EDUCATIONAL MANAGEMENT

Unit III Organisational Management

a) Human Resource Management (Meaning, Need & Process)

Human Resources are the people an organization employs to carry out various jobs, tasks, and
functions in exchange for wages, salaries, and other rewards.
What is Human Resource?
Human resources include total knowledge, skills, creative abilities, talents and aptitudes of an
organisation’s workforce, as well as the values, attitudes, approaches and beliefs of the individuals
involved in the affairs of the organisation.
It is a science as well because of the precision and rigorous application of theory that is required.
Human Resource Management (HRM) is an ‘art and science’.
Thus, HRM is both the art of managing people by recourse to creative and innovative approaches.

According to the British Institute of Personnel Management :

HRM/Personnel Management can be defined as “that part of management which is concerned with
people at work and with their relationship within an organization.”

What is Personnel/ Human Resource Management?

According to American Management Association:

Human Resource Management is that field of management which has to do with planning,
organizing and controlling various operative functions of procuring, developing, maintaining and
utilizing a work force in order that

(a) the objectives for which the company is established are attained as efficiently and
economically as possible;

(b) the objectives of all levels of personnel are served to the highest degree; and

(c) the objectives of the community are duly considered and served.

Meaning of Human Resource Management (HRM):

 HRM is concerned with the ‘people’ dimension in organisation. Every organisation is made up of
people, acquiring their services, developing their skills, motivating them to high level of
performance and ensuring that they continue to maintain their commitment to the organisation are
essential to achieving organisational objectives.
 HRM is a strategic approach to the acquisition, motivation, development and management of the
organisation’s human resources. HRM attempts to develop an appropriate organisational culture and
introduce programmes which reflect and support the core values of the organisation and ensure its
success.

Three meanings attached to the concept of HRM

1. Persons working in an organisation are regarded as a valuable source, implying that there is a need
to invest time and effort in their development.
 2. They are human resources which mean that they have their own special characteristics and,
therefore, cannot be treated like material resources. The approach focuses on the need to humanise
organisational life and introduce human values in the organisation.
3. Human resources do not merely focus on employees as individuals, but also on other social
realities, units and processes in the organisation.

These include the role or the job a person has in the organisation, the various teams in which people
work, inter-team processes and the entity of the total organisation.

The purpose of HRM is to ensure that the employees of the organisation are used in such a way that the
employer obtains the greatest possible benefit from their abilities and the employees obtain both material
and psychological rewards from their work (Graham, 1978).
Need of HRM
 In achieving Objectives of the organization
 Facilitates professional growth
 Better relations between union and management
 Helps an individual to work in a team/group
 Identifies person for the future
 Allocating the jobs to the right person
 Improves the economy

Need of HRM

(i) To ensure effective utilisation of human resources, all other organisational resources will be
efficiently utilised by the human resources.

(ii) To establish and maintain an adequate organisational structure of relationship among all the
members of an organisation by dividing of organisation tasks into functions, positions and jobs, and by
defining clearly the responsibility, accountability, authority for each job and its relation with other jobs in
the organisation.

(iii) To generate maximum development of human resources within the organisation by offering
opportunities for advancement to employees through training and education.

(iv) To ensure respect for human beings by providing various services and welfare facilities to the
personnel.

(v) To ensure reconciliation of individual/group goals with those of the organisation in such a manner
that the personnel feel a sense of commitment and loyalty towards it.

(vi) To identify and satisfy the needs of individuals by offering various monetary and non-monetary
rewards.
Processes / Functions of HRM
• Human Resources Planning
• Job and Work Design
• Job Analysis
• Recruitment
• Selection and placement
• Induction
• Training and Development
c) Management of Change –Meaning, Types and Process
Meaning of Change: Change is a process, not an event. It can be planned or unplanned and can be
influenced by forces inside and outside of the educational institution.Change is the process of altering
behavior, purposes, structure, procedure or product of some unit within an institution.
Three Phases of Change
• Current State: Employees generally prefer the current state.
• Future State: The future state is unknown to the employee.
• Transition State: The transition state creates stress and anxiety
Causes of change:
 Environmental factors:- government policies and regulations
 Need of the stakeholders
 Demand for better conditions
 Change in the curriculum
 Impact of social media
 Globalization
 Change in the technology etc.
 Economic, political, social , legal and labour market environment( Please elaborate the points)
Factors Affecting the Change Process:
 Capacity for change
 Forces that positively influence change
 Forces that negatively influence change
 Theories that inform change
Types of change:
Planned change: Conscious, deliberate and long term efforts to enhance an organisation’s problem
solving capacity.
Spontaneous change: Change that is emerged in short time frame as a result of natural circumstances and
random occurrences.
Evolutionary change: The change associated with the idea that institutions that evolve through time,
people, conditions and events. (Please refer Administration and Management of Education book by Dr. S.
R. Pandya)
Managing change as a process takes place on two levels:
Individual level: Individuals are successful at change when they have Awareness, Desire, Knowledge,
Ability and Reinforcement. This results-oriented description of the individual change process gives
change management practitioners a new focus.
Organizational level: When it comes to managing change at the organizational level, viewing change as a
process helps determine the sequencing and content of the change management effort.

What is Change Management? (Meaning)

A structured process and set of tools for leading the people side of change.
 • Change management is a systematic approach to dealing with the transition or transformation of
an organization's goals, processes or technologies.
• The purpose of change management is to implement strategies for effecting change, controlling
change and helping people to adapt to change.
• Such strategies include having a structured procedure for requesting a change, as well as
mechanisms for responding to requests and following them up.
Thus, change management can be defined as a structured approach to transitioning individuals, teams, and
organizations from a current state to a desired future state.
Principles of Change management
• At all times involve and agree support from people within system (system = environment,
processes, culture, relationships, behaviours, etc., whether personal or organisational).
• Understand where the organisation is at the moment.
• Understand where organisation wants to be, when, why, and what the measures will be for
having got there.
• Plan development towards in appropriate achievable measurable stages.
• Communicate, involve, enable and facilitate involvement from people, as early and openly and
as fully as is possible.
Need of Change Management
• Minimize resistance
• Increase engagement
• Improve performance
• Reduce costs
• Enhance innovation

Process of Change Management:

The change management process is the sequence of steps or activities that a change management team or
leader follow to apply change management to a change in order to drive individual transitions and ensure
the organisation meets its intended outcomes.
1. Preparing for change (Unfreeze)
This first stage of change involves preparing the organization to accept that change is necessary, which
involves break down the existing status quo before building up a new way of operating. The first step in
managing change is awareness is created around the employees’ reasons or need for change and the risk of
not changing.
2. Managing Change (Change)
This is the phase where the changes that have been planned are actually initiated and carried out. Changes
could relate to the mission, strategy, objectives, people, task work role, technology, structure, culture or
any other aspect of institution. Well thought out changes have to be carefully implemented with the
participation of members who will be affected by change. Members start to believe and act in ways that
support the new direction.
3. Reinforcing change (Refreeze)
At this phase it is ensured that the changes that have been introduced are working satisfactorily, that any
modification , extra considerations, or support needed for making the change operational are attended to,
and that there is reasonable guarantee that the changes will indeed fill the gap and bring the system to the
new ,desired state of equilibrium. The results are monitored and evaluated and whenever necessary,
corrective measures are taken to reach the new goal.

b) Quality Management: Concept, Process and Indicators

What is management?
Management may be defined as the achievement off organizational goals in an effective and efficient
manner through: Planning, Organizing, Leading, and Controlling organizational resources.
What is Quality?
There are many short definitions of quality:
 Fitness for use. - Joseph Juran (1974)
 Meeting customer expectations.
 Doing the right things right
 Two dimensions.
 Product features.
 Freedom from deficiencies.
 Quality is “uniformity and dependability” – Edward Deming
 Quality is the capability of products or services to knowingly satisfy those preconceived
composite wants of the user (s) that are intelligently related to the characteristics of
performance, and do not cause major overt or covert reactions or actions by other people. -
Jhonson
The term quality, which encompasses economic, social, cognitive and cultural aspects of education, is
perceived as an integral feature of the educational process and its results. By providing high quality
educational services, educational institutions play an important role in the development of the national
economy, of the society as a whole and of its individual members. Total quality can only be achieved by
establishing an innovative organization, one that is flexible, which can adjust quickly to changes in its
environment and is capable of learning. To improve education quality, an essential factor of economic and
social development in the 21st century, it is crucial to reduce the huge amount of knowledge students are
supposed to master, focusing their attention to a system of basic knowledge, on creativity, problem-
solving and lifelong learning.
A)Meaning of institutional quality-Institutional quality is an integrated institutional approach in
delighting customers (both internal and external ) by meeting their expectations on continuous basis
through everyone involved with the organization working on continuous improvement in an academic
performance , services and processes along with proper problem solving methodology.
Institutional quality refers to –
“ Meeting the expectations of internal and external customers consistently by continuous improvement in
the quality of work , functioning , academic performance , services rendered to the customers and the
processes which goes on in the an educational institutions.” Thus, it means a continuous improvement in
an academic performance and services to meet the needs of customers in the most efficient manner.

Institutional Quality means the existence of all the attributes that gives the institution a stature along with
characteristics that contribute to successful contribution to the promise that the institution stand for.

Importance of Institutional Quality

1.Satisfaction of internal and external customers- This incorporates satisfaction of students, parents,
societies, industries and higher education with respect to the academic performance and quality of output.
2. Meeting the demands of parents and society- Parents and society raise questions about the adequacy
of infrastructure , resources and effectiveness of the processes of educational institutions.
3. Competition- Educational institutions should be in better position to face the cut-throat competitions in
the market. E.g. Reputed coaching classes , emerging schools in the same area, Competitions with the
schools run by different educational boards etc.
4. Goodwill- Institutions which provide quality education generate name and reputation to the institution.
This is the output of constant efforts to bring the improvement in the product or services. To maintain and
enhance and upgrade the quality of teaching and service offered to the students.
5. Highly motivated personnel-Personal and job satisfaction of employees directly affects the quality of
the institution. Institutions need dedicated and disciplined faculty. Motivated employees receive
recognition and reward for their services. They add to the reputation of the institution and contribute in the
quality maintenance.
6. Lower rejection rate- Quality improvement helps institutions to produce the output at acceptable
quality. E.g. students from reputed institutions are easily and highly welcome to the industries.
7. Reduction in stakeholders complains- Institution quality enhances the confidence and trust level of
the stakeholders. It also leads the institution to reduce the turnover rate failure and wastage and stagnation
of students.
8. Quality of input- Quality improvement focuses on better facilities to the employees in terms of
working conditions, pay, training, amenities like recreation facilities, educational facilities for students.
This enhances reputation of the institution. It attracts the stakeholders and institutions can get better
inputs.
9. Expansion and diversification- Quality programmes generates a good name in the society. It also
brings in high returns in terms of input. This enables an institution to expand and diversity. E.g.
introducing new courses, new academic disciplines etc.
Institutional quality incorporates 3 terms:
Benchmarking
Benchmarking involves comparing a set of products or services against the best that can be found within
the relevant field of education. It incorporates regularly comparing aspects of performance (functions or
processes) with best practitioners, identifying gaps in performance, seeking fresh approaches to bring
about improvements in performance, following through with implementing improvements, and following
up by monitoring progress and reviewing the benefits.
Quality Assurance
Quality Assurance is a process oriented to guaranteeing that the quality of a product or a service meets
some predetermined standard. Quality assurance makes no assumptions about the quality of competing
products or services. The aim in quality assurance is to ensure that a product or service is fit for the
market.
Quality Improvement
Quality Improvement is concerned with raising the quality of a product or service. The type of comparison
that is made when engaged in quality improvement is between the current standard of a product or service
and the standard being aimed for.

What is quality management all about?

Try to manage all aspects of the organization in order to excel in all dimensions that are important
to “customers”

Two aspects of quality:

features: more features that meet customer needs = higher quality

freedom from trouble: fewer defects = higher quality

 Quality management ensures that an organization’s product or service is consistent.

 It has four main components:
 quality planning,
 quality assurance,
 quality control and
 quality improvement.
 Quality management is focused not only on product and service quality, but also on the means to
achieve it.
 Quality management, therefore, uses quality assurance and control of processes as well as products
to achieve more consistent quality.

Principles of QM

 Customer focus
 Leadership
 Engagement of people
 Process approach
 Improvement
 Evidence based decision making
 Relationship management
 Criticism
 Quality improvement

The success of quality management depends on its eight components: ethics, integrity, trust, education,
teamwork, leadership, recognisability and communication.The Quality Management Process is undertaken
to ensure that the Quality Targets identified within the Quality Review Form are achieved by applying
clearly defined Quality Assurance and Quality Control techniques.
Processes of Quality Management:
A Quality Management Process is a set of procedures that are followed to ensure that the deliverables
produced by a team are "fit for purpose".
The start of the Quality Management Process involves setting quality targets, which are agreed with the
customer.
The educational institutions of today are concerned with quality. With the emergence of competition
among schools, the identification of the academic institutions that have a high level of quality has become
a crucial issue. In the school setting, students and their parents should attain satisfaction from educational
services. The services in school should be rendered with the perspective that the students are paying for
the services that are provided by the school.
Quality management process includes “all activities of the overall management function that determine the
quality policy, objectives, and responsibilities and implements them by means such as quality planning,
quality control, quality assurance, and quality improvement, within the quality system.”
Three key processes of Quality Management:
1. Establish Quality Criteria and Standards (plan),
2. Measure Quality of Deliverable ( Do),
3. Enhance Quality Achieved (Check and Act).

Process of Quality Management:

Though there are many steps in to implementing a Quality Management System, the following steps are
essential:

Step 1: Identify Organizational Goals: The process of quality management starts by defining how
employees’ jobs are tied to organizations goals. Employees need to know the organization’s mission,
vision, values, how they relate to the organisation and their role in it. All new employees should receive a
thorough orientation with regards to the organisation’s vision, mission, values and goals. Knowing their
individual goals and how it relates to the organization’s goals is the first step in the process of quality
management.

Step 2: Identify Critical Success Factors: The factors that make an organization’s quality management
system successful should be identified. These factors can be a well-designed teaching learning process,
curriculum design, technical support, stake holder’s support, financial security, or employee satisfaction.
One need to make a list of the primary factors that influence the process of quality management and
continuously and consistently manage those factors.

Step 3: Identify Internal and External Customers and their feedback: Identifying the key groups of
stakeholders that make quality management system work. Knowing these stakeholders and their needs can
help organisation develop programs and services for these people. Often customers are parents, students,
employees, schools employers, etc. Stakeholders feedback is essential in the process of quality
management. Consistent stake holders feedback enables organizations to detect and solve quality
problems before it become a serious issue.

Step 4: Plan At this step the organisation has to decide the quality in accordance with the expected output
policy. It also has to set the overall policy, objectives and processes necessary to deliver results in
accordance with the expected target or goals to enhance quality. Established structure and provision of
resources is also a part of the targeted improvement.

Step 5: Implement Continuous Improvements: Quality management is synonymous with continuous

improvement. The results or information gleamed from feedback from stakeholders must be used to make
the necessary changes to the quality management process. At this stage the plan or policy is implemented
through the organisation, the process is executed. Resources are allocated. This could entail more
leadership development, staff training, higher levels of staffing, corrections to the teaching learning
process, Curriculum design and planning etc. The essential factor is to study the feedback received and
uses it to continuously improve the organizations processes in delivering the services to its stakeholders.
Step 6: Check Quality: Study the actual results and compare against the expected results ,targets or goals
from the "PLAN" to ascertain any differences. Look for deviation in implementation from the plan and
also look for the appropriateness and completeness of the plan to enable the execution

Step 7: Measure Results: At this stage the plan or policy is implemented through the organisation is an
improvement to the prior standard, then that becomes the new standard for how the organization should
ACT going forward If the CHECK shows that the PLAN that was implemented is not an improvement,
then the existing standard will remain in place. In either case, if the CHECK showed something different
than expected (whether better or worse), then there is some more learning to be done. When an
organization does not reach its goals, make sure everyone is clear on what required corrective action is
necessary to ensure the goals are achieved.

Indicators of quality in education

The system of indicators of quality in education, as well as the quality criteria associated with the
indicators, help schools to point out the important areas of their own activities - their own advantages and
disadvantages and development opportunities. School quality team can debate about representation and
development of particular indicator aspect and search for method for upgrade and meliorate indicator
representation in specify school circumstances. The indicators are grouped into seven areas with specific
topics:
1. Curriculum - structure of the curriculum (program/goals, tasks, focus on development of functional
tasks, focus on students’ activities, courses and programs and integration of programs within and between
areas). Curriculum revision should be done on regular basis. Hence, there is a need for a certain amount of
flexibility in the curriculum to incorporate the emerging concerns. In other words, school curriculum
should respond to both the current and the futuristic scenario of higher education. The institution should
emphasize that the faculty members use interactive and participatory approach in the transaction of
curriculum.
2. Achievements: - Educational outputs, including indicators of educational attainment of institutions,
brand image created by the institution, learning achievement, course completion, equity outcomes and
social outcomes of education. Achievement results by grade and subject, student attendance, completion
of admissions coursework, student discipline, and teacher credentialing, among others. Institutions’
accountability results, which are derived from student outcome data to indicate Institutions’ overall
performance and the extent to which they have met their annual state goals. Internal branding (students,
faculty and staff) and external branding (industry, society, media and accreditation councils etc.
3. Learning and teaching - Curriculum transaction is the most crucial dimension of an institution’s
functioning. The dynamism, flexibility and intentions of the curriculum visualised/planned need to be
explicated in the transaction modes, which means, these features must be observable in the manner in
which the curriculum design is put to practice. The extent of teacher involvement and commitment,
student interest and motivation, coordination between and among the various units of the institution as
well as the several learning activities, meaningful interconnections among the theoretical and practical
activities on the one hand and the institutional and the field based activities on the other are important
considerations for effective curriculum transaction.
4. Students’ support–(students’ personal, social and spiritual growth - progress and achievement
monitoring - support in all aspects of learning, progress, students’ and teachers’ personal
development.)The institution has to identify the needs of the students and provide individualized support
depending on the nature and extent of problems confronting the students. The various support services
thus need to take into account the students’ educational, social, personal and vocational needs
comprehensively. Facilitating mechanisms like guidance cell, and financial aid to support students are
some examples. Through the various activities on and off the campus the institution encourages positive
social interaction and self-motivation fostering the holistic development of the student.
5. School ethos–A clear statement of Policies, Regulations, and Committees is essential for organizing
the programme as envisioned in the curriculum. It also brings uniformity in implementation by more than
one unit of the institution and ensures equivalence in successive implementation.
An effective internal quality management demonstrates dealing with the processes through team work,
involving people from all units and levels, improvement and training in management systems,
identification and elimination of barriers to teaching-learning and constant review and analysis of data for
development. Participatory management procedures and creative governance of human and material
resources are important areas which reflect the quality of an institution and ensure that the academic and
administrative planning in the institution move hand in hand. The goals and objectives need to be
communicated and deployed at all levels to ensure every individual employee’s contribution towards
institutional development.
6. Resources –(efficient human and material resources )
Faculty – Quality educational processes require qualified and professional principal, well-trained
teachers able to use learner-centered teaching and learning methods, and life skills approaches, which tend
to emphasize capabilities. Teacher’s classroom performance, turnover rate of faculty, moral and
motivational level of the faculty, commitment of the employees and staff development mechanism etc. are
the indicators of institutional quality.
Other Resources: There must be adequate hygiene and sanitation facilities accessible to all, and, if
possible, health and nutrition services in the vicinity. Physical environment i.e. Building standards,
Sanitation standards, Furniture standards, Equipment standards should be maintained.School policies and
their implementation must promote physical and mental health, safety, and security. While the physical
environment is better understood, the psycho-social one, which is at least as important, deserves serious
attention so that practices such as gender discrimination, bullying, corporal punishment, and forced work
are eliminated.
7. Management, leadership and quality assurance–
These element include clear, vision-driven management and effective leadership; keeping the goals of the
organization limited and ensuring that these schools are addressed; making standards explicit and
operational; introducing continuous change, improvement and innovation; building in high-involvement,
commitment, participation, ownership, and empowerment of colleagues; informed an pro-active
leadership; devolution of responsibility to autonomous teams; the use of management information systems
to monitor and measure activities and outcomes; and the development of creativity through problem
solving approaches and reward systems.