But many higher education faculty members, as well as clinical and research leaders, have told us that their HR functions need to evolve beyond what they mostly are seen as: compliance and administrative functions. In our conversations with administrators of higher education institutions, some have even suggested that a lack of strong HR engagement and support has delayed implementation of university strategies.

But higher education HR faces a unique set of circumstances, including having to operate within a decentralized governance structure that often reduces HR’s focus to compliance and administration rather than talent attraction, development, and retention. In this article, we examine the common challenges HR faces in playing a central and strategic role in universities. We also explore how an integrated approach that focuses on building capabilities and redesigning processes could help HR leaders overcome these hurdles to better support the university in achieving its strategic objectives.

HR today: Core challenges across universities

Current HR functions tend to focus on executing existing processes rather than on more strategic activities such as workforce planning. However, a more agile, strategic, and collaborative HR function could help universities be successful in this new era.

Expanding work beyond the execution of existing processes is a common challenge in HR departments across industries and sectors. But this challenge can be even more pronounced at colleges and universities given that most have a decentralized governance model, many processes tailored to meet different university needs (for example, one process for hiring faculty and another for hiring researchers), and poorly defined HR career paths.

Lack of alignment between the HR function and the rest of the university

University HR departments often have a central HR function analogous to “corporate HR” at many large private-sector organizations. These organizations often report to a vice president or the equivalent of a COO, and they set university-wide policies and procedures. Individual colleges or departments (especially in science, technology, engineering, and mathematics fields) may also hire their own HR staff, similar to business-unit HR in the private sector. The role of these staff members is often to meet a particular department’s individual needs, such as hiring and managing research teams to fulfill staffing requirements based on grant funding.

That said, unlike in the private sector, where chief human resources officers (CHROs) typically report to the CEO, university CHROs often do not report directly to the university president. In addition, these CHROs rarely have a university-wide mandate on the more strategic topics that cut across areas of the university, such as employer branding, modern organization design, cross-university career paths, culture, and employee experience. In fact, some of the most strategic activities related to human resources—for example, processes to determine faculty needs and the hiring process—may fall outside of HR altogether.

As such, university HR organizations are more likely to be seen by their institutions as compliance and administrative functions that are not always ready to support the strategic needs of the major divisions of the university.

Cumbersome and obscure processes

Despite a focus on operations, HR processes can drag on for weeks or even months and can be a source of frustration for university leaders. Organizational transactions, such as a reporting change or hiring a student for the semester, can take weeks or months. Critical activities, such as hiring candidates to support research grants, can also become bogged down by processes. Some of this reflects how people are paid (for example, federal work-study funding for students or research grants) and numerous people processes across various parts of the university (for example, reconciling different approaches to titles and compensation across departments).

Navigating these complexities in a compliant manner can be time-consuming, especially during times of peak demand. Many higher education HR functions also lack up-to-date technology that can support and streamline processes. Moreover, HR’s ability to change policies quickly is often limited, which can leave HR employees feeling powerless, stifle innovation, and erode trust among university leaders.

While some university leaders understand these complexities, others regard HR as a black box that emphasizes process and compliance and focuses too much on doing operational tasks squarely within policy rather than helping to further the university’s mission. HR leaders we’ve spoken to who aspire to be true partners with university leaders are often overworked due to a never-ending set of exceptions and escalations. As such, they are unable to invest the time required to develop proactive talent strategies while also keeping up with day-to-day operational work.

HR leaders who aspire to be true partners with university leaders are often overworked due to a never-ending set of exceptions and escalations.

Insufficient capability building across the university

Universities often source senior HR employees from non-HR roles across the university, such as research administration or academic functions, partially because of increased competition with the private sector for experienced HR talent.

While it is possible for such individuals to succeed in HR, not all receive the training or upskilling necessary for HR-specific work. Individuals coming from these roles are rarely well equipped to take on the strategic HR activities universities need to expand, such as succession planning, developing and supporting long-term career paths, and communicating with the complex web of stakeholders inherent to universities.

And given that university leaders are not trained in HR matters, they may not be able to provide the kind of actionable, informed feedback—that is, feedback on the policy rather than the people or process—that their HR colleagues need. This may compound the existing capability gap.

Initiatives that could help HR advance and support talent strategies

Due to their highly intellectual cultures and dedication to learning, universities are uniquely equipped to address these hurdles with the right investments and commitment to change. The decentralized nature of academic campuses naturally engenders a diversity of perspectives that can be brought together to solve the toughest challenges, including breaking the loop of overwork and building trust and collaborative relationships among HR and critical stakeholders.

The following four initiatives could help get higher education HR on track.

Creating talent goals that are explicitly aligned to the university’s strategy

Too often, HR strategic plans are created by HR and for HR. By conducting interviews with university leadership and gaining explicit alignment with the president, provost, and chief administrative officer (CAO), HR could establish goals for a broad transformation of its mission and capabilities that are aligned with the university’s mission and strategic plan, as well as with the needs of key leaders.

In the private sector, some organizations have elevated the CEO, CFO, and CHRO as the core team to oversee strategy and financing, ensuring they have the capabilities to execute key initiatives. 2 Dominic Barton, Dennis Carey, and Ram Charan, Talent Wins: The New Playbook for Putting People First , Boston, MA: Harvard Business Review Press, 2018. This goes beyond having HR leaders actively join and participate in senior leadership discussions. HR becomes central to the initiatives most critical to the organization’s success.

In a university setting, however, we often find that HR leaders are at least two steps removed from a similar partnership, instead reporting to a CAO or provost. As such, they often are not included in core leadership meetings—and are certainly outside the inner circle of presidents, provosts, and CAOs creating and executing an integrated strategic plan.

Once HR and university leaders are aligned on the plan, HR will also need to understand progress against goals and continue to address gaps in perceived skills and performance. For instance, an anonymous survey may demonstrate that the HR function believes talent sourcing is strong (for example, technically strong and low cost), while university leadership sees it as weak (for example, too slow). In this case, HR leaders could have a more explicit conversation about what would need to change to improve processes, such as implementing a better IT system or investing more during peak hiring times.

Building and actively sustaining a pathway for HR professionals

Universities have the opportunity to reimagine the professional journey for HR practitioners from hiring and training to career development.

Hiring. HR job postings more than doubled from February 2020 to January 2022, 3 Audrey Eads and Jane Kellogg Murray, “2022 outlook: Trends and predictions for job seekers,” Indeed, updated July 26, 2022. reflecting the high market demand for talent professionals in a tight labor market. While universities may not stand out in terms of compensation in this competitive environment, they may have various other advantages, such as the university’s brand and prestige, the mission of the university, and the location of the job within a vibrant collegiate community. In addition, universities could consider offering flexible employment opportunities to employees who are unable to commit to full-time or fully in-person roles.

Training. Many university HR employees come from non-HR backgrounds, bringing extensive expertise in other areas that are beneficial to HR functions. At the same time, they would likely benefit from training programs in core HR skills to help them succeed in their roles, both as new hires and during role transitions. Specifically, during training and onboarding for entry-level employees and those transitioning in from non-HR roles, universities could teach technical HR skills, such as how to determine compensation.

To be better equipped to resolve conflicts, have difficult conversations with leadership, and solve problems efficiently and effectively, HR leaders could improve communication, problem-solving, customer-service, and stakeholder-management skills. To develop them, HR could undertake communication workshops, role playing, mentorship groups, leadership training, and HR-specific trainings. As a practical example, HR staff should be able to explain processes and rationales for policies that may cause friction; for example, it can be hard to communicate the impact of salary compression in a poorly implemented reorganization. HR should also be empowered to work with campus stakeholders to update or streamline policies or processes as needed to achieve the university’s mission.

University HR employees would likely benefit from training programs in core HR skills to help them succeed in their roles.

Career development. Ideally, leaders can articulate how each employee can advance to senior roles or switch to different HR units that provide growth opportunities throughout their career. Leaders can underwrite these paths by listing the skills required to be successful at each level of seniority of a role. Leaders will likely want to make the model consistent across similar HR roles in all parts of the organization and design from the center.

Well-structured performance management can also play a critical role in development and advancement. Based on a transparent set of performance measures for each role, employees can receive qualitative and quantitative feedback on their performance that is directly tied to incentives, such as financial add-ons and public recognition. In addition, the performance management process is a time for individuals to set goals and receive feedback. This process can chart a clear path to the next level if the employee wishes to advance, and managers can establish regular check-ins to ensure people are making progress toward their goals.

These fundamental elements of defining the competencies of each role and potential career progression—and the associated performance management process—may be well established in many organizations. But we have found that due to the distributed nature of universities, many of these elements are often neither consistently applied nor in place for HR professionals.

Structuring HR so it can respond to changing needs with agility

University HR talent pools often work in silos based on a specific college, department, administration, or other unit. These silos tend to be even more separate in higher education settings than in large corporations. Even if HR professionals in similar roles across the university, such as HR business partners across colleges, communicate with one another, they rarely have an opportunity to load balance across roles as spikes of work arise. A large research grant received in one college or a large reorganization in another can tie up critical resources that make it challenging to take care of other day-to-day activities.

One way to address this is by establishing a group of HR professionals (often in entry-level roles) who can move across the organization to support different operations as work ebbs and flows throughout the academic year. For instance, it may be beneficial to add analysts at the start of each semester to onboard all student hires. Then, after the demand for student-hire onboarding has decreased, these analysts could shift to employee relations. This system could allow high-potential talent to gain exposure to different functions within a university, allowing them to determine what is a good long-term match and also accrue a breadth of experience that could prove useful if they eventually step into a leadership role overseeing multiple functions.

For the long term, leaders may need to consider a new organizational structure that can better meet the needs of the organization. A more agile operating model in which HR employees have flexible roles can help organizations adapt more quickly to change and disruptions such as COVID-19. 4 “ An operating model for the next normal: Lessons from agile organizations in the crisis ,” McKinsey, June 25, 2020.

Continually investing in HR services and technology

We’ve found that universities often do not continually improve HR processes in a way that allows them to advance and are typically further behind in this regard than large corporations. While focusing on process improvements is important, achieving a step change in performance will likely require a fundamental shift in the HR operating model.

HR leaders and HR business partners may be able to take on more strategic roles within their organizations if they establish a central sub-HR unit, a shared-services center, or support staff dedicated to operational and transactional work. Transitioning activities to a central unit within a university setting presents unique challenges in process design, approvals, and communication due to the complex network of stakeholders involved—and it does not always go well initially. 5 Sam Gringlas, “In wake of outcry, University to rethink shared service plan,” The Michigan Daily , December 2, 2013. However, when implemented effectively, this transition can lead to high satisfaction in the HR function. 6 “Portfolio-wide customer service assessment,” University of Oregon Office of the Senior Vice President for Finance and Administration, accessed November 15, 2022. Moreover, by reevaluating their roles, HR employees, especially HR professionals and leaders, can reflect on prioritization and delegation in their daily work, including prioritizing hiring new staff, which can help alleviate long-term capacity issues. At the same time, this can allow leaders to focus on being role models for customer service and partnership, strongly and clearly communicating the strategic role of HR across the university.

That said, HR organizations do not need to take a “big bang” approach to improving technologies and processes. In many cases, HR can deploy small teams on a project-by-project basis to understand, design, and implement critical system customizations or processes that are common pain points for organizations. Sometimes refining or automating a process may be quite simple, such as creating a streamlined intake form with a clean handoff to an existing IT system. In other cases, HR may need to create new processes that handle requests differently—for example, bifurcating requests as low or high complexity depending on the oversight needed. Piloting processes and receiving feedback from users are critical, as is developing clear and effective training materials to ensure that all stakeholders understand the requirements, scope, and benefits of the new process.

As higher education institutions seek to adapt to a very different world, the right people could have an impact on how well universities navigate new challenges and continue to create positive student experiences. HR plays a pivotal role in this, but it faces unique challenges. By harnessing HR professionals’ dedication to learning and growth, universities could invest in transforming HR from a function bogged down in compliance and administration to a nimble, empowered partner that advances the institution’s strategic goals.

Bryan Hancock is a partner in McKinsey’s Washington, DC, office, where Ted Rounsaville is a senior expert; Martha Laboissiere is a partner in the Bay Area office, where Dylan Moore is a consultant.

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Human Resource Management, Higher Education

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Personnel management

HRM = management of people and work so that orgaization’s goal can be achieved within the framework of laws, strategy and personnel policy.

Introduction

Human resource management (HRM) is an employee-related and organized function within higher education (HE) institutions (and other organizations) that provides knowledge, tools, training, administrative services, coaching, and legal and management advice that a university needs for successful operation. HRM is a function of human resource professionals, but it is also a shared action: all leaders from top to bottom contribute to the work outcomes through leadership and human resources. Human resource management (HRM) is about managing people so that organizational goals can be achieved.

The concepts of management and leadership are related but open to numerous definitions (Birnbaum 1989 ; Middlehurst 1993 , 7; Bush 1995 ). A loose conceptual distinction is often made: management refers to...

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Roles of HR in education 

According to Kazi Hoque , there is evidence that shows principles’ and teachers’ performance has more effect on student achievement, showing that it is imperative to act on that knowledge and strengthen the education workforce to better serve students by administering the role of human resources (HR). 

The goals of human resource management in education are to develop the workers and contribute to goal achievement. Human resource management has two major specific roles to play, including the strategic role and operational role. 

• Strategic role 

In the strategic role, Prof. Onah Fab mentioned that human resources are critical for effective educational functioning and its importance has grown dramatically in the last two decades. HR professionals should be committed to the job, remain dedicated and productive in the education system. HR also represents a significant investment in educational efforts. When managed well, HR can be a source of competitive strength for education. Strategically, HR must be a viewer in the same context as financial, technological, and other resources that are managed in any organisations. 

• Operational role

Operational activities are both tactical and administrative in nature. Human resources management, in this role, would be of interest in compliance with equal employment opportunities and observation of labour laws, such as applicants must be oriented to organisations, supervisors must be trained, or wages and salaries must be administered. At the same time, a wide range of activities typically associated with the day-to-day management of people as provided by laws and regulations must be performed efficiently. 

See also: HR Audit Checklist

Functions of HR in education 

Apart from the strategic and operational roles, HR also has a set of functions of practices and methods to integrate and maintain the teaching staff in a school or university. These functions must be practised to ensure maximum output and achieve the goals of education optimally. HR functions in education sector describe as follows: 

• Staff maintenance – making the work environment conducive for workers. Pertinent practices include promotion and transfer, motivation, staff safety, security and health services. 
• Staff relations – HR must help build a good communication network in school or university to enable workers to be constantly informed on the progress being made. This encouragement should be done by considering the feelings, interest, needs and emotions of workers and treating them as such with fairness and respect. 
• Staff development – there is a constant need to change through training and to improve and grow competence, following the ever-changing world. HR must diligently provide or give access to in-service training, conference, workshop and seminars. 
• Procurement of staff – this function deals with obtaining people with appropriate and necessary skills, abilities, knowledge and experience to fill the vacant teaching posts in schools or universities.
• Job performance reward – in the educational sector HR would be responsible to design and administer rewards for jobs performed by employees. 

Read also: Why HR in Health & Social Care Sector is Different (And How to Manage It)

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31 HUMAN RESOURCE MANAGEMENT IN EDUCATION

Dr. Gurmanjit Kaur

TABLE OF CONTENTS

1.      Introduction

2.      Learning outcomes

3.      What constitutes human resource manage ment?

4.      Human resource management in education

5.      Objectives of human resource manage ment

6.      Role of human resource manage ment in Education

7.      Functions of  human resource management in Education

8.      Need for human resource manage ment

9.      How to manage human resource at four levels

1.  INTRODUCTION  

Human resource management is the process that deals with utilizing people to perform duties and function in an organization or an institution. Human resource  management in education is a set of practices and methods of integrating and maintaining the teaching and other staff in the institution or school so that the institution or school can achieve their purpose as well as meet the goals for which they were established. Human resource management is the planning, organising, directing and controlling of the procurement, development, compensation, integration, maintenance, and separation of human resources to the end that individual, organisational and social objectives are accomplished. Human resource management in education essentially is concerned with three major issues: assessing the need of staff, satisfying the need of staff and maintaining and improving the staff services. Human resource management has some specific roles to play like strategic roles and operational ones.

2. LEARNING OUTCOMES

After going through this topic, you will be able to:

●     Tell the meaning of human resource management

●     Identify the constituents of human resource management

●     Enlist the objectives of human resource management

●     Describe the role of human resource management in education

●     Analyse  the functions of human resource management

●     Interpret the challenges of human resource management

●     Rationalise the need of human resource management in education

●     Sensitize about the need of human resource management at different levels

3.  WHAT CONSTITUTES HUMAN RESOURCE MANAGEMENT?

Human resource management consists of following aspects shown through Figure 1:

4. HUMAN RESOURCE MANAGEMENT IN EDUCATION

Human resource refers to the personnel, staff or workers in an organization. Management means the methods by which the leader utilizes material and human resources to achieve predetermined organizational or educational institution goals. Thus, human resource management is the process that deals with utilizing people to perform duties and function in an organization or institution. 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 and consists of following aspects as depicted by Figure 2:

Figure 2: Aspects of human resource management

Human resource management in education is a set of practices and methods of integrating and maintaining the teaching and other staff in the institution or school so that the institution or school can achieve its purpose as well as meet the goals for which they were established. It is the motivation and coordination of the activities and efforts of teachers and other employees in school in order to obtain maximum output from them and consequently achieve the goals of education optimally. In other words human resource management is the process of motivating workers in the organization so as to obtain maximum output from them.

In simple words, HRM is a process of making the efficient and effective use of human resources in an educational institution so that the set goals of education are achieved.

5. OBJECTIVES

The primary objective of HRM is to ensure the availability of right people for right jobs so as the educational goals of an educational organization are achieved effectively.

This primary objective can further be divided into the following sub-objectives:

• To help the educational organization to attain its goals effectively and efficiently by providing competent and motivated teachers.
• To utilize the efficiency of each teacher available in school effectively.
• To increase the job satisfaction of each employee and teacher to the level of self-actualisation.
• To develop and maintain the quality of work life (QWL) which makes employment in the educational organization a desirable personal and social situation.
• To help maintain ethical behaviour and policies inside and outside the educational organisation.
• To establish and maintain cordial relations among employees and management.
• To reconcile each individual teacher/ employee or group of teacher/employee with organizational goals.

    The educational system at every level depends heavily on the human resources for execution of its programme. It is the teacher who ultimately interprets and implements policy as represented in the school curriculum, which is designed to actualize educational goals. Maintaining and improving educational standards is only possible through teachers. Teachers therefore are the most indispensable entity in the school. They are the greatest aid to learning. On the one hand the teachers are the critical resources for effective implementation and realization of the educational policies and objectives at the practical level of classroom and on the other hand they could be identified as mentors to improve the entire institutional system.

It should be noted that the major premise of human resources management in education is that the end results of the educative process will be determined by the effectiveness of the teachers who facilitate learning for self-actualization and  national development. Human resource management in education essentially is concerned with three major issues namely:

•   Assessing the need for staff: The school needs to assess areas of need and recruit the staff to exhibit capable governance and leadership at various levels, both of which will promote student performance and school effectiveness. Every institute needs to develop assessment tool to; identify available services and gaps in it and assess the level of knowledge, perceptions, and attitudes of its employees/teachers. The assessment will help a school or consortia of schools collect information about existing policies, prevention and intervention; student’s knowledge and perceptions of abuse; and resources and service available to students in schools and in the community. This information will assist the school or consortium in identifying strengths, gaps in resources and services, and highlight successes in order to leverage resources to achieve desired outcomes.
• Satisfying the need for staff: There is need to identify internal factors that motivates the behaviour of an individual. Physiological needs include things such as food, water, shelter and clothing, all of which can be satisfied with a reliable income. Disbursing competitive financial compensation will satisfy employees’ physiological needs. Organisation must provide comprehensive benefits to your employees to satisfy their safety needs. Safety needs include physical health, job security and protection for private property. Let your words and actions ensure them well that they have job security to reinforce their safety needs. Create a welcoming company culture based on mutual respect to satisfy employees’ need for belonging. Need for belonging includes need for friendship, social integration, family and romantic relationships. Giving employees the freedom to socialize can be a double-edged sword; while some employees may become loyal due to their workplace relationships, others may become dissatisfied if they do not fit into social circles. Reward high performers publicly and provide employees with personally rewarding challenges to satisfy their esteem needs. Esteem needs include respect from others, a sense of achievement and confidence in one’s abilities. Set the tone in your organization by speaking personally with as many of your employees as possible. Encourage employees and recognize rising stars in your company for their outstanding achievements. Institute should organise comprehensive employee development programs and provide ample opportunity for career growth in your company to satisfy employees’ self-actualization needs.
• Maintaining and improving the staff services: These ideas are intended only to illustrate some of the measures service organizations may take. In practice there is often overlap between actions and practices in each category and a number of other possibilities may be considered. Achieving consistency of human effort is an important goal of many service organizations. Clearly it is  important for service organizations to establish set procedures for some of their services to ensure they are performed in a consistent way. This should be a major feature of the campaign and ranges from a supervisor saying “well done”, to a special Customer Service Awards Scheme. Therefore we have to establish a policy among all section heads towards the recognition of individual performance. A method of reward scheme, possibly in the form of free tickets, should be considered, with a committee appointed to consider nominations.

6. ROLE OF HUMAN RESOURCE MANAGEMENT IN EDUCATION

The goals of human resource management in education are to enhance the development of the employees or teachers so that they can contribute to goal achievement. Human resource management has some specific roles to play like strategic roles and operational roles.

Strategic Role: Operational Human Resource management professionals typically handle the day-to-day, tactical operations. Human resources are critical for effective educational functioning. Human resources were once relegated to second-class status in business, but its importance has grown dramatically in the last two decade. Again, its new importance stem from adequately recruited, selected , supervised, inducted and adequately rewarded, provided for, properly developed, employee appraised and promoted on the job. They will be committed to the job, remain dedicated and productive in the education system. It also represents a significant investment of the educational efforts. If managed well, human resources can be a source of competitive strength for the education. Strategically, human resources must be viewed in the same context as the financial, technological and other resources that are managed in an organization.

Ope rational Role: The strategic HR management staff performs a planning role that focuses on the long-term interests of the education. Operational HR functions for relations of employee and employer and encompasses maintaining policies and records, ensuring compliance to local, state and national regulations, and managing disciplinary disputes and complaints. Operational HR tasks are associated with recruiting and training of employees. No doubt, the institutions need both functions to ensure that they have the right staff, with the right skills and knowledge, at the right time to complete work for the quality in education. This allows the educational institutions to achieve their goals and objectives. Human resources management is interested in compliance with equal employment opportunities and observation of laws in educational sector; like employees or teachers must be oriented to the educational institutions, supervisors must be trained, safety problems must be resolved; wages and salaries must be administered. A wide range of activities typically associated with the day-to-day management of people as provided by laws and regulations must be performed efficiently. It is this collection of activities that  has often been referred to as the personnel function, and the newer strategic focus of human resource management that has not been eliminated. In summary, it is difficult to produce one general interpretation of what human resource management means today.

7.   FUNCTIONS OF HUMAN RESOURCES MANAGEMENT IN EDUCATION

Human resource management works in various areas of staff development .It takes care of all the concerns of staff and its major functions could be studied under following headings as:

i.  Staff maintenance: In Educational organizations teachers/ employee should be encouraged to participate in planning and decision making in the school. They should be encouraged by recognizing the staff as human beings with feelings, interest, emotions and treating them as such with fairness and respect.

ii.  Staff Development: This is the process of appraising staff performances and identifying their key skills and competence that need development or training to improve their skills for better performance. It involves providing development programme and training courses that are suitable for the programme. The success of educational organization hinges on the strength and quality of its staff members. There is need to change, improve and grow in competence through training. This can be done through in-service training, conference, workshop and seminars.

iii.  Procurement of Staff: Human resource management initiates with the process of staff maintenance This concerns for making the work environment conducive for workers, employing pertinent practices like; promotion and transfer, motivation, staff safety, security and health services. It is pertinent that educational establishments have sound policies in respect of transfer and promotion of staff to ensure that justice and fairness prevail in dealing. As work to be performed in the school is important, the mood of the man to perform the job is equally important. For maximum and productive goal attainment, the head of educational organization must ensure the comfort and happiness of the teachers/ employee. This can be done through prompt payment of salaries , and providing a safe and healthy working environment.

iv.  Staff Relations: There must be a good communication network in the institute to enable teachers/employee to be constantly informed of the progress being made in the recruitment and selection. This will ensure that educational institutions get the best personnel to interpret and implement the curriculum programmes. Staffing of schools is a job performed by the ministry of education through its agencies in the federal and state  government. Procurement of staff in education encompasses recruiting people with appropriate skills, abilities, knowledge and experience to fill the vacant teaching posts in schools.

v.  Job Performance Rewards: This involves the design and administration of rewards for jobs performed. It is very important that management, ministry of education and its agencies take the issue of reward system very seriously. Staff performance would increase substantially if they are adequately compensated according to the quality and quantity of work done.

8.  NEED FOR HUMAN RESOURCE MANAGEMENT

Human resources management is the backbone of every organization. The triumph of every education organization depends upon the worth of persons it employs.

Since an organisation is a body of people, their development, acquisition of skills, motivation for higher levels of attainments, as well as ensuring their level of commitment are all significant activities. These activities fall in the domain of HRM. Human Resource Management is responsible for maintaining good human relations in the organisation. It is also concerned with development of individuals and achieving integration of goals of the organisation and those of the individuals. We often observe that management of human resource occupies a central sub system of an organization. Being the central sub system, human resource management interacts closely and continuously with all other subsystems. Human resource management helps in spotting the exact individual for the precise job. Suitability for the job and quality of work go hand in hand in determining the quality of any work force.

• Human Resource Management helps in creating better rapport between the management and the subordinates. It helps subordinates to realize individual and organizational goals.
• Since employees are constantly trained, they are ready to meet the job requirements. The institution is also able to identify potential employees who can be promoted in the future for the top level jobs. Thus one of the advantages of HRM is preparing people for the future.
• If proper recruitment and selection methods are followed, the institution will be able to select the right people for the right job. When this happens the number of people leaving the education organization will be reduced as they will be satisfied with their job leading to decrease in staff turnover.
• Due to proper Human Resource policies, employees are trained well and this makes them ready for future promotions. Their talent can be utilized not only in the educational organization in which they are currently working but also in other institutions.
• Political philosophy has undergone change all over the world. The new approach is to develop human resource properly for ensuring its better use.

The technological changes have necessitated the use of sophisticated machines.

9.  HOW TO MANAGE HUMAN RESOURCES AT FOUR LEVELS National Level:

a) To create conducive conditions for development of nation.

b) To provide suitable means for exploitation and utilization of a nation’s natural, physical and financial resources required for efficient and committed manpower.

c) To facilitate human resource in generating high standard of living by inculcating such skill, attitudes and values which are required for speeding up the process of economic and educational growth.

Organizational Level :

Human Resource Management (HRM) is a relatively new approach to manage people in any organisation. People are considered the key resource in this approach. It is concerned with the people dimension in management of an all other sub-system of an organization. The functional ability and efficiency of people in all subsystems of an organization heavily rely on the policies, programmes and practices of the HRM.

Professional level:

Effective management of human resource will help to improve the quality of work life. It will promote teamwork among employees by providing a healthy working environment. It can contribute for professional growth in the following ways:

a)      Providing maximum opportunities for personal development of each employee.

b)     Maintaining healthy relationships among individuals, and different work groups.

c)  Allocating work properly.

Social Level:

Sound human resource management will have a great significance for the society. It can help to enhance the dignity of labor in the following ways:

a)  Providing suitable employment that provides social and psychological satisfaction to people.

b)  Maintaining a balance between the jobs available and the jobseekers in terms of numbers, qualifications, needs and aptitudes.

c) Eliminating waste of human resources through conservation of physical and mental health.

Human Resource Management is the qualitative improvement of human beings who are considered the most valuable assets of an organization – the sources, resources and end – users of all products and services. It is a scientific process of continuously enabling the employees to improve and update their present and future expected roles. So that goals of the organization are achieved in cost effective manner as well as needs of the employees and teachers are also met to an adequate extent.

• Omebe, C.A. (2014). Human resource management in education: Issues and challenges . British Journal of Education, 2 (7) , 26-31.
• Mamoria,   C.B.   and   Gankar, S.V. (2009). Personnel management         text & cases . New Delhi: Himalaya publishing house.
• Mamoria, C.B. (2000). Personnel management . (12th ed) Mumbai: Himalaya publishing house.
• Aswathappa, K. (2007). HR & personnel management . New Delhi: Tata Mc Graw Hill Company.
• Gupta, C.B. (2002). Human Resource Management . New Delhi: Sultan Chand & Sons

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• v.27(1); 2015 Feb

The Role of Human Resources Management on Enhancing the Teaching Skills of Faculty Members

Nafiseh rafiei.

1 Faculty Member, Education and Psychology Department, Payam Noor University, Tehran, Iran

Fereshte Davari

2 Isfahan University of Medical Sciences, Isfahan, Iran

Introduction:

Human performance in organizations reflects on the knowledge, skills, behaviors, and values. Since the abilities and skills will help the organization to better performance and productivity, any expenditure on education and development is a long term investment that as long as the organization can benefit from it. The aim of this research is assessment of influence of structured workshops by resource management at different levels of acquaintance, skills, updates, and upgrades in field of teaching before teaching for invited professors and tuition.

Methodology:

So in a case study in the first semester of the academic year of 91- 92, 30 teachers with no teaching experience in tuition PNU after internal interview was selected as a sample. Then their awareness of indicators of effective teaching and training allowance of two categories before and after the workshop assessed and evaluated by a questionnaire.

The results of descriptive and inferential statistical analysis indicates that the 52/4% of the professors of the age group 25-30, and 38/1% are in the age group 31-36. Also 76/2% percent of teachers have graduated from the National University and the rest of the teacher have graduated from Azad or Payamenoor University. Also there is significant difference between the knowledge of laws and regulations and effective teaching index before and after the workshop on four indicators: evaluation of students, teaching methods, planning, behavioral patterns and rules and regulations PNU. So it shows the impact of targeted workshops and the role of education experts in the process of recreating human resource management in higher education systems.

1. INTRODUCTION

Nowadays organizations as communities that their Life and stability depend to Strong link between the component and its constituent elements, by strategic approach to human resources that are valuable as a smart investment ( 1 , 2 ). Human capital, is not only physical or financial capital But it is defined as the knowledge, skills, creativity and health ( 3 ). Experience has shown that the human ability impact on the development of societies and organizations, it is more likely than other inputs such as physical inputs. Therefore, the importance of human resources performance in developing countries for researchers and planners caused to researchers and planners pay attention to the issue of human resource management ( 4 ). In the areas of human resource management, the impact of human resource management policies and practices on the organizational Performance is important subject. And organizations can Improve and enhance the quality of the staff by providing education and promoting inclusive. Indeed, Studies show that investment in education will lead to greater efficiency. Therefore, learning organization chooses to invest on people, because people are actually valuable human capital that has different qualities and create added value for the organization ( 5 ).

The results of research by ‘’ Oladipo Jimoh Ayanda ‘’ and ‘’ Abdoulkadir Danlami Sani ‘’ on ‘’ Evaluate the use of strategic human resources management at the University of Nigeria ‘’ showed that there is a significant difference between adjust the level of human resource management and training and development in public and private universities in Nigeria ( 6 ). Also the results of research by “ Mirzaee’’ on “ Factors influencing the enhancement of labor productivity in industry, mining and commerce in Tehran “ showed that there is a significant relationship between educational planning and improving labor productivity ( 7 ).

Therefore, this paper intends the first by emphasizing the role of human resource management practices of the teaching staff and focusing on the job training, discuss the role of pre-service training for teachers tuition at State University, then discuss identify and define indicators of effective teaching then determine laws and regulations, public skills, basic training in this workshop.

Human resource management objectives

Human resource management depend on policies and operations and systems that influent on staff’s behavior, attitude and performance. Human resource management is a process include 4 tasks: attract, develop, motivate and retain human resources. Therefore Human resource management objectives is achieve the desired results of the collective efforts of staff conduct:

• Supply of staff at low cost;
• Nurture and develop the talents and skills of people;
• Maintaining of competent personnel good and create of relations between them;
• Providing material and spiritual needs of staff satisfaction that to be created necessary alignment between their personal goals and objectives of the organization.

Indeed, selection strategy is a stage to accept or reject the request applicants to be chosen so that the most qualified and most appropriate ( 5 ). The applicant state their readiness to coteach by sending of required document in most cases, like the Higher Education system. Documents required for teachers tuition academic units are ( 8 ):

• Filling the application form for teaching;
• A photocopy of ID card;
• A photocopy of National ID Card;
• Photocopy of the card or of military service for men;
• Four new photos 4 × 3 color ( full face);
• A photocopy of qualification;
• All documents stamp Staffing Unit;
• Stamped photocopy of the original, with the approval of the deputy education;
• All Document’s Teaching and Research;
• Teachers certified pre- school years.

Therefore, the first stage of Human Resource Management refers to staff’s attraction and the twice stage refers to achieve of skills, updating, and promotion of staff by education. So in the organizations, development of human resource by education as inseparable process that create ability and talent, increase knowledge, change attitudes and ultimately influence on behavior and performance; has an important role in the development of the organization ( 9 ).

Also William James (1995), at Harvard University, in a research concluded that the staff of organizations use 20 to 30 percent of their ability to learn. His research showed if staff are trained and deserves to be encouraged, show 80 to 90 percent of their ability. So Human Resource Management has an important role in the different levels include: Introduction, skill acquisition, updating and promoting effective teaching skills for teach ( 10 ).

Staff training and development methods

The aim of training for administrative staff is increase their expertise and capabilities in performing duties and the act of putting some of their potential. To enhance the skills of administrative staff, different training methods are used that the most common methods are as follows: 1. Job training, 2. Master of Education – Prentice, 3. Learning in a similar situation before you begin, 4. Training with theoretical education, 5. Distance Education, 6. Courses outside the institution, 7. Introduction to Organization ( 11 ).

The results of research ‘’ Soltani’’ (2000) showed that trained staff than untrained employees have more knowledge and this people embrace change and innovation, and have job satisfaction and more confidence. Also ‘’Sheibani’’showed the role of job training is improve strength and ability to analyze issues, solve problems and create interest in education and to increase of the ability employment ( 10 ). Also job training caused staff for Legal Accountability to Supervisor use innovation and the new method ( 12 ). So the role and Importance of education for education systems and organizations is clear but in this research the emphasis is on training before starting work.

Primary education before work

The aim of Primary education before work is introduction with the new working environment. Experience has shown that the main memory of each employee in the workplace, is dealing with a boss or co-workers who have been in the beginning. Studies have shown this subject increase sense of loyalty and belonging to the organization for new staff. Basically justify or training usually takes place in three stages:

a) Meet new people with a history of the organization, policies, administrative regulations and discipline, working hours of domestic and facilities that employees are allowed to use them; b) Introducing new people to his direct supervisor and other colleagues; c) Understanding the different parts of the organization ( 11 ).

Indicators of effective teaching

5-1. Planning

Planning is a Process of identifying and defining goals and providing the means and measures that Makes it possible to realize the objectives ( 13 ). It should be noted that the definition of the concept of the lesson plan is scheduled similar meaning which it is represent four specific role of planning in effective teaching PNU that they are: a) Efficient use of class time to teach; b) Arranging meetings have been set according to the outline of all the chapters focus on challenging topics; c) Do not waste time teaching basic and important book.

5-2. Organization:

The best and most complete of learning and study strategy is organization that it Plays an important role in learning of how to learn by the classification of Contentsand create a logical and meaningful connections between content and different seasons ( 14 ).

5-3. Evaluation:

In the general sense evaluation in order to determine the value of a thing and specifically Evaluation determines the success of a program, a course, a test that considers the primary purpose ( 15 ). It is noted that the evaluation system PNU the design of the final exam questions and test time can be centralized with two forms: paper and paperless ( 16 ).

5-4. Teaching Methods :

Teaching Methods is a teacher practice in the classroom and creates opportunities for learning. However, due to the variety of teaching methods, experienced teacher can creates effectiveness of learning and transfer of learning using a combination of teaching methods and instead of a mere transmission of content ( 2 ). Provide learning conditions and instead of focusing on the teacher-centered instruction emphasize to learner-centered education and cognitive processes ( 14 ). Thus the educational conditions is proportional with semi-person structure of students.

5-5. Expression Technique:

Use simple, direct and organized are behaviors that most clearly attributed to teachers. At first in an education research by “Hiller” (1986), “Gisher” and “Kaess” (1969) Was evaluated ambiguity of expression in teacher and then by the other researcher for example “Smith” and “Cotton” (1980), “Land” (1981), Seif (2006), Kadnoghabi (2007) was developed. The results of this researches showed clear expression is directly proportional with high levels of teacher knowledge and word ambiguity is directly related to the low level of knowledge ( 17 ).

In researches by “tang” (1997), “Haris” (1998), “Khaier” (2001), “Kad” (2004), “Konaprokropley” (2007) [ 9 ], “Sharifian” and et al (2005), “Andalib” and “Ahmadi” (2007), “Shabani Varaki” and “Gholizade” (2006) was discussed the role and importance of the relationship between teacher and student, scientific ethics in word and deed, observance of human relationships, communication skills or behavior in effective Teaching. Also in researches by “Zohour”, “Eslaminejhad”, “Raoofi”, “Mozafari”, Shabani Varaki” et al, “Sharifian” [ 18 ].[ 19 ], “Greenwood” et al (2001-2010) ( 20 , 21 ) were discussed measures of Effective Teaching in Higher Education includes: a) Skill in using a variety of teaching methods; b) Student-teacher relationships; c) Evaluating; d) Feedback and using designed lesson; e) Class management; f) Organization, logical connection of subjects; g) Having high expectations of learners; h) Planning. In this research, of the above mentioned skills, 5 skills includes: planning, organization, evaluating, teaching Method, Meme; are regarded as a basic skills in the teaching process.

This research is an experimental study that in the first semester of the academic year 91-92, 30 tuition teachers without teaching Experience in the Payame Noor University were selected as a Sample after interview. It should be noted that the age group of 52.4% teachers is 25-30 and the age group of 38.1% of teachers is 31-36. Also 76.2% of teachers were graduated from national University and the remaining were graduated from Azad or Payame Noor University.

In this research was monitored and evaluated Teachers’ level of knowledge about the two indicators: effective teaching and learning rules, before and after workshop by a questionnaire includes: 27 questions (20 questions on 5-fold component of effective teaching and 7 questions on the rules and regulations of the University) with the alpha coefficient 0.84. It should be noted that in the context of educational rules, the teachers were learning the important University’s web site ( www.pnu.ac.ir ) ( 22 ) and ( www.reg.pnu.ac.ir ) ( 23 ) and to register marks of the semester and the requirements and application to determine the source of lessons and to determine the removed sources. Also they were learning effective teaching skills and measures as indicators in the evaluation forms that were completed by students in the classroom.

Results are discussed in reply to two main question and two hypothesis

• Which of the five components of effective teaching before and after the workshop for teachers is not clear?
• Which of the five components of effective teaching before and after the workshop for teachers is clear?

It should be noted that in this research, were used effective teaching and education regulations as two main categories and five components meme: planning, organization, evaluating, teaching Method, Meme. ods

The above table indicates measures of descriptive statistics on two main subject with five component in reply two questions before and after workshop. As can be seen out awareness component of effective teaching on pretest equals to 32.33 with standard deviation 7.22 that after workshop, its average changed to 38.52 and standard deviation changed to 2.11. Out awareness component of meme on pretest equals to 3.14 with standard deviation 1.27 that after workshop, its average changed to 3.8 and standard deviation changed to 3.33. Out awareness component of evaluating on pretest equals to 2.19 with standard deviation 1.28 that after workshop, its average changed to 3.71 and standard deviation changed to 2.2. Out awareness component of organization on pretest equals to 3.33 with standard deviation 1.06 that after workshop, its average changed to 3.90 and standard deviation changed to 1.2. Out awareness component of planning on pretest equals to 4.95 with standard deviation 1.56 that after workshop, its average changed to 5.76 and standard deviation changed to 2.3. Out awareness component of rules and regulations on pretest equals to 11.42 with standard deviation 6.59 that after workshop, its average changed to 18.14 and standard deviation changed to 2.63. So the whole of 5-fold component of effective teaching and rules and regulations is obvious after holding workshops for teachers than before.

Descriptive statistics component of teaching meth

T-test to assess the effectiveness of initiatives 5 dimensions of effective teaching in workshops

Assumption 1. The teachers’ knowledge of effective teaching indicators before and after the workshop, there are significant differences.

Assumption 2. The teachers’ knowledge of rules and regulations training before and after the workshop, there are significant differences.

Table 3 - Affiliate T Test was used to measure the effectiveness of workshops on teachers’ awareness of educational rules and regulations. As can be seen the results of t-test is 2.8 with significant level 0.02 that shows differences in teachers’ level of knowledge after participating in the workshop is meaningful than before. So this assumption confirmed with a confidence level 0.99 and error 0.01.

T-test to assess the effectiveness of workshop on rules and regulations Training

4. CONCLUSIONS

Results of assumption 1 that between the teachers’ knowledge of effective teaching indicators before and after the workshop, there are significant differences; shows educational workshop could increase teachers’ basic skills in four indicators: teaching method, evaluating, planning, meme; but there isn’t significant difference in organization’ component. The mean scores of organization slightly modified before and after the workshop. According to the classified material and make a reasonable and meaningful connections between subjects and different seasons for learners and their familiarity with the conceptual model and the organizers as organizing principles is a highly specialized concept in the field of education and teaching and learning that teachers are less able to learn through personal experience or trial and error, so this indicator doesn’t show a significant difference. So spatial workshops and books and educational materials will have a significant role in the empowerment of teachers. If the “soltani” in his research notes that increased knowledge leads to empowerment of individuals and job satisfaction and self-confidence. Also “Sheibani” reports the role of in-service training courses on increasing of analysis issues’ power and ability to solve problems and create interest in education and increasing of work capacity. So as in-service training courses has a significant role in the empowerment and increasing of interest and motivation, this teachings can create significant effective on performance and eliminate teachers’ weaknesses. Results of assumption 2 shows that between the teachers’ knowledge of rules and regulations before and after the workshop, there are significant differences; so as introduction to the general skills of teaching and organizational expectations has a significant role on increasing of individuals’ empowerment; teachers’ knowledge of rules and regulations, increases people’ collaboration. As results shows in-service training courses on rules and regulations leads people to use of administrative Regulations that according “James” if in service training is planned appropriate to the duties of individuals, it will increase their work ability. Thus, given that there is a missing link between graduation time and teaching time in the universities and university graduates doing teaching skills based on trial and error but not as a skill and educational experiences, so the role of human resources management in educational system is clear for teachers’ empowerment by workshop.

CONFLICT OF INTEREST: NONE DECLARED.

Effective Resource Management in Education: How School Administrators Can Improve Student Learning

According to the National Center for Education Statistics, more than 56 million students are enrolled in elementary or secondary schools across the United States. The responsibility for these millions of students not only falls to their teachers, but on their school administrators as well. Ensuring all of these students receive a high quality education depends largely on effective resource management.

What Is Effective Resource Management?

Effective resource management is one of the most important responsibilities of school administrators. After public schools receive funding from state and federal governments, they must allocate those resources to fund programs and other school necessities. Effective management of human and capital resources is a critically important responsibility. School administrators not only need to make the most of potentially scarce resources, but also align their resource management strategy with the mission and vision of the whole school community.

This is particularly challenging considering the increasingly diverse nature of US schools. Students bring a wide array of cultural backgrounds to the classroom, as well as their own unique learning needs. For example, students who are English language learners may need additional language support, while students with disabilities may need teachers who have specialized training. Some students’ families may be able to afford after-school tutoring, while others may need additional support from their school to meet and exceed educational benchmarks. To successfully address these needs, school administrators must find ways to provide necessary resources to all students.

How School Administrators Can Improve Student Learning

The process of effective resource management begins when administrators assess their schools to identify what resources their students and teachers need, and ends when they make the necessary resources available. Throughout the process, they must consider many potential areas of investment, from teacher hiring to instructional materials to technological tools. The following steps can help school administrators evaluate these considerations and allocate resources where they will have the greatest impact.

Ask Questions and Identify Goals

School administrators can begin the process of effective resource management by first asking, What are my educational goals for my school? Determining these goals will allow administrators to focus their attention on specific areas of need. It may be beneficial to examine a school’s current resource pool to determine if any existing resources can be reallocated to better support student and teacher needs.

While school administrators are responsible for setting a strategic vision for the school, they cannot do so without input from teachers. Asking for teachers to share their priorities and areas of need can help school administrators identify priorities they might not otherwise be aware of.

Analyze Data

To determine whether or not certain resources benefit students and justify the cost, administrators can collect and analyze data.

For example, to determine whether a particular software program helps English language learners develop English speaking, reading, and writing skills, they can monitor student performance before and after implementing the new resource. If teachers notice a significant improvement in student outcomes, administrators will know to continue investing in the program. If the language learning software only seems to be helping a small percentage of students, administrators may decide to reexamine their investment and search for other resources to implement instead.

Prioritize Equity

Equitable resource management is vital when working to ensure that students, staff, and families have access to the resources they need to succeed. To allocate resources in a manner that will best serve all students, administrators must advocate for equitable education and identify ways to support underserved or marginalized groups.

Skills and Qualities of Effective Administrators

Because administrators oversee student success, they need to cultivate a diverse range of skills:

• People skills : Work effectively with and show a genuine interest in students of all levels of education, from preschool to 12th grade.
• Relationship building : Leverage relationships within the school and with the school system or school board in order to advocate for the needs of the students.
• Interpersonal communication : Communicate effectively with parents and guardians.
• Management : Hire teachers and staff members who can contribute to the goals of the school and provide mentorship and training to foster teacher success.
• Decision making : Make decisions that prioritize educational goals, teacher needs, and student outcomes.
• Budgeting : Create budgets and oversee spending to ensure the long term sustainability of programs.
• Creativity : Be innovative in presenting and utilizing limited resources for maximum potential.
• Administrative support : Serve as a support system for teachers, tutors, and specialists. Ensure the quality of education in the school, and cultivate a safe and positive learning environment.

Pursue an Education Career

School administrators play an integral role in the education field. As leaders of schools, administrators identify their students’ educational needs and determine how they can best meet them. By asking the right questions and making strategic decisions, administrators can implement effective resource management.

Individuals interested in pursuing a career as a school administrator can hone the skills they need through American University’s Doctorate in Education program.

Data-Driven Decision Making in Education: 11 Tips for Teachers & Administration

EdD vs. PhD in Education: Requirements, Career Outlook, and Salary

What Is Education Policy? A Peek Behind the Curtains

Apex Learning, “3 Ways Administrators Can Support Learning”

Edutopia, “Getting an Accurate Assessment of Student Learning”

ESS, “Best Practices in Education Resource Management”

Follett Learning, “Guiding Your District to More Effective Resource Management”

National Center for Education Statistics, Back to School Statistics

Reading Rockets, “Role of Principal Leadership in Improving Student Achievement”

Wallace Foundation, “Optimize the Use of Resources to Improve Student Learning—The Three Essentials: Improving Schools”

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Role of Human Resource Management in Education

Human resources (HR) have a significant role in every activity of an institution including educational institutions. Human resource management in education is very important tool for the growth of teachers in educational institution. This is because education personnel's are the major instrument for achieving educational goals and consequently, national development. Human resources (HR) must be able to be managed or regulated properly in accordance with their functions. Human resources (HR) can play a vital role in accordance with their duties and functions in the institution which they are performed to achieve the benchmark set by an institutions. That's why this paper stressed that without an adequate, skilled and well-motivated workforce operating within a sound human resource management programme, development is not possible. Every educational system at every level depends heavily on the human resources for execution of its programme. Human resource management is a very important aspect in the education process in general. Therefore functions in the management of human resources must be carried out optimally so that the needs relating to the goals of individuals, organizations / institutions can be achieved. The function of human resource management in education includes staff maintenance, staff relations, Education should be made attractive by creating a conducive atmosphere for teachers. More government attention is needed for education sector through improved function as education remains the basis for the progress of all other sectors of the society. This paper reveals about the nature of human resource management in the education for the growth and development of teachers for achieving the goals. It brief the concept of planning, organizing, staffing, directing, coordinating, reporting, and budgeting in the educational institution.

Related Papers

Hassan Mirzajani , Dr Hassan Mirzajani

This study examines and analyzes the role of human resources management on improving the effectiveness of education staff. The aim of this study is to analyze the main indicators of organizational management that includes5subscales, searching for staff, staff recruitment and selection, design and implementation of training programs, employee performance evaluation and training of trainers in the organizational unit. For this purpose, 120 people from statistical community of administrators and teachers were selected using simple random sampling. The tool of this study is a researcher-made questionnaire containing 40 questions and is scored on Likert scale. Data was collected after completion of questionnaire by samples. In order to compare the results, statistical model of one-sample t was used for each of the questions related to the indicator of management of human resources. And also using t-model of two independent groups, each item was compared with an emphasis on organizational status (employee-manager) and it was concluded that the impact of human resource management in improving organizational effectiveness is effective in the level of 1% alpha.

Michael Johnson

An analytical report investigating the effects unmanageable workloads have had on the profession due to increased levels of stre employee relationships and teache

Ovidius University Annals: Economic Sciences Series

Ionela Bucăloiu

The connection between the management of the organization and that of human resources is indisputable. The human resources of a school organization represent an indicator of organizational quality. The organization, by its characteristics, ensures the attainment of the level of satisfaction and performance of the employees. Human resource performance evaluation has profound implications for the entire organization and highlights important human resource management activities: continuous professional development, awarding of rewards, motivating employees, maintaining / dismissing them, performance feedback, finding potential and professional training their needs. The conclusions present the demands of the manager's role in achieving a participative management, in exploiting and highlighting the entire individual potential of the employees, in motivating and obtaining their superior performance.

Jurnal Ta'allum

The realization of good quality ideal human resources, have skills and be able to be highly competitive, become a successful development in education. To produce qualified human resources need an optimal empowerment. The progress of science and technology caused a new paradigm in the effort to achieve the success, namely the competition. The Increasing competition demands increased professional of work quality and work efficiency, so the competitiveness is more competitive. Globalization is able to change the nature of work to make professionalization in all areas of life. One of them gives the impact on the teaching profession. There are demands from the public for teachers to more professional in their work. This paper wants to explain about the urgency of increasing human (HR) in education. From this research found: (1) empowerment of human resources in education through; (a) improving the teachers education qualifications and education staff, (b) attending the education process and training, (c) taking courses, (d) improving reading culture, and (e) being active in the mail list; (2) the role of principals in improving the quality of education through; (a) as a leader, (b) as a manager.

Nadya Sukawati

Newton Tuseko

this work highlights how advertising for the job can be done effectively amd how it its effectiveness can be measured

ATITHYA: A Journal of Hospitality

Publishing India Group

Growth of the developing countries is positively associated with the human capital of the Nation. The educational institutions play an important role to build capable and educated societies. In this current modernization where technology is a challenge for technology itself, education needs to undergo a process of change of satisfying the faculty and students needs with the help of Technology. It is important to satisfy the needs of employee to enhance organizational performance. HRM practices is the approach, by which Institutions can enhance the job satisfaction among the employees. Present study is an attempt to understand HRM practices undertaken by the educational institutions and how these practices can improve the individual job satisfaction of the faculty members. This paper examines the impact on employee's satisfaction from the job, particularly on teachers. A sample of 25 teacher employees from the 3 private institutions from Pune, India was used for this analysis. Job stress was measured by workload (no. of hours of lecturing, practices, tutorials and other activities such as class size, various exam evaluations etc.) and workplace environment (such as freedom, timings, career development opportunities etc). Prior studies in different firms indicate that the more stressed workload coupled with stressed workplace environment would severe negatively affect the employee's job satisfaction. This exploratory research focuses on private institutions and employed faculty members and results that overall employee's job satisfaction is directly linked with good HRM practices undertaken in educational institution. Teachers are recognized as key to educational quality and success in any society's education system. The orientation, nature, type and effect of HRM activities and practices are discussed with their relationship to the job satisfaction of the educational institution employees Understanding the importance of human resource policies and practices in the process of teaching, training, professionally

Mustafa Behlül

The aim of this research is to determine and evaluate teacher views of headmasters regarding to fulfilling management functions of human resources. A conceptional frame is provided regarding to importance of human resources at educational institutions and for the definition of human resources primarily. In the research, sufficiency of headmasters regarding teacher views on fulfilling functions of human resources were discussed as: a) Management problems b) socio-economic problems c) what kind of management is indigenised by headmasters. In the research, a qualitative research was conducted which views of teachers are taken, semi-structured data collection model was used which is based on open-ended questions and views of experts were included. The environment of the research is the teachers who are on duty at a private school in the T.R.N.C. In the frame of the research, three questions which were prepared before was used and a way of research which is conducted as interview method ...

Abstract Career management in consideration of the technological and economic changes in the world, the nature of the career or the way people pursue their careers has changed. All education organization needs to improve organization management in order to achieve and sustain their continuous competitive advantages over time. Organization assist employees to manage career by establishing different career management programs. Organization may also contribute to career identity by providing abundant opportunities for self-development, opportunities for advancement and mentors to ensure the effectiveness and efficiency in their organizations through career management practices. This paper examine and assess career management practices in education organization by reviewing literature and how it influencing the effectiveness and efficiency in an organizations by considering strategies, techniques, needs of individuals and needs of an organization towards educational organization success and performance. This paper discuss career management techniques, principles and component of effective career management and supports given to individuals to develop their career.

Marina Sabari

The broad purpose of Human Resource Management function in any education organisation is to attract, develop, retain and motivate personnel in order to achieve school mission. Similar to that, principals need to have knowledge and skills to manage human resource effectively and efficiently , therefore knowledge on current policies, laws and regulation is a must besides having skill to motivate, to recognize differences in subordinates ability, to use appropriate management models and theories, to influence subordinates doing thing correctly, to understand the needs of the subordinates, and to conduct a fair performance appraisal for their subordinates

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6 Important Human Resource Issues in Education

Teachers, school counselors, and others working in education are some of the most important people in society—they equip the rising generation with the skills necessary to change the world. To address this great responsibility, school districts and universities should equip themselves with the best human resource practices for educators to take care of these employees.

The education industry faces unique challenges in managing their workforce, with many administrative decisions outside their control. For example, state funding to most schools has dropped dramatically over the past decade , leaving many schools scrambling for resources.

In spite of these challenges, there are many ways educators can create a great place to work for their employees. Here are six common human resource issues in education every school district and university should keep on their radar.

Issue 1: Recruiting & Hiring Qualified Teachers

Every school is in the market for the most qualified teachers. Unfortunately, when it comes to the most capable educators, there usually aren’t enough to go around. Recruiting and hiring can be a challenge. Causes for this include:

• A limited hiring schedule
• An ongoing teacher shortage
• Exclusive hiring environments
• Difficulties in predicting hiring needs

Navigating a Limited Hiring Schedule

While other industries have the luxury of hiring at all times of the year, most schools have a short hiring season. While it varies between types of schools , hiring usually starts in April or May and ends in August.

Facing the Teacher Shortage

The United States is amid a nearly decade-long teacher shortage . The demand for teachers continues to rise, as more students enroll in schools each year, but there aren’t enough teachers to meet this demand.

To combat the shortage, some school districts have resorted to hiring under-qualified teachers—individuals who have a college degree but no official teacher training. While this method may put a teacher in the classroom, it does so at a cost..

Unqualified teachers cause instability in the teacher workforce, as they frequently resign prematurely or leave after a single year of teaching. Students also feel the negative effects, as high teacher turnover rates can affect the quality of education they receive.

Get in-depth information on how to retain your most skilled teachers.

Creating inclusive hiring environments.

Hiring departments need to mitigate the effect biases can have on the hiring process. That includes:

These biases need to be addressed at all points of the hiring process, including in interview questions and job requirements. For example, requiring teachers to have a “neutral accent” when speaking English, which is common in international education, could be considered biased.

Planning for Variable Hiring Needs

Most schools only have a slim idea of their needs during the hiring season. Some needs can be predicted, such as teachers retiring or the establishment of new educational programs. However, other needs are not so easily anticipated.

For example:

• Teachers being terminated
• Teachers resigning unexpectedly
• Teachers backing out of renewal commitments because they received another offer
• Districts cutting funding to a particular program

As with other industries, recruiting issues often occur after other issues lead to an increase in turnover.

Issue 2: Communicating With Teachers Unions

Teachers unions allow teachers to maintain a strong, unified body of individuals who are passionate about improving their school systems. The unions organize and present teacher demands, which may include:

• More compensation for classroom supplies
• Improved health benefits

Unions also help protect school systems from unwise decisions made by administrators or city officials. A decision made by an inexperienced administrator could have drastic unintended consequences. The collective experience of teachers within a union can offer enough insight to highlight why a new policy may be a bad idea.

All of this suggests that teachers unions are beneficial for teachers and communities alike. Enabling effective communication between unions, the community, and the administration is an important responsibility for HR in education. This includes::

• Understanding wants and needs on all sides
• Informing unions when and why changes are made to their school districts
• Creating an open channel of discussion and feedback to ensure every voice is heard

Issue 3: Planning Payroll & Benefit Packages

Payroll planning is a staple of every HR department, though most people are aware of teachers’ less-than-ideal salaries. On average, teachers are paid 30 percent less than other college graduates, a pattern spurred by constant budget cuts at both the federal and state levels.

Salaries and Benefits

HR departments in education must be able to offer competitive salaries amid small budgets. After all, teachers want to be paid enough to at least cover the cost of their education degree.

HR professionals must also work with their school district to organize enticing health benefit packages. This requires a lot of coordination with different parties to settle on salaries and benefits that can adequately satisfy teacher needs.

Pay Schedules

Because most teachers only work around 10 months out of a calendar year, there are different payment options available to them.

For example, some teachers may choose to only be paid during their 10 working months, while others choose to receive smaller paychecks throughout the entire year. You will have to work with each teacher in your district or facility to help them decide which payment schedule they would prefer.

Issue 4: Enabling Professional Development

Teachers must constantly adapt their teaching styles, skills, and knowledge. Additionally, they may just want to learn new job-related skills they missed out on during their education. HR departments can offer that experience through workshops and development programs.

Teacher Training Programs

Because there are so many different subjects taught at schools, it can be difficult to find training programs applicable to every field of study. After all, what might be an effective teaching strategy in a science lab may not work as well during an English lecture. HR professionals in education will either need to organize subject-specific training or programs that are universally applicable.

Grassroots Communication

Sometimes the best development comes when teachers have the time and space to discuss their craft together. As with other industries, keeping time open for educators to interact with each other (even over something as simple as a group lunch) can lead to shared experiences and collaborative problem-solving.

Leadership Programs

Some teachers may want to take on more leadership roles in their career path, and it is your job as an HR professional to offer that opportunity. Whether it’s to become the head of their department or to transition into an administrative role within a school, leadership training can inspire personal growth for your teachers .

Issue 5: Dealing with Outdated Human Capital Management Systems

Human capital systems refer to the practices an organization uses to attract, retain, and train recruits.

Thanks to technological advances, most organizations have adopted optimized best practices for their human capital management systems, like:

• Using online job boards
• Developing positive workplace cultures
• Offering competitive compensation

The Center for American Progress (CAP) conducted a national survey to see how U.S. school systems compared to other industries. They found that the education sector has not kept up with the changing times.

Recruitment Strategies Are Virtually Nonexistent

School districts don’t do much to attract the most qualified candidates. Most schools:

• Only recruit from local candidate pools
• Are very passive in their recruitment practices
• Do not invest adequate time or resources into the recruitment process

The CAP survey also found the average school district has only 1.8 employees assigned to recruitment.

Mentoring and Onboarding Opportunities Are Not Substantial

Most jobs do not expect their new recruits to complete the same tasks as their veteran employees. For example, a new software developer will usually be assigned much simpler coding assignments than someone who has been at their company for two years.

Unfortunately, this is not the teacher experience:

• Just six percent of schools give beginner teachers a reduced teaching load.
• Only 14 percent of school districts provide classroom assistance to new teachers.
• Barely 18 percent of school districts offer instructional coaching twice a month.

Note: Many colleges and universities do post job listings online and have better targeting and onboarding strategies than their lower-education counterparts. The problems listed here are mostly applicable to K-12 schools.

Issue 6: Communicating with Physically Separated Faculty

When you work in a large school district that encompasses a significant geographic area, it’s difficult to maintain communication with every teacher. If you’re not careful, you may go months without even acknowledging the faculty at a few of your schools.

On a smaller scale, the same can be said for college campuses—different buildings on a large campus make it difficult to share messages about new HR initiatives with your faculty.

When you roll out new healthcare plans or talk to faculty about training opportunities, HR professionals need to find a way to communicate with everyone. Offices have it easy—all they need is a conference room and an hour to go through everything. But when there is this degree of physical separation between employees, more creative measures have to be taken.

Sharing announcements, documents, and resources on an HRIS can help individual educators stay connected, in spite of the physical distance between them. Online training management can also help educators provide needed certification and training without taking time away from students or teacher preparation.

BambooHR: HR software with heart.

Check out our software overview to get to know our award-winning HR software and see how it can directly benefit your schools.

Solve Your District or University’s Issues with Streamlined HR Software

Many of the human resource issues in education that we’ve listed are caused by outdated practices, unpredictable variables, and barriers in communication. Fortunately, most of these problems can be solved with a simple solution: updated HR software.

When an organization’s HR software is up to date, HR professionals can spend less time on operational tasks and more time communicating with their teachers and recruiting highly qualified candidates.

Improving the Teacher Workforce

• Posted May 20, 2024
• By Elizabeth M. Ross

Mary Laski understands how vital effective teachers are. “I had the privilege of having great teachers and know how important that was for me getting here,” says the HGSE doctoral marshal whose mother was also a teacher. Inspired by her own positive experiences, Laski wants to help put more great teachers in front of more students.

For her doctoral dissertation called Essays on the Teacher Workforce , Laski wrote three separate pieces. Two of her papers have already been shared publicly, including research on lessons the teaching profession can learn from encouraging developments in the nursing field and an evaluation of a pilot teaching program in Mississippi .  The pilot allowed some school principals in the state to tackle teacher shortages by selecting in-house paraeducators and other experienced staff, who had not been able to pass Mississippi’s traditional licensing exams, to fill open teaching positions using provisional licenses. Because Laski found positive results with the program, Mississippi has moved forward with a performance-based licensure pathway for some teachers based on their success in the classroom. Laski’s third paper examined the role that principals play in the quality of teachers in schools.

“If you read the education news, all you hear about is how hard it is to be a teacher and how everything is going wrong with the teaching profession, and there's some truth in that,” Laski explains. “But I ended my research journey on an optimistic note. There are bright spots and places where we could be thinking more carefully about supporting teachers and getting great teachers in the classrooms.”

Laski recently reflected on ways to improve the teaching field and shared what she values most about her time at HGSE.

Where do you think the hope lies for the teaching profession, following the research that you’ve done?   I think the pandemic really put a spotlight on how hard it is to be a teacher and a lot of issues with the profession, so I think this is a prime moment now to be thinking more critically about this role that we all know is really important but is also really hard. It doesn’t have to be this way. Nursing has figured out a way to be a more appealing profession and there are ways that we could be thinking about teaching differently to make it more appealing. Also, principals clearly can be doing things to support their schools in their management of teaching. And we could be thinking more carefully about how to support principals in making the best decisions for their schools.

How has your time at HGSE helped you?   Six years is a long time and the amount of things that have happened is mind blowing to me. There was the global pandemic. I also became a parent, which was a huge personal change, so I feel like a very different person than I was six years ago. I feel very grateful for all of the opportunities I've had. I think I'm most grateful for my cohort of other doctoral candidates. We became really, really close our first year and I’m so glad about that because we were able to keep our community going when we all went virtual the second year [during the pandemic.] We had Zoom study groups and regular reading groups.  We were able to keep supporting each other continuously. That community, I feel, is the only way that I made it through this program so, I'm very, very thankful for them. 

How did you balance being a new mom and getting your Ph.D. at the same time?    Several of my friends also became parents for the first time so there's a group of new mom friends and having other people going through that big change with you or that have done it recently is very helpful. But yes, particularly managing being in a Ph.D. program, I could not have done that without many other women in my same program who helped me understand how to manage it.... I'm actually expecting another kid this summer. There are also some other people that are graduating pregnant. We have a good community of moms.

What does it mean to be chosen by your peers to be a Commencement marshal?   It’s really one of the most meaningful parts of graduation for me. I built lifelong friendships in this program. I learned a lot in my classes, but I think I maybe learned more from my cohort mates and that is really one of the greatest benefits of this program. I didn't even appreciate, before applying or starting here, how much I would benefit from having that group of colleagues who were thinking about similar things and so smart and so caring and going through the same things as me. I'm just very, very flattered and honored.

What are your future plans?    I actually have already started a position at Arizona State University as a research principal, continuing a lot of the same work, thinking about how we can be reimagining what teaching looks like to make it more sustainable and attractive to folks. Arizona State has this big initiative called the Next Education Workforce. It's basically getting teachers to work together in teams, sharing a roster of students, and distributing their expertise — really making the job look different, so that they're working together a lot more, collaborating. Everyone always talks about the first year of teaching being so hard, but when you're all alone in a classroom all day with kids and it's really hard, that just makes it even worse. The opportunity to have more support with your co-workers is something that we look for in a lot of professions. What I like about my job is collaborating with really smart, caring people and we don't always offer teachers that opportunity.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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What is the importance of human resource management for your business.

Published: 17 May 2024

Updated: 20 May 2024

As an essential component of employee growth and retention, d iscover how human resource management maximises business success beyond hiring and firing. 

Human resource (HR) management is the overall approach to how a company manages its employees to meet strategic objectives and gain a competitive advantage. 

Functions of human resource management

Human resource management activities vary depending on a company's size, but almost always includes administrative, operational, and strategic functions – even if one person does them all.

HR functions can be carried out using one or multiple HR systems or manually. Let’s look at some of the tasks carried out by human resource management teams.

EFFECTIVE HUMAN RESOURCE MANAGEMENT HELPS ENSURE THAT EMPLOYEES ARE WORKING TOWARD YOUR COMPANY’S GOALS.

Administrative tasks

The HR department's administrative tasks and skillset are critical for managing your employees. An HR administrator’s role could include:

• Preparing and distributing offer and termination letters
• Organising and maintaining employee records
• Tracking sick and vacation days
• Providing relevant employee information to payroll systems
• Updating company policies
• Answering employee queries about HR-related issues

Many of these HR tasks are business-critical and are required for compliance with state and federal employment law . They can be completed using standard office software, or automated using a human resource information system (HRIS). To choose what works for your company, consider the size of your employee headcount, the volume of employee transactions, and the cost of hiring HR administrators.

For a company of roughly 10 people, employee records can probably be adequately maintained in a spreadsheet. Companies with more than 100 employees, though, will benefit greatly from using specialised HRIS software. If your company falls somewhere in between, the decision will depend on how much manual administration business leaders are willing to handle.

Operational management

HR carries out a range of important day-to-day operational functions that keeps business moving.   HR operational activities include:

• Talent management  , such as recruiting, hiring, and retaining employees, as well as employee relations and support
• Overseeing compensation and benefits
• Training and development of staff
• Maintaining HR regulatory compliance

These functions quickly become more complex as organisations grow, potentially requiring the need for a HRIS. For instance, if you hire only one or two people per year, you won’t have many candidates to track or interviews to schedule. But if your company is growing and multiple roles are being recruited at one time, an applicant tracking system (ATS) may help keep the process organised and save HR’s and managers’ time.

ATS software is used to support the hiring process by enabling recruiters to track candidate information and resumes to more easily match job openings to suitable candidates.

Add value with strategic activities

If administrative tasks and operational functions are core to HR, strategic activities are the difference between good and great human resource management.

A strong HR management function links HR strategy with the company’s larger mission. Without this connection, your company might not be reaping the full rewards of your employees’ hard work.

Here are strategic people-related questions that HR strategists might consider:

• Are we managing and using our people effectively?
• Can we identify missing competencies needed to enhance individual and company performance?
• Do we tie individual performance appraisals and compensation to key competencies?
• Do we have effective and efficient approaches for designing business processes, succession planning, and career development?
• Does our employee base have the skill sets the business needs to grow?

The best way to answer these questions is to analyse the underlying data. For example, reviewing performance appraisals might help you determine whether employees are aligned with the company’s mission or if they need more support to buy in. This includes assessing if the employee earned a pay rise or bonus, or needs further training to accelerate their career growth.

Get support from HR information systems

For many organisations, HRIS software is an essential contributor to efficient HR management. HRIS drives efficiencies by automating aspects of HR, such as payroll, benefits administration, and compliance. Some may also include a combination of recruiting, performance management, training, and reporting modules.

Perhaps the most important benefit of HRIS software is having everything in one central database. This makes retrieving and managing information easier and more secure than managing records manually, simplifying compliance. It also improves accuracy because it’s faster and easier to search for information.

Many payroll companies provide systems that act as a workforce management tool, enabling you to track and integrate all information that impacts payroll. Some software even covers talent management, simplifying the hiring, retention and development of employees. HRIS software can track and analyse employee performance and compensation, helping business leaders evaluate diversity statistics, or provide self-directed learning.

Key Takeaways on the importance of human resource management

Effective human resource management helps businesses ensure that employees are satisfied, motivated and working towards company goals. Accomplishing this in an efficient manner usually requires some process automation and system support.

The right HRIS software provides leaders with data and information to make important operational and strategic business decisions faster and more efficiently.

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• About Adverse Childhood Experiences
• Risk and Protective Factors
• Program: Essentials for Childhood: Preventing Adverse Childhood Experiences through Data to Action
• Adverse childhood experiences can have long-term impacts on health, opportunity and well-being.
• Adverse childhood experiences are common and some groups experience them more than others.

What are adverse childhood experiences?

Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years). Examples include: 1

• Experiencing violence, abuse, or neglect.
• Witnessing violence in the home or community.
• Having a family member attempt or die by suicide.

Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding. Examples can include growing up in a household with: 1

• Substance use problems.
• Mental health problems.
• Instability due to parental separation.
• Instability due to household members being in jail or prison.

The examples above are not a complete list of adverse experiences. Many other traumatic experiences could impact health and well-being. This can include not having enough food to eat, experiencing homelessness or unstable housing, or experiencing discrimination. 2 3 4 5 6

Quick facts and stats

ACEs are common. About 64% of adults in the United States reported they had experienced at least one type of ACE before age 18. Nearly one in six (17.3%) adults reported they had experienced four or more types of ACEs. 7

Preventing ACEs could potentially reduce many health conditions. Estimates show up to 1.9 million heart disease cases and 21 million depression cases potentially could have been avoided by preventing ACEs. 1

Some people are at greater risk of experiencing one or more ACEs than others. While all children are at risk of ACEs, numerous studies show inequities in such experiences. These inequalities are linked to the historical, social, and economic environments in which some families live. 5 6 ACEs were highest among females, non-Hispanic American Indian or Alaska Native adults, and adults who are unemployed or unable to work. 7

ACEs are costly. ACEs-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States. 8

ACEs can have lasting effects on health and well-being in childhood and life opportunities well into adulthood. 9 Life opportunities include things like education and job potential. These experiences can increase the risks of injury, sexually transmitted infections, and involvement in sex trafficking. They can also increase risks for maternal and child health problems including teen pregnancy, pregnancy complications, and fetal death. Also included are a range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide. 1 10 11 12 13 14 15 16 17

ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress. Toxic stress, or extended or prolonged stress, from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. These changes can affect children’s attention, decision-making, and learning. 18

Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. 18 These effects can also be passed on to their own children. 19 20 21 Some children may face further exposure to toxic stress from historical and ongoing traumas. These historical and ongoing traumas refer to experiences of racial discrimination or the impacts of poverty resulting from limited educational and economic opportunities. 1 6

Adverse childhood experiences can be prevented. Certain factors may increase or decrease the risk of experiencing adverse childhood experiences.

Preventing adverse childhood experiences requires understanding and addressing the factors that put people at risk for or protect them from violence.

Creating safe, stable, nurturing relationships and environments for all children can prevent ACEs and help all children reach their full potential. We all have a role to play.

• Merrick MT, Ford DC, Ports KA, et al. Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention — 25 States, 2015–2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1 .
• Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010 .
• Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness—Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.
• Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health https://doi.org/10.1146/annurev-publhealth-090419-101940 .
• Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families.; 2010.
• Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.
• Swedo EA, Aslam MV, Dahlberg LL, et al. Prevalence of Adverse Childhood Experiences Among U.S. Adults — Behavioral Risk Factor Surveillance System, 2011–2020. MMWR Morb Mortal Wkly Rep 2023;72:707–715. DOI: http://dx.doi.org/10.15585/mmwr.mm7226a2 .
• Bellis, MA, et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.
• Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students — Adolescent Behaviors and Experiences Survey, United States, January–June 2021 | MMWR
• Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.
• Miller ES, Fleming O, Ekpe EE, Grobman WA, Heard-Garris N. Association Between Adverse Childhood Experiences and Adverse Pregnancy Outcomes. Obstetrics & Gynecology . 2021;138(5):770-776. https://doi.org/10.1097/AOG.0000000000004570 .
• Sulaiman S, Premji SS, Tavangar F, et al. Total Adverse Childhood Experiences and Preterm Birth: A Systematic Review. Matern Child Health J . 2021;25(10):1581-1594. https://doi.org/10.1007/s10995-021-03176-6 .
• Ciciolla L, Shreffler KM, Tiemeyer S. Maternal Childhood Adversity as a Risk for Perinatal Complications and NICU Hospitalization. Journal of Pediatric Psychology . 2021;46(7):801-813. https://doi.org/10.1093/jpepsy/jsab027 .
• Mersky JP, Lee CP. Adverse childhood experiences and poor birth outcomes in a diverse, low-income sample. BMC pregnancy and childbirth. 2019;19(1). https://doi.org/10.1186/s12884-019-2560-8 .
• Reid JA, Baglivio MT, Piquero AR, Greenwald MA, Epps N. No youth left behind to human trafficking: Exploring profiles of risk. American journal of orthopsychiatry. 2019;89(6):704.
• Diamond-Welch B, Kosloski AE. Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect. 2020 Jun 1;104:104468.
• Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663
• Narayan AJ, Kalstabakken AW, Labella MH, Nerenberg LS, Monn AR, Masten AS. Intergenerational continuity of adverse childhood experiences in homeless families: unpacking exposure to maltreatment versus family dysfunction. Am J Orthopsych. 2017;87(1):3. https://doi.org/10.1037/ort0000133 .
• Schofield TJ, Donnellan MB, Merrick MT, Ports KA, Klevens J, Leeb R. Intergenerational continuity in adverse childhood experiences and rural community environments. Am J Public Health. 2018;108(9):1148-1152. https://doi.org/10.2105/AJPH.2018.304598 .
• Schofield TJ, Lee RD, Merrick MT. Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: a meta-analysis. J Adolesc Health. 2013;53(4 Suppl):S32-38. https://doi.org/10.1016/j.jadohealth.2013.05.004 .

Adverse Childhood Experiences (ACEs)

ACEs can have a tremendous impact on lifelong health and opportunity. CDC works to understand ACEs and prevent them.