9 chapter 9staff development

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Staff Development


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Development

Refers to formal education, jobexperiences, relationships, andassessments of personality and

abilities that help employees performeffectively in their current or their

future job and company.


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i. An administrative process to designplan/programs for development of humanresources in order to attain strategic humanresources goals and objectives.

ii. Another function is to upgrade investment inrespective areas that are deemed to havegreater impact on performance improvement.Teacher development programs must beplanned systematically for the teacher to givefull commitment and support.

Staff Development


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Deterrents Viewing staff development as an end in itselfrather than as a means to an end. Initiating unguided and unorganized staffdevelopment programs. Disregarding the need for professionalization ofinternal agents. Minimizing the importance of validating job-

relatedness of staff development. Assuming that correcting staff development willsolve major organizational problems.

Staff Development Problems


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Deterrents

Failing to aim staff development process at specificbehavioral objectives in advance of program initiation. To reject the concept of staff development as a tool forleveraging human resources strategy. Lacking models to analyze whether programs producechange whether the desired one; or changes inperformance met targeted need. Emphasizing program activities rather than facilitation oflearning and resultant behavior.

Exclude greater centralized control over the costeffectiveness of staff development programs.


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Effective Staff Development For ASystem Approach

Training in the concepts, values, and specifictools of systems thinking. Ongoing processes that involve all segments ofthe organization in a dialogue to get the

collective rather than individual staffdevelopment.Focus on the application of the beliefs and toolsof the system in the context of day-to-day

workings of schools and the school systems. Questioning and examining underlyingassumptions and beliefs.


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Staff Development Process A process model to examine ways in which a school system plans,implements, and evaluates its personnel development plans

Position- holders

Diagnostic

Design

Operation

Evaluation

Phase 1

2

3

4

F E E D B A C K


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Phase 2 (Design of Development Plans)

Design from System Policy declaration of intention in writtenpolicy (e.g. National Philosophy of Education, Rukun Negara, etc.

Design from Research findings from investigations of staffdevelopment practices (e.g. strong leadership help teachers;schools support staff programs).

Design from Value Trends staff development concept changeover time; the program become outmoded and unworkable as theschools environment change.

Design from Career Stages the willingness of school to providecontinuing improvement opportunities for personnel (e.g. careergoals, career counseling, career pathing, information about positionvacancies & programs.

Personnel Development Process


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Models of Staff Development

Types Model Assumptions

Individually guided Can best judge their own learning needs/self directed.Most motivated when they select learning goals based ontheir personnel needs.

Observation /

Assessment

Can provide the teacher with data that can be reflected on

and analyzed for the purpose of improving studentlearning.

Involve indevelopment/Improvementprocess

Teachers acquires important skills & knowledge throughinvolvement in school or curriculum development.

Training Teachers can change their behaviors and learn toreplicate behaviors through training.

Inquiry Cooperative study by teachers themselves into problems& issues as a mechanism to make their practice

consistent.


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Phase 3 (Implementing Development Programs)

Development programs an organized sets of activities,unified by a comprehensive plan, to achieve specificobjectives with established policies and budgetaryallocations.

Administration and broad policy must support objectivesand rationale.Communication flow and feedback must be part of theprocess and program.

The line, staff, and support units in school have primeresponsibility for implementing programs. The heads ofunits are major determinants of program effectiveness.

Personnel Development Process


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Evaluation Factors

Factors Illustrative questionsPurpose ofEvaluation

What to be evaluated? (Programs objectives?)Methods? Programs? People? Processes? Product?

Principles of

Evaluation

Will it be based on principles? (Systematic?;

Objectivity?; Relevance; Quantification? Costeffectiveness?

Types ofEvaluation

Evaluation on a specific program? SpecificTechnique? Total Program? Formative/ Summative?

Criteria Reaction criteria? Learning Criteria? BehavioralCriteria? Result Criteria? Combination all above?


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Evaluation Factors ..

Factors Illustrative questions

Criterionmeasures

What criterion measures will be employed?(Observable techniques? Tests? Ratings? SystemPerformance records? Interviews?

Evaluation data How will data be recorded? Analyzed? Interpreted?Valued?

Outcomes What types of outcomes will be evaluated?(Professional competency? Learner again? ProgramImprovement? Training validity? Performancevalidity? Intraorganizational validity?Interorganizational validity?


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If evaluation phase is omitted in the staffdevelopment process, there is a lack offeedback to correct programs defects, littleuseful information to enhance decisionmaking, and no sound foundation forimproving the total development effort.


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9 chapter 9staff development

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