Technology in Human Resources and Personnel - Essay Example

Technology in Human Resources and Personnel Part 1: Technology Integration How is technology used in human resources and personnel? For example, are personnel postings online? Are applications online? Can principals or other appropriate personnel access applications and resumes of prospective candidates online? In the modern times, various institutions have adopted technology and this sought to implement its use in various areas. For instance, in the human resource department, the managers have implemented techniques in which personnel postings are online. In addition, they have implemented mechanisms in which applicants submit their applications online for various postings such as jobs or internships. This is in the sense that they have created links through which applicants upload their information. This is by providing them with customized template forms that should be filled in and sent by mail or posting an email address through which they submit their resumes and cover letter. However, since in most cases email addresses are used to allow prospective candidates upload their details, only authorized personnel from the human resource department have access to the applications sent. In assisting teachers and administrators, how has technology been used in the following areas: 0 Improving teacher and administrator planning and accountability; 1 Accessing student records when legally appropriate; 2 Reviewing campus accountability indicators, such as individual student academic performance on state tests and benchmarks; 3 Planning and implementing individualized graduation plans for students; 4 Communicating with staff, students and parents. In the modern times, more information and resources are available to assist the teachers and administrators to plan and account for their responsibilities and this can be attributed to the advancements made in the technology field. Case in point, teachers and administrators can use computers to access a wide range of resources from the internet, share information and plan their activities effectively. In addition, they can rely on the modern tools of communication such as phones to sent messages across within the shortest time possible. There are web-based applications that can ensure that teachers and students are able to access their records and resources from their schools and faculties when appropriate. This is because developers create the applications and connect them in a network so that they are available to the users whenever they are required. There are tools such as performance analysis tools that prepare reports regularly, on demand or automatically, thus assisting teachers and students to account for their performance and review their benchmarks. 5 What professional or staff development has been provided for professional staff (e.g., teachers and administrators) in the area of using and implementing technology? Due to use and implementation of technology, various staff developments have been witnessed among professionals. Case in point, their work has been made easier and due to the effectiveness of the tools introduced, these professionals have been able to review their practices and this improved their performances and professionalism. Furthermore, they have been able to specialize on their areas of profession considering the fact that some of the autonomous tasks that could be automated have been incorporated to be carried out by technological tools. What technology improvements are still needed to improve human resource development? Improvements in the human resource development can be improved by the use and implementation of advanced tools of communication such as video conferencing among others. This is because this enhances the process of communication and ensures that there are minimal communication barriers within the department. Part 2: Six Points of the Cultural Proficiency Continuum Review the six stages of cultural proficiency listed below. Using interviews or observations from your workplace field experiences, give at least one example of actions that might fit into each of the stages of the continuum. Some examples are given, and you may build on those experiences or indicate if interviews confirmed the given examples. Cultural Cultural Cultural Destructiveness Blindness Competence Cultural Cultural Cultural Incapacity Pre-competence Proficiency The stages of the continuum are described as follow: Cultural destructiveness: sees the difference, attempt to destroy it; (example might be genocide against specific groups). Cultural incapacity: sees the difference, make it wrong; (example might be labeling certain groups as evil). Cultural blindness: sees the difference, act like you don’t; (example might be “I don’t see any differences in my students, and therefore I am treating all of those special education kids just like everyone else”). Cultural pre-competence: see the difference, respond inappropriately; (example might be “Oh I have some of those students with special needs, they all need to be exempt from TAKS”). Cultural competence: sees the difference, understand the importance of difference; (example: we have so many students from such diverse backgrounds, we need to have more professional development to better understand the differences). Cultural proficiency: sees the difference, respond effectively by promoting cultural competence. (example: we have really improved our campus improvement plan by including programs to promote cultural proficiency). Describe an action that represents the cultural destructiveness stage of the continuum. In schools, cultural destructiveness can be implemented through the enhancement of policies such as the use of one-universal language (English) and dress code policies. Teachers should keep open-minds allow the students with problems such as those that cannot speak English to still join and learn slowly. This enhances their strategies and approach and thus making the teaching process more effective. Describe an action that represents the cultural incapacity stage of the continuum. In drawing inappropriate conclusions based on professional overview of issues and not on real situation of how situations might happen can be considered an action that represent cultural incapacity. For instance, in drawing premature conclusions based on professional view of situations happens at school and not on how situations such as teacher’s reaction might affect the behavior of children. Describe an action that represents the cultural blindness stage of the continuum. Cultural blindness can be demonstrated by when a person treats all prospective clients equally and in the same way. This is in the sense that regardless of the cultural background of all individuals, one is treats people the same way. For example, in a school where there are international students, one can demonstrate cultural blindness by treating Caucasians, African-Americans and white students in the same way. Describe an action that represents the cultural pre-competence stage of the continuum. In making the waiting room more accommodating, one can have pieces of literal art situated in the waiting room. In addition, they could also add other materials such as magazines, or even set up music systems that reflect the culture of people being served or a universally accepted worldwide. Describe an action that represents the cultural competence stage of the continuum. Cultural competence can be demonstrated by recognition of culture diversity among the staff by developing cultural resource libraries, and involving them in activities that enable them develop their culture. Describe an action that represents the cultural proficiency stage of the continuum. Cultural proficiency is hard to achieve as it involves the acceptance and celebration of diversity because professional development opportunities and campus activities have to be mentioned effectively. Hence, since the modern community is rich in culture diversity, there is always more to be learnt. Part 3: Cultural Proficiency Receptivity Scale For the next portion of this week’s assignment, complete the Cultural Proficiency Receptivity Scale presented below. For each item, bold the number to which your feelings on the issue correspond using the scale. 1. I believe that all children and youth learn successfully when informed and caring teachers assist them and make sufficient resources available to them. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 2. I want to do whatever is necessary to ensure that the students for whom I am responsible are well-educated and successful learners. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 3. I am committed to creating both an educational environment and learning experiences for our students that honor and respect who they are. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 4. I am willing to ask myself uncomfortable questions about racism, cultural preferences, and insufficient learning conditions and resources that are obstacles to learning for many students. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 5. I am willing to ask questions about racism, cultural preferences, and insufficient learning conditions and resources that may be uncomfortable for others in my school or district. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 6. I believe that all students benefit from educational practices that engage them in learning about their cultural heritage and understanding their cultural background. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 7. I believe that all students benefit from educational practices that provide them with hope, direction, and preparation for their future lives. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 8. It is important to know how well our district serves the various cultural and ethnic communities represented in our schools, and it is also important to understand how well served they feel by the educational practices in our schools. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 9. It is important to know how the various cultural and ethnic communities represented in our schools view me as an educational leader and to understand how well my leadership serves their expectations. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 10. Our district and schools are successful only when all subgroups are improving academically and socially. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 11. Cultural discomfort and disagreements are normal occurrences in a diverse society such as ours and are parts of everyday interactions. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 12. I believe that lack of cultural understanding and historic distrust can result in cultural discomfort and disagreements. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 13. I believe we can learn about and implement diverse and improved instructional practices that will effectively serve all our students. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 14. I believe we can use disaggregated data to understand more precisely the achievement status of all students in our schools, and that we can use that information to identify and implement effective instructional practices for each of them. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 15. As a leader, it is important for me to be able to communicate across cultures and to facilitate communication among diverse cultural groups. Strongly Disagree Agree Strongly Agree 1 2 3 4 5 6 7 In the space below, write a brief reflection on your responses to the survey. What do you feel your responses tell you about yourself and your preparedness as an aspiring administrator? My response for this scale is positive as in answering the questions I was vibrant and conscious to cultural diversity throughout. This is because during my research on computer proficiency, I realized that real results in the education sector can be witnessed in the acknowledgement of culture diversity. However, in focusing on cultural diversity and differences, I realized that it is almost impossible to accommodate everyone. This is because cultural values are contradicting and what is accommodating in one region might be offensive in another. Hence, there are no policies that can be implemented to fully cater for all students effectively. Part 4: Professional Development Rubric Review your responses to the Cultural Proficiency Receptivity Scale survey. Then, examine the comprehensive matrix, Cultural Proficiency Professional Development Rubric, located in your Resources section. Use the rubric to assess the level of professional development on your campus or workplace. From the Professional Development Rubric, identify and describe where and how your campus has responded to each of the elements of Cultural Proficiency. Assessing cultural knowledge – Where on the CP Continuum does your campus or workplace fall? Give example(s) to support this identification. My workplace is a region in which cultural proficiency is practiced. This is because professional development addresses various issues of culture while developing their relationships within the institution. For instance, we have engaged coursework by Ruby Payne but the opportunities have not yielded the responses we had been wished to receive. This is in the sense that although activities that are conscious have been practiced often, no follow-throughs have been done. Further, the initiatives are not implemented to be performed throughout the school thus resulting in ineffectiveness. Valuing diversity – Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. In any organization, it is important that professional staff learn means of meeting cultural and learning styles within the organization. This is because this helps in masking cultural proficiency weaknesses and giving values to the cultural diversity within the region. For instance, in order to add value to the cultural diversity, the staff members and students are involved in annual programs during which members from various ethic groups or regions share their culture by performing for others. Hence, this gives them a chance to share information and connect with others in a special way. Managing the dynamics of difference– Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. In the modern times, cultural diversity has resulted in the conflict of interests among individuals. Therefore, managing the dynamics of difference has been a hard task. In addressing this, my institution has been keen on promoting the good of the majority thus favoring consensus when the regional conflicts arise. I like this approach adopted within the institution as it assists us in addressing the dynamic needs of all staff and students within the region and serves well in addressing the benefits of the bigger number whenever appropriate. Adapting to diversity – Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. In order to adapt to cultural diversity within the community, our institution has adopted a mechanism of gathering the appropriate information analyzing it, and using the information to assess methods of meeting the needs of all members effectively. Case in point, the school has software that allows for benchmark assessment of data. Consequently, this grants us the chance to analyze the data and recognize the areas of weakness and use this o learn more about the diversity within the community. Institutionalizing cultural knowledge – Where on the CP Continuum does your campus or workplace professional development fall? Give example(s) to support your answer. As earlier mentioned, in our institution most decisions are make with regard to the results of data gathered. This is especially in recognizing the needs and opportunities of all communities and therefore, in institutionalizing cultural knowledge, we focus on the values and policies that have to be met in efforts to reach a consensus. Review your score on the Cultural Proficiency Receptivity Scale and describe what areas, if any, you need to address in order to be a more culturally proficient leader. We need to analyze our approach mechanisms and believe about the effectiveness of cultural proficiency. This is because I have little confidence in the attainment of 100% satisfaction of culture diversity within the region. In any case, this is evident in my responses on the implementation of effective mechanisms that meets the needs of all students and staff while also noting their cultural differences. Part 5: Article Critique No. 1 Your assigned readings for this week included the following article: Nuri-Robins, K., Lindsey, D., Terrell, R., & Lindsey, R. (2007). Cultural proficiency: Tools for secondary school administrators. National Association of Secondary School Principals: NASSP Principal Leadership, 8(1), 16-22. Critique the article using the questions below. Briefly summarize key points from the reading. In order for individuals to interact effectively within an institution, it is critical that they practice cultural proficiency. This is because this approach allows people to be more aware of the diversity within their region, and thus effectively apply values and policies that create better learning environment. Therefore, in efforts of ensuring that individual get to understand this, the authors of this article discuss this by focusing on a number of tools for secondary school administrations and revealing the guiding principles that underlie the approach mechanisms. To them, the Continuum describes healthy practices and policies that focus on individual behavior that are essential in attaining cultural proficiency. Identify the principal competencies and supporting standards involved or implicated in the reading, (e.g., Competency 5 and Competency 6, , including the following standard: Analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning, (Competency 5); Implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline and dismissal of campus staff, (Competency 6). Competency 5, and 6 whose supporting standards involve the recognition of cultural difference and promotion of competency with regard to the understanding of the cultural differences. How might you apply what you learned from this reading in your role as an administrator or educational leader? I would use this knowledge to implement mechanisms that will help in balancing social values and responsibilities within the institution. Additional comments/recommendations This book is comprehensive in addressing cultural prophecy but in reading it, one needs to have an open mind as it discusses issues effective in the past. However, it offers one an idea of application of cultural proficiency in the modern times. Part 6: HR Interview Preparation for Professional Development and Appraisal For this portion of your assignment, you will interview campus administrators regarding professional development and appraisal. Your Week 3 lecture emphasized how 21st century leadership is moving from traditional “boss” roles to that of “instructional leaders,” who engage in effective conversations about improving learner-centered classrooms and create campuses that are focused on high expectations and success for all. In preparing to interview campus administrators, review the recommended trends described in Part 4 of your Week 3 lecture. When you interview the administrator(s) try to determine if they are implementing the “increase” areas and the “moving to” areas described in the lecture. Identify the person(s) you chose to interview for this assignment by providing information such as their titles, number of years at your school, and years of experience as a school administrator. Human resource Manager Six years Two years In the space below, post reflections from your interviews. What did the individuals you interviewed tell you about their roles as instructional leaders? Do their views reflect the trends recommended in your lecture? They enjoy their roles as instructional leaders as in this respect, they have been able to implement mechanisms that assist them to effectively carry out their duties and meet the needs of the entire individual within the institution. Their views in a way reflect the trends recommended in the lecture as valuing and adapting to diversity, institutionalization of knowledge and the management of dynamics are critical in ensuring that one is a cultural proficient leader. Part 7: Merit Pay Article Reflection Your readings this week included the following articles: American Association of School Administrators. Hot topic: Merit pay. Retrieved October 26, 2008 from http://www.aasa.org/content.cfm?ItemNumber=8207. Ramirez, A. (2002). Why merit pay for teachers doesn’t work. National Association of Elementary School Principals: NAESP Principal, 21(1), 5-6. In the space below, write a reflection regarding how you might apply what you learned about merit pay and other incentive proposals. Be sure to identify the pros and cons of merit pay and then describe how you might apply what you learned. From the articles, I have learnt that merit pay is a tool that could be used to elicit and reward performance within an institution. Therefore, I can use it to increase performance of employees. However, I understand that this is not so effective as the effectiveness of the approach is highly doubtful and so far, the institution that have applied it still seek for ways of reviewing it to increase its effectiveness. Part 8: Leaders Wear Many Hats Activity For the portion of this week’s assignment, complete the following “Leaders Wear Many Hats” matching activity based on your observations of leaders. ________A. Counselor 1. Has authority to direct, control, evaluate and judge performance of an individual. ________B. Facilitator 2. One who teaches. Goal to extend knowledge and skills. Guides others to instructional outcomes. ________C. Advisor 3. A trusted guide or tutor – transfers knowledge of law and rules along with procedures and philosophy. ________D. Supervisor 4. Information specialist – delivers technical knowledge to others. ________E. Consultant 5. Supports another person without judgment by asking open-ended questions and verbal probing. The other party is the primary focus. ________F. Presenter 6. One who makes the process easier – guides the group through a process usually for decision-making. ________G. Mentor 7. Looks for measurable aptitude and interest. Focused on past problems that need solutions – an expert who is called on to fix the problem. ________H. Coach 8. An expert who provides the information to get the job done and/or identify the pitfalls and where they are. Review your matches and describe when you have had an opportunity to wear some of these hats or assume some of the roles. What have you learned from wearing multiple hats? As a student, I have had the chance to operate as a counselor, coach and supervisor on various occasions. For instance, in the class assignments given to us we have had the opportunities to make friends and meet people of various cultural backgrounds. In some instances, my relationship with my team members has been more than professionals are and thus had the chance to share our problems. In the process, I have had the chance to guide and counsel my friends and assisted them in overcoming their problems. In addition, I have been able to be appointed as a team leader and thus used my expertise to guide others into completing our tasks. Therefore, I have had to be a coach and supervisor at the same time. However, what I have learnt from wearing multiple hats is that this is never an easy task. This is because the roles define varied roles that require the application of conflicting traits and characteristics. This is in the sense that in performing one role, one might demonstrate certain traits that make them unfit for the other role. For instance, a coach and supervisor need to be tough and this might present them as cruel people and thus making it hard for people to trust them and approach them for counseling. Works Cited Nuri-Robins, K, et al. “Cultural proficiency: Tools for secondary school administrators.” NASSP Principal Leadership (2007): 16-22. Read More