British Journal of In-Service Education

ISSN: 0305-7631 (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/rjie18

Teaching and Learning about Managing People:

human resource management for education
settings a Queensland case
Nadine L. McCrea & Lisa C. Ehrich
To cite this article: Nadine L. McCrea & Lisa C. Ehrich (1996) Teaching and Learning about
Managing People: human resource management for education settings a Queensland case,
British Journal of In-Service Education, 22:2, 219-230, DOI: 10.1080/0305763960220208
To link to this article: http://dx.doi.org/10.1080/0305763960220208

Published online: 12 Sep 2006.

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British Journal of In-service Education, Vol. 22, No. 2, 1996

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Teaching and Learning about Managing

People: human resource management for
education settings - a Queensland case
NADINE L. McCREA & LISA C. EHRICH
Queensland University of Technology, Brisbane, Australia

ABSTRACT This article describes and illustrates the development of a

human resource management (HRM) elective specifically for educators
who are aspiring to management positions in various education settings
from early childhood to TAFE College. The unit is part of a graduate
diploma offered within the Faculty of Education at Queensland University
of Technology. It briefly outlines the linkages between management
literature and education, and then moves on to argue the necessity for
HRM studies in postgraduate education courses. The second part of the
paper describes the unit we developed and the adult learning principles
which underpinned our teaching. Finally, the paper examines some of the
lessons learned from teaching the unit.

Why Consider Management and HRM Within Education Settings?

In the changing work environment of the 1990's throughout the Pacific
Rim, leaders in a variety of educational contexts are being asked to
extend their traditional roles by adopting managerial skills and
competencies similar to those used in the business and commercial
sector. As this happens, we believe that the management skills ought to
support the understanding of people and be concerned about them. The
balancing of task orientation with a human focus is appropriate and
expected in educational settings, where organisational goals relate to
people. The current management challenges that educators face are
happening in all settings - TAFE colleges, early childhood centres,
primary and secondary schools, across the public, private and religious
sectors.
Over the last century leadership roles have changed dramatically.
The array of theoretical approaches to management has had an impact
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NADINE L. McCREA & USA C. EHRICH

on the discipline of educational administration (Lunenburg & Ornstein,

1991, pp. 2-20; Castello et al, 1992, pp. 4-6; Laws et al, 1992, pp. 55-63;
Rodd, 1994, pp. 11-13). Theories such as scientific management, classical
management, human relationship theory, behavioural science,
democratic management, systems theory and neo-scientific management
have come and gone over the years. The earlier theories focused
primarily on the task, but later theories proposed balancing the task with
the people. These changing theories have continued to shape thinking
about the roles of principals in schools and directors in various early
childhood centres. Currently, there are beliefs about management and
leadership in which approaches such as 'value-added' and 'moral' are
emphasised (Sergiovanni, 1990, 1992). In contrast, some politicians,
governments and businesses favour a return to more traditional
approaches like Taylor's scientific management, Fayol's administrative
management or McGregor's theory X assumptions are expected
(Lunenburg & Ornstein, 1991). Training terms such as multi-skilling,
reskilling and skills-update (Hosie, 1992) reflect a very different
perspective and paradigm from educational terms like 'metacognitive',
'critically reflective' and 'self-directed learning'. In many countries,
current economic conditions and social climate have contributed to the
movement toward a stronger task orientation to educational work and
competency based training (Davson-Galle & Winning, 1994; Winning,
1992). This movement to a neo-scientific approach to management in
school settings is supported by governments, unions, the business
community, and increasingly TAFE colleges and universities.
Evers & Lakomski (1991) argue that school reforms during the last
decade have supported a renewed interest in scientific management
thinking with concern about control, accountability and efficiency. This
situation is not unique to education contexts, but is also apparent in
public sector organisations, e.g. bureaucracies, public service
departments. Limerick (1992, p. 38) contends that organisations in the
1980s underwent significant changes in terms of decentralised units and
increased levels of autonomy and responsibility. There seems to be a
degree of philosophical and technical mismatch when these views are
brought together in educational settings. Whereas educators are being
lead to believe they have choices and options, in reality governments at
the National and State levels are continually setting agendas and
frameworks which directly effect all players in educational settings.
As we view this people situation, the challenge is to continue
balancing the needs of both tasks and people, management and
leadership. The following quotes encapsulate just some of the roles
which principals and directors are expected to play in the 1990s:
... the role of the principal has broadened beyond that of the
traditional educational leader to one requiring many of the same
managerial skills of those of us in the business and commercial
sector of society. (DEET, 1993, p. v.)

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TEACHING AND LEARNING ABOUT MANAGING PEOPLE

[principals need the skills of]... managing staff and the skills to
appraise staff, implement mutually acceptable staff appraisal and
staff development programs and allocate workloads. (DEET,
1993, p. 13.)

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The early childhood leader has a professional responsibility to

attend to child well-being, adult morale and centre goal
attainment which are all the concerns of all early childhood
programs. (Rodd, 1994, p. 4.)
[For the early childhood manager} leadership for change requires
vision and inspiration, careful planning decision-making skills,
effective communication, confident conflict management and
sensitive handling of people involved in or affected by the
change. (Rodd, 1994, p. 115.)

As can be seen from the above quotes, principals and directors require a
whole range of human resource skills. Although principals of schools,
directors of early childhood centres and education administrators have
been involved in human resource activities (e.g. induction programmes,
supervision, staff appraisal, etc.) for some time, the responsibilities of
managing people in educational organisations have become more
formalised. For example, in primary and secondary schools, professional
development has now been devolved to each school for developing its
own whole school programme, as well as individual staff programmes as
part of their overall strategic plan. Also, within their changing roles,
leaders are required to recruit and select staff, serve on panels and be
informed on human resource policies such as EEO, anti-discrimination,
and health and safety regulations (Garbutcheon Singh et al, 1994, p. 13).
These examples illustrate a significant change in policy, and require
school administrators to demonstrate awareness and understanding of
the different models of professional development. This change applies
both to state education departments, and Catholic and independent
school systems. Similarly, early childhood centres such as kindergartens,
preschools and child care centres which have traditionally met their own
professional development needs, more recently, have collaborated and
shared various educational opportunities for staff. Directors, like
principals, are the leaders and facilitators of individual and group
development (Nailon & McCrea, 1994).
In terms of the broader HRM picture, Cranston (1993, p. 39) argues
that the interface across management of change, organisation culture and
HRM in education is crucial if change is to be meaningful. He follows
Limerick's (1992, p. 51) lead by maintaining that in a turbulent and
discontinuous environment, such as the one we are witnessing in the
1990s, human resource management which focuses on cultures and
organisational structures will have a special role to play in organisations.
Cranston believes that unless all those in education are committed
to changes and a new culture, then the school is not going to achieve its
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NADINE L. McCREA & LISA C. EHRICH

goals. In such a climate, the need for contributing to the professional

development of individuals becomes paramount. HRM is about
supporting, leading and providing professional development and other
services. All these features contribute towards the overall objectives of
the education setting. Because of the current systemic-wide changes in
education and the critical role HRM managers play in ensuring that the
people and organisational objectives are met, we developed a
postgraduate elective unit which underscores the critical role of HRM in
all educational contexts.

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What is the Structure of the Course and Unit?

The Course

The Graduate Diploma in Education (Educational Management) was

developed over a number of years. It was originally conceived as a course
for those managing early childhood services. Following the amalgamation
of colleges and universities across Australia in 1989 - 1990, the course
was redesigned within the Faculty of Education of the new Queensland
University of Technology. The Graduate Diploma became a generic 2-year
part-time course created for educators from all types of settings. Its
purpose is to meet the management and leadership needs of aspiring
managers and those educators currently in administration positions that
are continually changing. Educators who decide to study for the Graduate
Diploma hold qualifications in education or related fields (nursing) and
come from all levels of education: directors of child care centres; primary
school administrators; community and TAFE educators; government
department officers and high school subject coordinators. The broad aim
of the course is for participants to develop the values, attitudes,
knowledge and practical skills necessary to carry out a variety of
management roles in education settings. The specific objectives of the
course are that students will:
demonstrate an advanced level of effective supportive communication
and appropriate accountability in managerial roles;
apply knowledge and skills for planning, organising, directing,
coordinating, consulting, controlling, evaluating and reflecting in a
variety of managerial roles;
demonstrate knowledge and competencies in organisational change
processes and in financial management;
analyse the interdependence of social, political and economic
environments and the value-contexts within which decision-making
occurs;
develop, implement and evaluate policies in relation to the delivery of
educational services.

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Unit

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Semester
1

Policies and Practices in Educational Management

Introduction to Management

Educational Services Management

Elective

Accounting for Managers

Elective

Field Project or Extended Field Project

Elective

ELECTIVES
Educational Management electives (Faculty of Education)
Career/Life Patterns of Women Teachers
Educators and the Law
The Community and School Administration
Working with Parents and Community
Early Childhood Leadership and Advocacy
Human Resources Management in Education
'
Research Methods in Education
Independent Study
Business electives (Faculty of Business, one only may be selected)
People in Organisations
Labour/Management Relations
Small Business Management
Principles of Marketing
Other Elective (one may be negotiated)

Figure 1. Course structure for internal, on-campus mode of Graduate Diploma in

Education (Educational Management).
The first units from the course were offered on-campus at the beginning
of 1993. An external (off-campus/open learning) mode began in 1995. In
order to best meet the students' needs, the course combines core and
elective units. All core units are team taught by lecturers with different
educational setting backgrounds. The development of the external mode
resulted in some differences from the original on<ampus offerings. The
most striking change involves the role of Faculty of Business units within
the course. For example, during the first semester on-campus, students
undertake the MBA unit "Introduction to Management", while off-campus
students study aspects of management principles and processes within
three core units and apply them to policies, leadership and change, and
human resources. Additionally, the "Accounting for Managers" business
unit has been replaced with a specifically focused unit "Financial
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NADINE L. McCREA & USA C. EHR1CH

Management for Education Settings". The human resource management

unit has become a core offering for off-campus students.

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The HRM Unit

"Human Resource Management in Education" was taught for the first time
in Semester 1, 1994. As has been discussed above, the devolution of
power to administrators in schools and other educational contexts has
meant that leaders have greater responsibility for the development of
various human resource functions such as professional development and
supervision, staff recruitment and selection plus staff support and
appraisal. Because of the 'managerial' focus that education has taken on
and the increased human resource role that managers of education have
been asked to fill, this unit was designed to address several human
resource issues relevant to education settings. Our guiding premise was
"people are the most important resources in the educational enterprise"
(Rationale, unit outline, 1994).
We endeavoured to maintain a balance in the teaching of the unit.
While we recognised that a certain amount of the sessions would be given
over to learning the technical aspects and skills of human resource
management, we also ensured that the content would'be concerned with
broader issues such as the ethical considerations of leaders and the
philosophical questions of the role of education and educational
leadership. We encouraged students to critique the changes they
observed in their workplaces, and to be aware of the wider social and"
political trends which are shaping education. A planning, leading,
organising, controlling framework was used.
The four main topics explored during the semester were:
introduction to HRM including supervision; staff selection; staff support
and appraisal; and professional development. These topics are outlined
as HRM competencies in Smart & Pontifex (1993). Besides the critical
nature of the content addressed within the unit, the teaching strategies,
the learning atmosphere and the flexibility of assessment were significant
educational considerations.
How Did the Teaching and Learning Occur?

Accessing resources for us as staff and for the students was an initial
teaching preparation task. This ongoing task began with identifying the
unit outline references and included locating mini-lecture references,
display resources, handouts and hands-on in-class worksheets. There is a
body of literature concerning the interrelationship between human
resource management and educational institutions (Jorde-Bloom, 1988;
Riches & Morgan, 1989; Castello et al, 1992; Castetter, 1992; Cranston,
1993), and we borrowed approaches, concepts and practices from the
business literature, organisational behaviour references and human
resource journals. Additionally, selected chapters were used from
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TEACHING AND LEARNING ABOUT MANAGING PEOPLE

general educational management, leadership and administration books;

these focused on personnel processes and planning (Snyder & Anderson,
1986; Lunenberg & Ornstein, 1991, Chapter 15; Sergiovanni, 1991;
Hildebrand, 1993; Keith & Girling, 1991).
The teaching of the unit included a combination of formal
mini-lectures and small group discussions with workshop activities. Also,
some whole group experiences were carried out. As the group of students
came from diverse educational environments and also had particular
individual needs which they wished the course to meet, we used adult
learning principles to help facilitate learning. We did not set ourselves up
as the only transmitters of knowledge, although we compromised this
position somewhat by providing a mini-lecture each week where we
introduced key concepts and developments from the literature. Some
evenings we 'set the scene' and the students then worked in small groups
on several tasks. The groups varied from friendship orientations to
same-setting (all early childhood or all primary) to mixed settings (one or
more from each education type). Groups also varied in terms of being
support, discussion or action oriented as defined by Weissglass (1991).
The various teaching and learning strategies, including assessment
tasks, that were implemented throughout the semester represented
conscious attempts to move students beyond 'inert knowledge', which
can be recalled but is not used spontaneously in problem-solving
(Hallinger & Bridges, 1994). Cooperative learning (Schaefer & Falciglia,
1990), rather than individual study, was a focus each week and for one
assessment task. Such an approach is supported by Beck's (1992)
challenge to establish a caring ethic in educational administration. The
basic adult learning p'rinciples which underpinned our approach were:
self directedness;
using previous experience as a resource;
learning related to real life problems and tasks (Knowles, 1984).
One of the central tenets of Knowles's work is that learners should be
self-directed. By this he means that adults have a need to use their
experience in learning and to organise their learning around life
problems. Unlike some liberal adult education courses where students
take full responsibility for planning, implementing and evaluating
learning, we were constrained by the institutional culture of the
university and the formal evaluative requirements of assessment tasks.
For this reason, total self-directed learning was not achieved. What we
did, however, was act as facilitators and guides to learning. By designing
the assessment tasks so that individuals could apply the supervision
essay and the professional development plan to their education types
and specific sites, their self-direction was facilitated. Additionally, each
student incorporated a personal viewpoint with a vision into the essay
and shared their professional development planning concept and
framework in a triad for gaining others' perspectives. This sharing
happened for an hour within the final three evenings, which was devoted
to syndicate work. For each group of three students, one presented a 2-3
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NADINE L McCREA & LISA C. EHRICH

page summary of their professional development plan and shared details

with their peers. Peers then provided feedback and suggestions, support
and ideas for improvement. A small part of the assignment was to reflect
on the presentation and prepare a critical response which encapsulated
the major comments, suggestions, or concerns raised.
The second principle Knowles identifies is using experience as a
resource. There is no doubt that adult students enter the learning
situation with a great many experiences. Throughout the semester we
drew upon the collective expertise of students and this became a major
resource for everyone's learning and an enrichment for all members in
the class, including ourselves. By utilising the varied experiences and
knowledge of the whole group, we believe they were bound together
more tightly. Their learning became effective at a very personal level.
These interactions also provided students with insights into the different
levels of education from which various group members came. Using
experience as a resource also allowed us to incorporate opportunities
within class and facilitate them beyond class with the results being
reflection as personal transformation and emotional support via
improved collegial relationships among peers (Weissglass, 1991).
Using Knowles's final principle of relating learning to real life
problems, the structure of the unit built upon the issues and concerns
that students brought to the group from their own contexts, within the
broad framework of the four key topics. For example, the discussion
sessions each week were geared to bring to the surface a variety of issues
as they were perceived and handled by students from the different
settings. The final assessment task was one which gave students the
opportunity to examine their own worksites and develop a professional
development plan. Hence, students related what they had learned
formally and informally during the semester and applied it to their
settings.
Additionally, we arranged three educational leader guests, who
espoused and practised democratic, participative human resource
management. The guests shared their philosophies and principles as
ethical managers of other educators. They were inspiring as they
described real institutional barriers and their realistic approaches which
matched the 'ideal' supervisors we had presented over time. The student
group now felt they too could work beyond everyday barriers by problem
solving and managing changes, particularly with collegial or reciprocal
coaching support (Ackland, 1991). The visitors helped the group gain a
'sense of reality' about HRM (Hallinger & Bridges, 1994).

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What are the Lessons Learned from Teaching

and Learning HRM for Education?

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Evaluation
To gauge the students' perspectives of the appropriateness and value of
the HRM unit, we provided two evaluation forms and carried-out an
informal brainstorming review. The first evaluation was taken from the
dual content and staff evaluation forms which are part of a formal,
standardised system from the University's Academic Staff Development
Unit (ASDU computerised forms). The second evaluation included
student ratings and open comments about the graduate diploma course
objectives, and the style and content of each unit undertaken during the
semester. The student feedback from the ASDU form was positive. For
example, the students agreed or strongly agreed that we encouraged
interactions and reading widely, were sensitive to their interests and
abilities, and encouraged critical analysis of personal work.
Some of the quotes from the students' open-ended evaluation were:
Professional development plan an essential - fits current needs.
I have found the assignments to be especially good learning
devices and liked the syndicate presentation; good resources
provided.
Relevance to my career - it has supported my gaining knowledge
and writing development and leadership skills.
Assessment has been easily adapted to individual expertise or
interests and has supported my professional development.
Delivery of unit and style of presentation facilitated learning and
interest; and, introduction to resources and readings.
Lessons Learned
A solid, unique team spirit exists partly because of the encouragement of
each participant to have a professional mentor and also a
collegial-reciprocal peer within the course. Although not all students
have a mentor, we have talked and shared many ideas about what, how
and why. The importance of securing a mentor for one's career
development and success has been well illustrated in the literature to
date (Levinson, 1978; Daresh & Playko, 1992). The importance of a
respected mentor is particularly valuable for women (Ehrich, 1994).
Examples of the students' beliefs about such interactions include:

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NADINE L. McCREA & LISA C. EHRICH

Mentor has been a colleague with extensive experience in

educational management. I would encourage this as a medium of
communication, particularly for sharing course notes and
theories.
Unfortunately I do not have a mentor but through discussions with
others in this course there are a few fellow members who I would
love the chance to 'observe in action'.

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My mentor is a current principal in the Brisbane Catholic

Education. Her main priority has been showing me 'the why' of
her whole school ...

The ongoing sharing one night a week and outside class resulted in a
group of supportive, non-competitive adults from all walks of education.
The generic nature of the participants has become a group asset which
blends with unit flexibility to meet individual needs through each topic
and within the assessment tasks. One student commented about how the
Graduate Diploma generally assisted with professional development:
"The main strength has developed out of the interaction between the
students, facilitated by lecturers. Secondly, exposure to ear
current thinking
and research has been extremely beneficial". Next*y . we hope to
further strengthen both individual and collaborative learning through a
constructivist view of teaching for conceptual change across the
semester.
As lecturers, we learned on a weekly basis how to better deal with
the HRM content and ways to teach and learn. As an example, next year
we plan to readjust the four topics. The introduction and supervision
topic will include more organisational behaviour issues (Owens, 1991).
The professional development topic will encompass staff support and
appraisal, thus broadening the definition and possibilities for staff
growth. In terms of our ways of teaching, we plan to refine our
presentation of balancing theory and practice. One strategy will be to
provide a specifically selected set of readings and HRM practise-activities
in place of a formal textbook. Another change will create assessment
tasks that more diligently focus students on the challenge of
understanding HRM theory and practice while personally applying these
in real world ways. In order to construct this meaning, it seems that the
problem-based learning approach described by Hallinger & Bridges
(1994) may be a valuable addition to our teaching and learning for both
unit content and assignments. This approach supports our current
collaborative ways of having the whole group share in the teaching and
learning. Overall, we endeavoured to use a critical approach and
continually raised ethical and moral challenges about acting in
professionally responsible ways. We tried to offer alternatives to the
technocratic view of supervision and appraisal by blending daily
responsibilities with long-view visions that are morally sound. We hope
to improve these teaching and learning ideals next time.
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TEACHING AND LEARNING ABOUT MANAGING PEOPLE

Correspondence
Nadine L. McCrea, Centre for Applied Studies in Early Childhood, Faculty
of Education, Queensland University of Technology, Locked Bag No. 2,
Red Hill, Queensland 4059, Australia.

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