EDUC 306 HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT
Name: Levy R. Valzado Professor: Dr. Victor G. Quiambao
Year Level: MAEd 1st/Summer Date: July 19, 2021
CONTEXTUALIZED STRATEGIC HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT MODEL
IN EDUCATIONAL SETTING
Recognition
and
Incentives
Recruitment,
Department
Selection and
of Teaching
Placement (RSP)
Education Performance
System for Public Administrators
School Teachers
Professional
Development
Opportunities
DISCUSSION:
Human resources are individuals or groups of individuals who make up an organization's workforce. They must be
able to accomplish their jobs and make effective use of their abilities, skills, and experiences (human capital) for the
advantage of the 21st-century organization. Human resource management, according to Frasch et al. (2010), is the process
of hiring people, training them, rewarding them, defining policies for them, and devising retention measures. HR managers
assist in the recruitment of new professionals with the capabilities needed to advance the company's goals, as well as the
training and development of present employees to achieve objectives.
The term "strategic human resource management" refers to a combination of the terms "strategic human resource
management" and "human resource management" (HRM). HRM is a separate approach to employment management,
according to Storey (1995), HRM tries to attain competitive advantage through the strategic deployment of highly devoted
and capable staff, utilizing an integrated array of cultural, structural, and personal strategies. Human Resource Management,
according to the article, entails a variety of strategies. Personal approaches such as hiring, promoting, and rewarding
personnel fall under this category. Following that are structural techniques such as organizational design. Finally, there are
cultural strategies such as creating and maintaining high-performance work environments. A variety of goals are served by
strategic human resource development and management models. First and foremost, they serve as a heuristic device—
something to aid in the discovery and comprehension of the world—to explain the nature and significance of essential HR
practices. Then they justify some HRM activities, where the essential problem is the distinctiveness of HRM practices, with
the firm belief that "it is not the presence of selection or training that matters, but a distinctive approach to selection or
training." They also give an analytical foundation for human resource management research. Finally, they present a
categorization of human resource management that creates the linkages between variables that will be investigated.
The conceptualized model was based from Michigan Model which is considered as Hard Human Resource
Management for it regards people as machinery and it only focus on the organizations’ betterment. Michigan model
(Fombrun et.al, 1984) focuses on hard HRM. It holds that people should be managed like any other resources and so
obtained cheaply, used sparingly, developed and exploited fully. The advantage of the model laid on its attachment to
market performance and organizational growth. As per instructed, the theorized framework was based on the educational
setting or the department where managerial and leadership roles were being exercised wherein intensive review of the
selected approaches was done to come up with an efficient SHRDM Model. This conceptualized model aims to produce an
organization with potential human resources aided with their proficient human capital.
The Recruitment, Selection, and Placement (RSP) System for Public School Teachers
The Department of Education's recruitment, selection, and placement (RSP) system is a key component of the
department's overall Strategic Human Resource Management System, which ensures that the organization and manpower
selection are in place to meet the challenges and opportunities of the twenty-first century, with a focus on providing quality,
accessible, relevant, and liberating basic education. According to the 1987 Constitution, the Administrative Code of 1987,
and Civil Service rules and regulations, this system encompasses policies and processes for application, evaluation,
selection, and appointment for Teaching Positions. Finding persons to fill the unfilled post is part of this strategy. People will
be interviewed and selected based on their teaching performances at this stage as well, and a suitable compensation plan
will be established afterward. Training, retention, and motivation are the next steps.
Department of Education Administrators
The Department of Education is the Philippine government's executive department in charge of providing basic
education access, fostering equity, and increasing quality. It also develops, implements, and coordinates formal and non-
formal basic education policies, plans, programs, and projects. It oversees all public and private elementary and secondary
education institutions, including alternative learning systems, and ensures the formation and maintenance of a
comprehensive, adequate, and integrated system of basic education that is aligned with national development goals.
Education administrators are in positions of leadership with a lot of responsibility. They serve as performance management,
allowing for self-rewarding and motivating coordination and engagement with instructors, parents, students, and community
members. They are also becoming more responsible for student achievement and teacher qualifications. Furthermore, one
of its responsibilities is to evaluate teachers' teaching abilities and help them improve.
Teaching Performance
Teaching Performances of the teachers will be the basis of the Department of Education whether to give
recognition/incentives or professional development opportunities to the teachers. Both were big aids in delivering a quality
education in the educational system. Coleman et al. (1966) found a positive relationship between teacher quality and student
learning. This is the key motivation for developing, implementing, and maintaining a teacher evaluation system. Today, we
consider variables in a teacher's teaching effectiveness such as educational experience, a classroom climate conducive to
high levels of learning and achievement, and the ability to develop strong relationships with students when we speak of
teacher quality, ability to differentiate instructional techniques to reach and teach linguistically and culturally diverse pupils,
as well as pupils with learning and behavioral challenges, communicate high expectations of achievement for all pupils,
collaborate with colleagues, and participate in high-quality professional learning. Another factor for a good teaching
performance evaluation system, according to Doherty & Jacobs (2015), is accountability. The expectation is that the
assessment process will improve teacher practice and effectiveness, which will result in enhanced student learning and
accomplishment.
Recognition and Incentives
Teacher incentives are a variety of awards that are given to instructors based on their performance. It is intended to
provide employees with stimulation and motivation in order to boost work productivity. According to Malinda et al. (2019), an
incentive is an effort by the school to provide additional compensation outside of regular earnings in order to motivate
instructors to work harder and more enthusiastically in order to improve their work performance. Incentives are a type of
motivation that is conveyed in monetary terms. Incentives are rewards or incentives offered to employees in order to
motivate them to increase their work productivity. As a result, as part of profits, incentives are given to employees who work
hard or perform well, for example, in the form of bonuses, but they can also be offered in the form of items. Individual
workers who accomplish higher-than-average results are compensated with incentives. It's a system of incentives designed
to drive employees to attain higher levels of success and efficiency, resulting in work that meets or exceeds the required
standard. According to Rainey (2006), one beneficial program that can boost teacher motivation, promote respect for the
field of teaching, and highlight for kids and parents that they have great instructors in many of our schools today is
recognition. It should also give another means of retaining good teachers in our schools. These rewards and incentives are
part of a strategy to encourage the best teachers to demonstrate more creativity, innovation, efficiency, honesty, and
productivity in public service. Employees who receive recognition and prizes will feel valued and motivated to continue
working hard. By complementing them also in front of their peers and administrators help teachers gain a feeling of
appreciation and gratitude.
Professional Development Opportunities
Education is a continuous process. It doesn't end when you get your degree and start working. Career-minded
persons can develop their abilities and become more proficient at their employment by continuing their education. It is very
vital for school administrators in the field of K-12 education administration to encourage teachers to pursue professional
development, not only to assure the best learning outcomes for students, but also to be more effective and fulfilled in many
parts of their work. According to Borko, teacher professional development is crucial for changing classroom practice,
strengthening schools, and enhancing student learning results (2004). Professional development participants acquire new
teaching techniques that they can use in the classroom to alter their lecture styles and curricula to better meet the needs of
their students. Professional Development Opportunities is another strategy used to help instructors who are
underperforming. This is not meant to belittle those educators; rather, it is intended to assist them in their professional
development. Teachers who have access to professional development opportunities feel appreciated by their school system.
They can also gain fresh perspectives, approaches, and expertise through workshops, coaching, and seminars geared
toward teaching objectives. As a result, assist them in improving their teaching abilities.
Cited Works
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