HRM Effectiveness Improvement Plan for Increasing Employee Retention

Employee retention in a large urban school system has steadily decreased over the last five years. Employee retention can be defined as an employee’s decision to remain with his or her current organization (Barber & Bretz, 2000). It is the existence of an employment relationship that is ongoing (Renaud, Morin, Saulquin, & Abraham, 2015). Functional retention is defined as an organization’s ability to retain the human resources who add the most value to the organization.  The system, named Turnover School System for the purpose of this Effectiveness Improvement Plan, is one of the lowest performing systems in the state. HRM can facilitate the improvement of employee retention through the strategic plan outlined.

The first part of the plan is a literature review that reveals HRM models of service and the factors necessary to develop and implement for improvements in the retention rate. The literature related to HR’s role in leadership and change management is also clear. In addition, there are specific theories in the literature that can be applied to employee retention efforts in Turnover County.

The HRM Effectiveness Improvement Plan includes strategies related to metrics, talent and workforce management, and culture and change management that can facilitate increased retention of staff in Turnover County. Retention strategies used by HR have to be measured so that the mission of increased student achievement can be met in the large urban school system. There are measurements of Key Performance Indicators related to employee retention and other measurements that can help monitor the success of strategies in the plan. Technology can also help the efficiency of the metrics and analytics. The practices employed by HRM in talent and workforce management that are linked to the organizational goals also affect the attraction and retention of top talent. A total rewards package is critical in human capital management. The total rewards package affects the competitive advantage of the system, so there are strategies and approaches that HR can implement to promote the vision and mission of the organization and help the organization attract and retain the human capital needed to meet goals. In addition, there are strategies that can help Turnover County School System improve the culture and manage change successfully that will help to increase retention of staff. The legal and ethical implications in implementing all aspects of the effectiveness plan have to be kept at the forefront. All strategies in the plan to increase employee retention align with the mission of the school system which is to have students that are challenged, prepared, and successful.

Literature Review

There are HRM models of service and processes that apply to employee retention. An organization’s performance depends upon the HRM system because HRM manages the people who bring skills, knowledge, and experience to an organization, and the people bring economic value to the organization (Snell & Dean, 1997). In relation to employee retention, the organization’s human resource system can be considered at three levels: the content or practices, the HRM processes that include communication of information to employees, and the HRM climate, and all of these levels impact the organization’s performance (Boselie, Paauwe, & Janseen, 2001; Bowen & Ostroff, 2004; Lewicka & Krot, 2015). The significance of HR in determining the organization’s performance is clear if HRM is viewed as a whole.

The human resource practices are interrelated functions, activities, and processes that have the goal of attracting and retaining the organization’s human resources that ultimately impact the performance of the organization, and these practices and processes take the inputs and convert them into the organization’s performance (Lado & Wilson, 1995). The processes include communication of HR policy and the contributions of HR that can affect employee perception of the organization and trust in the organization (Bowen & Ostroff, 2004).

The literature about teacher retention reveals some specific factors that may need to be addressed in school systems. Johnson and Birkeland (2003) found that the challenges expressed by teachers with all levels of experience were the same and the concerns were many times not addressed. This resulted in decreased retention rates of teachers and many of them chose to leave the field of education (Johnson & Birkeland, 2003). Administrators in school systems find that they cannot recruit and retain good teachers (McCann, Johannessen, & Ricca, 2005). This educational obstacle is still at the forefront in many school systems.

It is clear in the literature that compensation has a positive relationship with employee retention (Hong, Hao, Kumar, Ramendran, and Kadiresan, 2012; Khan, Aslam, & Lodhi, 2011; & Lai, 2011). Davis (2002) cited salary as a major concern and factor in teachers’ decision making process to remain or leave the teaching profession. Rhodes, Nevill, and Allen (2004) found that teacher salaries were almost $20,000 lower than other professionals entering the job market with a four year degree. The mean salary today for teachers in the U.S is about $58,000 (U.S. Bureau of Labor Statistics, 2014).  Peckham (2007) reports that, on a job satisfaction survey conducted by researchers at the U.S. Department of Education’s National Center for Education Statistics, of the teachers taking the survey, only 48% expressed satisfaction with their salaries. However, in that same survey, 13% of those who left the profession cited compensation as their primary reason for leaving. Retention studies conducted before 2007 show that teachers left the field because of low salaries, the increase in the demand in the work, lack of mentoring and induction programs, and large workloads (Leukens, Lyter, & Fox, 2004; Tye & O’Brien, 2002; Yarbrough, 2005).

In addition, benefits and rewards systems can affect an employee’s satisfaction with the job and employee engagement because they feel valued for their knowledge, skills, and behaviors that contribute to the success of the organization (Bamberger & Meshoulam, 2000; Bhattacharya & Mukherjee, 2009; McDuffie, 1995).

Another human resource practice revealed in the literature that helps employees develop an emotional attachment and commitment to the organization is training and development. Employees are not as likely to leave their jobs if training to perform jobs adequately is available at all times (Ashar, Ghafoor, Munir, & Hafeez, 2013; Huselid, 1995). Providing opportunities for career development of employees by managers has also been found to increase employee engagement (Kgomo, 2010; Luthans & Peterson, 2002; Mone & London, 2009). Employee engagement has been found to have a positive effect on employee retention (Kahn, 1992 & Kgomo, 2010). When employers provide opportunities for their employees within the organization in order to retain talented people, it has been called ‘opportunity mining’ by Kaye and Jordan-Evans (2008). The long-term implications of developing employees is that the productivity of the company will be sustained, talented employees will be retained, and the company will have a competitive advantage in the market because they will have a competitive advantage in hiring the very best talent (Snell &Deal, 1997).

The HRM climate is another part of the HRM system that must be considered in the retention of employees. It is the way that employees perceive HRM practices and processes (Katou, 2013). This emotional and cognitive response includes job satisfaction, job involvement, motivation and commitment, work engagement, and organizational citizenship behavior (Bakker & Demerouti, 2008; Halbesleben, 2010; Trunk-Sirca, Babnik, & Breznik, 2013).  It is clear in the literature that organizational trust is also bound to HRM practices and processes and can impact employee retention, so it is a challenge for HRM is to create relations and positive interactions because this is how messages are conveyed between the organization and employees (Sankowska, 2013; Schuler, Dolan, & Jackson, 2001;Tzafrir & Eitam-Meilik, 2005).

Working conditions of teachers have also been found to affect retention.  Buckley, Schneider, and Shang, (2005) report that better working conditions may override lower salaries for teachers.  In addition, Johnson and Birkeland (2003) noted poor working conditions as a major factor affecting teacher retention. These conditions include teacher discretion, autonomy, teacher resources, mentoring programs, and administrative support (Johnson & Birkeland, 2003). For teachers who left the field in 2013, 53 percent reported that their general work conditions were better in their current position than in teaching (NCES, 2016). It has also been found that there are easier or better working conditions such as smaller class sizes and more input in the decision-making process in schools that have a higher socio-economic status (National Commission on Teaching and America’s Future, 2003a). In schools with high poverty, teachers have the perception that their working conditions are difficult or hard to manage (National Commission on Teaching and America’s Future, 2003a). The lower revenue, lack of resources, larger class size, and lack of input in the decision-making process contribute to the poor perception. School staff members have an increased desire to become involved in the decision-making process, and involvement and collaboration of staff in decision –making is directly related to job satisfaction which affects retention (Marvel, Lyter, Peltola, Strizek, & Morton, 2007; Hirsch & Emerick, 2007).

Improved job satisfaction, increased retention of staff, and increased productivity have been found to be the result of leaders who establish processes for participation in the decision-making process and earn the trust and respect of employees (Johnson, 2006). A study by Boyd, Grossman, Ing, Lankford, Loeb, and Wyckoff (2011) reported that teachers are retained in schools where principals demonstrate strong leadership, build professional relationships with staff, provide professional growth for teachers, and involve teachers in decision-making. Quinn (2005) found that there was an increase in retention in New York City that provided opportunities for staff involvement in decision-making. Absenteeism decreases, retention increases, efficiency and productivity improve, the number of grievances decreases, and feelings of self-efficacy and satisfaction increase when teachers are involved in decision-making (Billingsley, 2003). Quinn (2005) also found that there is a direct correlation between teacher empowerment and teacher participation in the decision-making process. This aligns to the motivational properties of work when it allows employee influence, autonomy, and responsibility. There is an advantage to having teams because the collaborative creative effort facilitates solving problems and can move the organization more efficiently toward meeting its goals. Employees that are engaged physically, cognitively, and emotionally in their jobs are personally engaged (Nasomboom, 2014).

Planning is a ceremony that gives a direction for the goals, it validates what the organization is trying to achieve (Bolman & Deal, 2013). It can also make employees proud of their work in planning and implementation, gives them hope for the work ahead, and helps them achieve the organization’s strategic goals (Bolman & Deal, 2013). The plans developed help employees establish belief in the organization (Mason, 1994). Cooperation in planning increases the level of engagement (Radda, Majidadi, & Akanno, 2015).  Goal setting with regular support and feedback is expected and supported by Locke’s Theory (Mind Tools, 2016). Timelines for performance appraisals and informal feedback by principals are necessary for employee satisfaction that improves retention (Mind Tools, 2016).

A transformative model of leadership facilitates cooperation to achieve goals that will alter circumstances (Capella Leadership Styles Video, 2016).  The transformational leadership behaviors are developing a shared vision and mission, inspiring change by supporting human needs, building trust, and obtaining commitment through collaborative team structures (Capella Leadership Style Video, 2016). Higher employee performance and satisfaction is shown in the research to be achieved in a transformational style more than in other styles (Cherry, 2006). Engagement is facilitated by transformational leaders who develop systems, processes, and different areas of the organization, and this is an important role for HRM leaders (Cherry, 2006).

Branding of employers helps to show employees and potential candidates that the organization is one in which they want to work, that they should not leave, and that their commitment is appreciated (Love & Singh, 2011). The research shows that human resource systems have a competitive advantage when they are focused on the organization’s goals and strategies (Stringer, 2007). Withdrawal, resistance, and rebellion of employees will result from work that is not goal-oriented, meaningful, and satisfying, and when employees are not retained, the employee and organization brand is negatively affected (Bolman & Deal, 2013).

The review of the literature about change and change management reveals that change requires collateral investments in professional development and channels for employees to give input, and HR has to be involved in these processes instead of them being an afterthought (Bolman & Deal, 2013). If managers do not spend the time and money to develop the knowledge and skills of employees and ensure a process to involve employees in decision –making, initiatives will fail and employees seek employment elsewhere (Bolman & Deal, 2013). Bolman & Deal (2013) also point out that the barriers to change that HR faces most are uncertainty, feelings of incompetence, and anxiety.

There are many change models revealed in the literature. It is clear from the research that as many as one third to 80% of change initiatives that are attempted fail (Higgs & Rowland, 2000; Hirschhorn, 2002; Knodel, 2004; Kotter, 2008; Whelan-Berry & Somerville, 2010). That is why an appropriate change model that can be implemented with fidelity is critical. For a transformation effort, Kotter’s 8 step model would be most applicable, and its current successful applicability is supported by the research even though the model was developed in 1996. However, Appelbaum, Habashy, Malo, & Shafiq (2012) report that the literature neither supports nor not supports some individual aspects in the model, but the model is a good starting point. It is not a guarantee of success and the context of its use must be considered so the model can be adapted accordingly (Graetz & Smith, 2010).

There are specific theories in the literature that support strategies that can increase the employee retention rate. Ramlall (2004) states that there are many employee retention strategies but few of them are based on proven theories, and motivation theories directly relate to the retention rate in organizations. Motivation is a willingness to exert a lot of effort toward the goals of the organization, but there is also the condition that some individual needs are met (Robbins, 1993). Employee participation in decision-making, autonomy, and responsibility are motivational properties of work (Robbins, 1993). Motivational theorists do not agree about where employees derive the energy and what needs a person is trying to fulfill, but there is agreement that the requirements of motivation are a desire and ability to act on a clear objective (Kretiner & Kinicki, 1998).  Motivation can impact employee commitment which influences employee retention (Kretiner & Kinicki, 1998).

Maslow’s Need Hierarchy, McClelland’s Need Theory, Equity Theory, Expectancy Theory, Vroom’s Theory, Job Design Theory, and The Motivation-Hygiene Theory are the theories identified in Ramlall’s (2004) review of employee motivation theories and the implication of these theories for employee retention in organizations. Other theories that impact employee retention are Human Capital Theory and Human Growth and Development Theory of Participation. Human Capital Theory supports the length of service in an organization as an intermediary for job knowledge and ability and return on investments because employees do not seek employment in another organization (Harris, 2000; Mueller, 1982). Human Growth and Development Theory of Participation supports the fact that psychological needs of employees like self-esteem, power, and affiliation must be satisfied through work that provides intrinsic and extrinsic motivation (Ramlall, 2004). This satisfaction with work can facilitate increased retention of staff.

Metrics and Analytics

The balanced scorecard will be used to collect and monitor factors that impact employee     retention because it incorporates the concept of managing metrics and using visualizations while combining this task with overall strategic goal alignment.  The scorecard will monitor key metrics that will show factors like employee engagement opportunities and survey data; employee satisfaction survey information; staff absenteeism; recruitment of quality staff including days that key positions are open, manager satisfaction with new hires, preventable turnover rate, and retention rate of new and veteran staff; training opportunities; data from performance evaluations that show gaps in employee performance needed; and compensation and benefits that impact and give a picture of things being done that can impact employee retention positively or negatively. Nivens (2010) states that the scorecard has the power of communication which is needed for the improvement process to be successful.

HR will have a strategy map that will be a part of the HR scorecard and the strategy map will be the basis for the Key Performance Indicators (KPIs). The identified factors that impact retention factors and the targets or Key Performance Indicators (KPIs) associated with them will reconcile to the desired state and alerts can be set up with the scorecard to identify situations whereby targets will not be met to enable proactive actions for the leading indicators like monthly employee absences or recruiting efforts and costs throughout the year. Lagging indicators like annual employee satisfaction or engagement surveys that occur at the end of the year will also provide data that is crucial in determining strategies that improve retention of staff (Gabcanová, 2012).  Kasekende, Byarugaba, and Nakate (2013) found that human resource practices significantly impact job satisfaction in the organization so these practices will be monitored. Therefore, strategies for increasing employee satisfaction will be continuously checked, analyzed, and communicated.

The KPIs will be divided into lagging and leading indicators based on the impact of the key HR processes in the school system that can impact retention. Gabcanová (2012) states that the goal of organizations should be to have a scorecard that is manageable and sustainable with visible and measurable KPIs. The internal and external aspects that affect retention of staff will be included. A part of this is the continuous improvement culture that includes teamwork and effective communication that a scorecard can facilitate.

Data from exit interviews will be a part of the scorecard. Frey, Bayon, and Totzek (2013) state that exit interviews help an organization know where it can improve, help employees leave feeling that they have contributed to the organization, and can serve as a way to encourage an employee to stay if conducted before the day the employee is to leave. The exit interview data will be used to determine the key reasons employees leave and if the reason the employee left could have been prevented. Exit interviews generate immediate data that will be used to determine why employees leave (Andrews, 2016). The retention rate of new hires will also be determined to see if there are issues with new employee orientations and support. The number of days that positions are open will also be tracked as well as manager satisfaction with new hires (HR Metrics, 2016). This is crucial information to guide recruitment and retention strategies.

Training and development also impacts employee retention. The average number of days of training per employee and the average cost of training per employee will be tracked monthly by school on the scorecard to identify areas for opportunities. The visual tracking that can be provided on a scorecard will enable HR and school administrators to determine if poor retention rates are related to a lack of training and development that enables employees to know the skills, knowledge, and behaviors needed to be successful in their jobs and, therefore, be satisfied in their jobs so that they will stay.

HR will use software that integrates data from various systems into one application so data can be interpreted to reveal the trends in the workforce, drivers of performance, and predict future performance because all of these things impact employee retention. HR will help system and school leaders understand all the people-related information that is provided in the technology system. Technology will enable a consolidated view of all the HR metrics needed to track data related to employee retention. Requests for data will be easily accessed by people at all levels of the organization, depending on the rights assigned for access (Jaquenoud, 2005).  The scorecard that is an overall view of the status of KPIs will be accessed and updated electronically.

In this school system, they are currently having to recruit quickly and fill classroom and administrative positions because of not retaining the staff. Even when retention improves, e-HR will help to shorten the time taken to recruit and match a candidate’s profile with a job position and can save on interview costs. Human capital data has to be correlative and predictive (Castellan, 2013). Examples are looking at the characteristics of employees that are about to leave the organization and identifying the traits of the people who are very successful in the organization. This will help the school system know how to plan and retain the workforce of the future. Pease (2015) points out that clusters of skills within an organization can be determined and gaps can be identified through analytics.

Being able to calculate salaries and compensation when recruiting top quality people that will want to stay with the organization is crucial because compensation and benefits are big parts of improving retention. E-HR will do this efficiently and effectively for this system. E-HR will calculate training and development costs, analyze the percent of training that is linked to the gaps in competencies, and assess the quality of the training that is provided (Jaquenoud, 2005). Pease (2015) states that good measurement is good management. Data will be obtained and reviewed about what skills people need and what the return on investment is for training.

Career and succession planning that identifies the areas in which potential successors need to improve and which can facilitate retention will be done using e-HR. Profile matches of potential people for future jobs will also be done. In order to retain employees in this school system, e-HR will be used to help with performance management because performance of staff and how it is linked to individual and organizational goals has to be tracked and readily available to inform training and development and provide an accountability measure of performance (Jaquenoud, 2005). Knowing how people perform helps to determine needs to improve performance (Pease, 2013).

Performance management is also related to the participation of employees in the planning and goal setting needed for school improvement plans. Data in a school system like student achievement around which instruction, leadership, and climate goals are written has to be readily available to track progress and inform training needs. Leadership, which is also a factor in employee retention has to be informed of data impacting the performance of employees and students. This is not only test data, but perception data that e- HR can help to collect that informs HR about all aspects of the school system including leadership, school climate, instructional focus, staff expectations, community involvement, and employee satisfaction and engagement.

Teacher absences that are related to dissatisfied employees will be tracked through the school system information system because increased absences point to a problem that needs to be addressed. When retention strategies are put in place, the improvement or lack of improvement in teacher absences can be seen in the data. Incentives for improved staff attendance will be offered at each school.

Processes for collecting and using data consistently and efficiently will be put in place with written protocols for collection and use. Data collected may include employee engagement and satisfaction perception surveys, employee attendance, student attendance, performance appraisal data, professional learning opportunities, and other data that reflects the current state of the system.  Employee surveys will be administered annually in Turnover County, and HR will ensure that all employees understand the purpose of the surveys and that the results are shared and used in improvement planning processes.

In the case of a school system, the productivity goal is increased student achievement, and that is the mission of the system to ensure that every child is challenged, prepared, and successful. That goal can only be achieved by engaged, committed, and satisfied employees that are present every day, receive the training they need to be competent in the work, receive performance appraisals that guide improvement and training, and receive compensation and rewards that show that they are valued and appreciated so that they will stay with the organization. Therefore, the measurements do align to the mission of the school system. The measures of employee retention can be compared to student achievement data to see if increases in employee retention correlate to increases in student achievement. Having the data by school on the scorecard enables each school to have the data needed to drive improvement planning.

The mission of the school system is “Every Child: Challenged, Prepared, and Successful”, so the scorecard will combine this overall vision and business strategy by monitoring the key metrics described above. The scorecard with targets and progress toward targets will be available for all administrators to view and monitor by school through the technology system that can update information from the school system’s information system. The measures chosen relate to the factors that will impact retention of staff, and the literature shows that employee retention impacts productivity. The balanced scorecard is a familiar tool in school systems because scorecards are used to monitor student achievement goals.

Talent and Workforce Management Strategies

Trust in and respect of leadership must be restored in Turnover County because the past leadership has not supported and promoted meaningful work. A new superintendent and HR Director hired this year must put consistent processes and systems in place to support staff in the work to be done. The superintendent must expect and support positive changes in systems for talent management in the system The HR Director must review, develop, and implement fair and consistent procedures for recruiting, selecting, and hiring a diverse and quality administrative staff and these procedures must be reflected in board policies.

Staff has to be empowered through teamwork and collaboration so the quality of the work will improve (Conti and Kleiner, 1997). Processes that give employees a sense of autonomy and engages them physically, cognitively, and emotionally in the performance of their roles promotes engagement that makes a difference in the work (Nasomboom, 2014). Design teams consisting of people from like jobs will be formed to develop competency models that reflect the new work that will move the system toward achievement of goals. HR can lead the development of these teams and the work. Competency models reflect the behaviors needed in all positions aligned to the vision and mission of the school system. Conti and Kleiner (1997) point out that this process promotes teamwork. HR will use the competency models to revise the human talent management processes, inform job descriptions, and guide the processes of selecting and hiring. Expectations for people currently employed and professional learning needs will also be clarified by the new competency models. A human resource system focused on the goals of the organization gives a competitive advantage (Stringer, 2007). The skills, behaviors, and knowledge needed also inform pay structures and total rewards packages that will attract top talent.

A consistent school improvement planning and decision making process will be put in place to empower and engage employees. The research states that, if employees are not engaged, they will not perform. When people are engaged they work hard so they get better at their job, and they are 87% less likely to leave (Maylett & Neilsen, 2012). It has also been shown that engaged employees miss work an average of 2.69 days annually compared to disengaged workers that miss an average of 6.19 days. Processes like planning that support employee engagement in decision-making and planning and that reward hard work will be monitored by HR.

The employer brand of the system will be revised to attract quality staff. Current employees and potential candidates have to know that the system is place where people want to be. The employer brand can help drive the internal efforts to increase employee engagement and a culture where employees are appreciated and valued. HR can work on redefining and advertising the employer brand through an organized public relations campaign that could include a system motto that communicates its vision and mission. The campaign will be taken to job fairs in communities and on college campuses to attract quality staff. Because of the poor student achievement and low employee retention rate, the reputation of the system has suffered internally and externally. Recruitment involves what is attractive to the people outside the organization. Employer branding helps employers know what is important to current employees and that helps in recruiting as far as matching people that value the same things as current employees.                    Employers have to “walk the talk” in order to maintain employee trust. If the brand is one thing and behaviors are another, the brand can interfere with retention efforts. Farrell (2002) states that employer branding is a commitment to employees which assists in the organizational identity and is really a psychological contract. This guides all the interactions throughout the whole organization. Employer branding also creates value in an organization (Mark & Toelken, 2009). It helps with communication and in solving problems because the employer brand helps construct meaning that gives the organizations its identity. Van Riel (2000) says the brand has to be realistic, relevant, responsive, and sustainable. It is a way to bond employees and focus their work. It is a way to engage them in developing a common language that defines their organization.

A total rewards package also affects talent management. Loftus (2013) identifies compensation, benefits, a balance between work and life, recognition through a performance management system, and career advancement and development as rewards package tools that help to attract, retain, motivate, and engage employees. Pay structures in school systems are dictated by the state, but systems do have some discretion in supplements, signing bonuses, and group incentive pay that can be offered. Supplements for certain teaching content areas that are hard to find will be reviewed in Turnover County to ensure fairness in supplements for all positions that are alike. Bonus pay to attract teachers in content areas like math, science, and special education where shortages are common will be assessed, checking the feasibility of the financial obligation if these bonuses are instituted.

Teachers and administrators in a school system are not paid overtime because these jobs are professional jobs and are exempt from overtime pay based on the definition of exempt jobs from the Fair Labor Standards Act (Martocchio, 2015).  Since these educators do not receive overtime and most will spend more than 40 hours a week fulfilling their job responsibilities, other benefits become even more important in attracting and retaining top talent. Employees appreciate any benefits that are offered because they feel valued. Therefore, employee engagement is increased (Employee Benefits Provision, 2010).

A school within a school system that has the most gain in student achievement will be rewarded as a school or by grade level or department for their work. The reward will be in the form of extra resources, bonus pay, early release time, or extra planning time built into the schedule. Group incentive plans promote teamwork, collaboration, and supportive behavior among a group of employees (Martocchio, 2015). Service environments are good contexts for group incentives because teamwork and collaboration is needed to meet a common goal (Martocchio, 2015).

Benefits are already given in the form of health insurance and in a state retirement plan which are common benefits in public school systems that have state government employees. The discretionary benefits of vision, dental, and life insurance are also currently available in the school system. Other benefits that will be studied for inclusion are disability insurance, long term care insurance, and cancer insurance. Again, a cost analysis must be done to analyze financial feasibility for the system and employees. Staff surveys will be done to assess employee needs for these benefits that could be offered.

Personal and sick leave days are given to all employees, and these days can be accrued. A sick leave bank will be established for employees to voluntarily donate one day of sick leave if they have accumulated at least 10 sick days. Employees that have depleted their sick leave can request days from the bank as needed for emergencies. Days can be donated at any time. This sick leave bank will help to relieve financial stress when employees have used all their sick days and have unexpected illnesses.

Another discretionary benefit that will be researched, including a feasibility study by a district committee to promote health and wellness and a work/life balance, is a wellness center located on a campus of the school system where there is an available space. Right now there is space at an old gym on the Career Center Campus. The system could set up a wellness center and charge employees a minimal fee each month for employee family use. Health fairs could be held regularly and health screenings can be given free of charge for all employees. When employees come to work while sick and productivity and performance suffers, this is known as presenteeism (Cser, 2010). Presenteesim is impacted positively when employees participate in wellness initiatives. They have better focus, better concentration, and performance and productivity increase (Cser, 2010).

Another discretionary benefit that can promote a work/life balance that is not given consistently in Turnover County School System is a flexible work schedule. A policy allowing employees to attend events of children or have time to take care of other family members such as aging parents with prior administrative approval will be drafted and taken to the board for approval. Flexible work hours in a school system in a pure form of deciding when work is done are difficult when children attend from 8:00 to 3:00 or set hours. Principals can be encouraged to cover classrooms themselves or have other staff cover classrooms when possible to allow employees to attend events during the school day. This is a benefit that promotes healthy families and eases stress of employees that do not want to take a whole personal day for an event that takes an hour.

Telecommuting for training and development or out of town meetings is a benefit that will be used more. Budget cuts in education at the state level have forced creativity in saving money while still allowing staff to attend meetings or training opportunities. Telecommuting cuts costs of travel and reduces time away from families which can reduce stress. HR will work with system staff to identify opportunities for telecommuting and develop a protocol that will be followed for employees to use telecommuting when possible.

There is a state teacher evaluation system in place, and teachers are required to set student learning goals.  Principals are to guide the development of the student goals with the teacher in the individual classrooms. Teachers are given the opportunity for input and principals can show teachers that their expertise is important in setting goals for their students.  Principals in Turnover County report that they do not feel confident in helping teachers in this process. In reviewing individual teacher goals, it was found that teachers need to reduce the number of goals they develop. Goals can help to reduce stress if they are focused and few in number so progress can be seen more readily (Latham, 2003). Locke’s Theory for appropriate goal setting supports setting priorities for goals and limiting the number of goals (Mind Tools, 2016). HR will provide training for principals in helping teachers set goals and help to implement processes for regular feedback in addition to the annual performance evaluations. Employees need to be rewarded for good work through regular performance feedback so that staff knows that their ideas and hard work are valued. Rewards can be as simple as positive feedback notes and personal conversations.

Building internal capacity means having a plan for career development for all employees that will help with succession planning. Employees want to stay in organizations where there are career advancement opportunities and processes in place to support individual goals that support the organizational goals. These opportunities are benefits people consider when looking at potential employers.  Providing opportunities for leadership training, for example, encourages people to aspire to teacher leader positions or administrative positions within the system, and they are more vested in the success of the system. HR will provide guidance for principals and other administrative staff in implementing a process for career development for all employees that can be included in the annual performance evaluation conferences with teachers and staff.

Strategies to Address Organizational Culture and Managing Change

The strategies described previously for restoring faith and trust in leadership are also important strategies for building a positive culture that will promote employee retention in the school system as well as help with talent management. Trust in leadership is necessary for employees to be engaged (White, 2013). Leadership must revitalize the symbolic frame in the system in order to facilitate retention of staff and achieve system success. Again, HRM will facilitate processes that will better ensure that quality leaders are in place at every level of the school system.

By developing the competency models that define the expected skills, knowledge and behaviors that leaders and teachers must have to do the work in Turnover County, HRM can implement a strategic plan for human capital management that can rebuild the faith of stakeholders in the system. These models are symbols of excellence for the expectations of all positions so the best teachers and staff can be recruited and retained in the system. The models inform job descriptions and help define the employer and employee brand that reflects organizational culture.

The culture of the system will be defined through organizational symbols to which employees can relate. This will help to define the philosophy of leadership, reinstate the belief in leadership, and facilitate the human spirit that is needed to work collaboratively and increase student achievement. To share what the organization is about internally and externally, visuals or concrete symbols help the organization share what it is about (Vaughn, 1994). These symbols might be mottos, logos, or awards that share the characteristics of the organization. A system motto for the system like “Believe It, Achieve It- Together” will help staff have a symbol they can remember when challenges discourage them. A motto like this will be a symbol to remind all stakeholders that a central characteristic of the organization is that they do have support from the new leadership and that, if they believe in themselves, goals can be achieved.

Rituals can also drive actions in the school system. Rituals are symbols that can be repeated and used often to drive actions (Vaughn, 1994). Celebrations of progress on formative student assessments will be put in place at all schools to be symbols of appreciation for hard work and successful progress toward achievement of goals. Staff that feel appreciated stay committed and loyal. Pink (2009) states that mastery is a motivator so employees must know that progress is being made toward goals set.

A system of communication that is well-defined and implemented well is critical to the strategic plan of HRM in the changes needed. The job descriptions and expectations informed by the new competency models need to be communicated to all current and future staff. Lines of communication among system office staff, between the system office and schools, and between schools will be put in place to facilitate a culture of transparency. HRM will help to develop the horizontal and vertical lines of communication through regular administrative meetings in which principals can share strategies and problem solve together between themselves and with system office staff.  These opportunities will promote teamwork and collaboration in meeting the system goals of improving student achievement. Emails, social media, visits to schools, and informal meetings will also be consistently used to improve communication across and between levels of the organization and will promote efficiency and effectiveness and bring out the best in each staff member (Kumar and Mitchell, 2004).

HR will work with the Public Relations Director to promote the positive things in the system that can help to improve the employer brand for current employees and future candidates. Rewards, incentives, and discretionary benefits will be communicated clearly to send the message that the culture is one of appreciation of staff and to attract quality human capital.

Engagement of employees that promotes retention will be increased in several ways. Engagement is best supported by leaders who are supportive and high in task behavior (Cascio, Mariadoss, & Mouri, 2010 and Schaufeli & Salanova, 2008). Weigelt and Miller (2013) state that the ability of employees to give and receive information is best facilitated by the internal structure of the organization. Coaches for principals that are highly effective retired principals will be put in place to support the work of principals and to be regular liaisons between the system office and schools in addition to the horizontal and vertical administrative meetings. These coaches will also help to build administrator capacity and capability which improves workplace effectiveness for teachers and other staff.

.              A formal process for collaborative planning and designing interventions to improve student achievement will be used system-wide. This process will be a process for systemic transformation, to increase employee input and engagement, and to promote inclusion of all staff. A participatory style of leadership helps organizations make more efficient and effective decisions (Cherry, 2006).  A school improvement process that is pervasive among all employees will allow ownership and buy-in about decisions affecting the organization’s goals. After a process is put in place, HRM will make sure the process is expected and inspected through a check and balance process at regular intervals throughout the school year. Black (2004) states that leaders have to know the interdependence of systems, processes, and departments to understand how things get done in the political arena. Leaders must listen to stakeholder ideas and allow them to be involved in solution-finding. This will also help increase trust in leadership.

            The model of improvement that will be implemented is the Plan, Do, Study, Act cycle. (Deming, 2016). School teams consisting of the principal and teacher representatives and a district implementation team will be trained in the model which facilitates the process of improvement. The school improvement team at each school will develop SMART goals and monitor them. The foundation of the performance-based training will be the principles of human performance improvement and all stakeholders will participate. Training in the model will include implementation science that includes the stages of implementation. This planning process will establish a model for staff engagement that includes data analysis, review of possible interventions, solution-finding, implementation, and a system for monitoring. A plan is a symbol that can facilitate employee interactions in a process of development and implementation (Cohen & March, 1974).

Performance evaluations will be conducted consistently at all schools. Employees have not received regular feedback or coaching support in the work.  HRM can provide training for principals to ensure consistent performance evaluations across the system. A culture that allows individual employees to meet personal goals while working toward the organization’s goals will help to increase retention and help the system be more successful in recruiting top talent. In addition, staff training needs can be identified and implemented. HR will monitor that performance evaluation systems are implemented consistently and fairly. This will rebuild employee confidence and the qualities needed to achieve the system goal of improving student achievement will be expected and inspected. New staff orientations and mentor programs to support new staff will be consistently implemented in order to meet the needs of new staff and promote retention efforts.

Principals will be required to visit classrooms on regular basis in order to provide individual feedback to teachers in addition to the annual performance evaluation. The professional conversations that result will give teachers feedback on their performance and coaching as needed to allow individuals to have input about their own personal career development plan, while improving instruction and student achievement. The system will meet its goals because the employee confidence in the system can be restored because the system will show that it wants to invest in all employees.

Change will be a process in Turnover County and there are steps that can be used for successful change. A sense of urgency has to be created because the achievement of the system is one of the lowest in the state. Kotter (1995) identifies this sense of urgency as the first strategic step in successful change. A sense of urgency will be instilled by sharing student achievement data with all staff, noting the number of students that are not graduating from high school. In addition, the student achievement data from schools with similar demographics will be shared to show the differences in achievement levels.

A guiding coalition, Kotter’s second step in change, is needed to lead change, and the new system staff and design teams described previously can be the guiding coalition and help promote unity in the system (Kotter, 1995). Kotter (1995) also says that a vision must define the direction of the work and barriers to achievement of the vision have to be removed. There is a vision statement in the system, but it was not collaboratively developed or communicated to all staff. The vision statement of the school system has to be revisited by the superintendent and, if needed, be collaboratively revised to reflect the needs of students in the 21^st century. It then has to be communicated to all staff.

Short-term goals provide some quick wins that are necessary to keep staff motivated to reach long-term goals. Kotter (1995) does state that quick wins do not mean that the work is finished. All people in the organization will be focused in the same direction for real change to occur because change requires more than a few people. A system consolidated improvement plan that is strategic across departments and levels of the organization will provide horizontal and vertical alignment of work to facilitate change and provide efficiency in the work.

The final step in strategic change identified by Kotter (1995) is institutionalizing the changes or making them the way things are done in the organization every day. Through the support of quality leadership at all levels, hiring quality teachers that remain in the system,  holding staff accountable through consistent performance evaluations, and improving the overall workplace environment through the strategies previously described, the collaborative effort and persistence of staff will institutionalize the changes because staff will see the progress made. Pink (2009) states that autonomy, mastery, and purpose are the main motivators of people, and this effectiveness plan promotes all three.  All the strategies in this effectiveness plan can breed success and build confidence in staff to try new things and become more engaged.

A major key to culture and change management is open communication. The new system leadership is more transformational and willing to do what is needed to put the processes in place to improve workplace effectiveness and increase staff retention. An environment in an organization that is changing can be a threat or create new opportunities so this environment has to be a focus of the executive leaders (Heimovics, Herman, and Coughlin, 1993). The situation may be confusing but leaders have to take time to ask questions and identify problems so the right work can be done to solve the problems that occur throughout the change (Hulst and Yanow, 2016).

The new HR Director and Superintendent will be encouraged to make time to observe and listen in order to know the political terrain and survive the political arena (Bolman & Deal, 2013).  The coalitions that are in place will be assessed so that the inner and outer circles of influence can be identified that can influence the culture and the success of change initiatives. The definition of power in social psychology is the potential that is there for influence so HRM has to know the circles of influence in the system (Goltz, 2003). The political terrain, including the dynamics of the board of education that is responsible for policies and budget, has to be carefully reviewed and kept in focus.

Ethical and Legal Responsibilities Related to Effectiveness Plan

The ethical and legal responsibilities are that a code of ethics that specifies the expectations of all employees must to be in place and all employment and labor laws must be followed in all processes in the system. The basic ethical and social responsibilities have been codified by laws and regulations, but these are minimum requirements. Krell (2010) points out that unethical practices can occur even if an organization complies with the laws. Compliance with the law does not ensure ethical behavior, so HRM must model ethical behavior, monitor that it is understood and modeled by all managers, and act quickly and effectively if unethical behavior occurs. HRM has to ensure that laws surrounding ethical behavior in the workplace are known and followed at every level of the organization. Ignorance cannot be claimed if an issue arises.

HRM has to be the role model for ethical behavior. Listening and identifying problems is critical because ethical decisions do impact the organization financially. HRM has to keep a pulse on the organization if goals are going to be met. Ethics audits help HR keep track of what is occurring in the organization. Supervisors have to be guided to handle violations in ethical behavior before, when, and after they arise. If there are illegal or unethical practices occurring, the needed human talent will not be retained and the success of the company is at stake. Customers and stakeholders will not remain committed to the organization.

There are more opportunities for ethical violations with all the social media and technology advances that are so prevalent today. This makes it more difficult to monitor ethical conduct, as well (Ferrell, Hirt, & Ferrell, 2016). For example, keeping records confidential is becoming more difficult with social media and incidents of hacking. There have to be levels of access to any technology solutions where performance appraisal data and other confidential information is collected.

Labor and employment laws have to be known and followed to ensure that recruiting practices are fair and a diverse staff can be recruited and selected to meet the organization’s needs. The responsibilities of HRM in ethics and laws are intense because of the expanded opportunities that exist for violations and the scope of monitoring violations.

HRM must be aware of the laws regarding discrimination when looking at applicants and staffing. Discrimination is still an issue impacting effectiveness and productivity. Age, race, gender, ethnic, disabilities, and pay are some types of discrimination that present legal challenges that HR has to keep at the forefront of all processes. HR professionals must be aware of all the laws concerning discrimination in the workplace. They must ensure that systems and processes do not allow for discrimination. They must make sure that managers are aware of the laws, understand their responsibilities, and implement non-discriminatory processes with fidelity.

At least five generations are participating in the workforce. This means that young workers are entering the workforce with a very different background of experience than the older generations. They also enter the workforce with a whole different view of technology and adaptability to technological advancements. The generational differences require training to facilitate, not only technical needs of the older workforce, but an understanding of experiences of the diverse age groups that impact these generations working together. In addition, Noe (2010) points out that managers must be trained to respond to generational differences and create a work environment that allows creativity and innovation from all employees, regardless of age.

Recruitment and selection practices that can be legally defensible must be implemented and monitored regularly. Employers have to be aware that the Fair Pay Act can lead to increased litigation and administrative burdens, so fair pay has to be the norm in an organization. In addition, a grievance procedure must be included in policies. Employees can use this procedure if they encounter issues related to diversity and fair treatment in the workplace. When there are issues related to these sources of discrimination, employee engagement and satisfaction suffer which impacts productivity and effectiveness. Problems with discrimination can arise among employees as well as between the employer and the employees.

To prevent workplace discrimination, HRM has to also be aware of the Stored Communications Act and other legislation to know what the limitations are in using technology to find out about an applicant or a current employee. There can be a violation even if the employer does not request a password or login, but uses an applicant’s online information to learn about an applicant’s protected status such as race, religion, or sexual orientation and uses to weed out a candidate for an interview, to deny a promotion, or to not hire a person (Lazar & Schwartzreich, 2012).

Legal background checks should be done and the Fair Credit and Reporting Act (FCRA guidelines must be followed to protect the employer and prevent any discrimination of employees or potential employees (Lazar & Schwartzreich, 2012). Making sure that policies about personal use of workplace computers laptops, cell phones, or other electronic devices follow the law is also important. HRM must make sure that technology policies are not too broad because employee rights under the National Labor Relations Act (NLRA) could be violated. There has to be a balance between a company’s need to protect certain things and individuals’ rights and freedoms (Lazar & Schwartzreich, 2012). Mello (2012) points out that there is not a body of law that addresses employer monitoring and any resulting actions from discovering information on a social networking site. Some states have passed laws about employees’ legal off duty conduct and any action an employer can take as a result of that off-duty conduct. It seems that the laws are not keeping up with the fast technology advancements.

HRM has a responsibility in Turnover County to increase the diversity of staff to better match student demographics and provide an inclusive and positive culture of learning for staff and students. The staff is currently 94% African American, 4% White, and 2% Asian, Hispanic and other. The staff demographics are not reflective of the student population that is 71% African American, 22% White, 3% Hispanic, 2% Asian, and 2% other. A district team to plan and execute an effective and sustainable human capital management system is needed. The role of this design team will be to review the competency models developed by job-alike groups and to review recruiting, selecting, and hiring practices to make any needed changes that will facilitate the hiring of a quality and diverse staff. These practices will impact employee retention.

            HRM also has a responsibility to ensure that diversity training is conducted each year and to ensure that inclusion is a norm in the system. An understanding of all people will help to facilitate an inclusive workplace culture. This cultural competence reduces the fear of the unknown and promotes collaborative work. Inclusion is important for legal compliance, but it also helps to leverage talent (Dolezalek, 2008). People want their ideas heard and inclusion promotes feelings of respect and appreciation. Inclusion brings an intercultural moral point of view, trust, common understanding, integrity, and mutual enabling to the workplace (Pless & Maak, 2004).       Equal benefits for a diverse employee population show that a company supports diversity in the workplace. Policies and public commitment to promoting diversity and giving equal opportunities for all employees in promotion decisions also helps to promote an inclusive workplace culture. Employee surveys also help employers keep a pulse on employee satisfaction in the workplace.

Strategies to help leaders work with people from diverse backgrounds must be in place (Pless & Maak, 2004). Each person’s frame of reference is different and helping leaders and staff understand the advantages of diverse ideas in helping to promote teamwork, have quality ideas for improvement solutions, and achieve goals is critical to success of the system (Bolman & Deal, 2013). The result will be better employee engagement, more employee satisfaction, and increased retention of staff.

Diversity management impacts ethics in an organization. Business ethics are the principles and standards that determine acceptable conduct in an organization (Ferrell, Hirt, and Ferrell, 2016). Stakeholders’ principles and values determine acceptable behavior. A combination of ethical values, ethical leadership, compliance, and the clear communication of the organization’s expectations for ethical behavior creates an ethical culture. HRM must educate managers and employees about ethics policies and compliance must be required and monitored.

A diverse workplace does not ensure inclusion. Management has to be devoted to managing diversity if inclusion is going to occur. It takes a conscious effort to get to know every person and include every person. In a culture of inclusion, there is collaboration among people with multiple backgrounds, opinions, and ways of working so that they work effectively together and perform to their highest potential (Pless & Maak, 2004). Respect of all viewpoints and a process for all viewpoints to be heard and valued occurs in an inclusive environment. The collaborative school improvement process that will be put in place will facilitate inclusion of all staff.

Inclusion is more than just hiring a diverse staff.  HR has a legal and ethical obligation to ensure that all stakeholders understand the goal of inclusion because it is not only compliance with policies or laws. A more positive workplace climate and more job satisfaction can facilitate better recruitment efforts; expansion of the students that stay in the system; better employee retention; and improvement in student achievement. Ethical behaviors in diversity management that promotes inclusion must be modeled by HR and problems must be addressed quickly. Knowing and complying with the laws and practices that are prohibited are critical.

An employee handbook is needed for all staff to communicate system policies and expectations. It is extremely important for HRM professionals to understand the mission and function of the organization so that the goals and policies in an employee handbook can be tailored to those. If not, the policies and practices in the handbook will not support the foundation of the organization, and legal problems can arise. The policies have to be in compliance with federal, state-specific, and local laws. The handbook is the guide for employees to know their rights, benefits, and expectations of the company. Policies, benefits, and compliance with federal, state, and local laws have to be considered, including a disclaimer that the handbook is not a contract (Attorneys Offer Advice, 2013). In addition, the guidance on social media provided by the National Labor Relations Board should be outlined.

The handbook should be reviewed at least annually to ensure that it is in compliance with the company’s mission and goals and all laws. Any changes in the mission and goals, policies, or laws would warrant an immediate update in the handbook. Employees have to know about changes if they are to be held accountable for certain behaviors or processes expected of them. The handbook ensures that employees have been informed, so it is important to have documentation that the handbook has been received by all employees. This can be important in any litigation that might occur.

There are legally required benefits provided by the school system. The legal benefits provide humanitarian support to workers to contribute to the economy (Martocchio, 2015). There are the two mandatory social insurance programs, Social Security and Medicare that are provided to which employers and employees must contribute. The Federal-State Unemployment Insurance Program is another insurance for employees that lose their job beyond their real of control. The worker’s compensation program is available for employees that are hurt or injured on the job. To reduce claims for worker’s compensation, safety programs must be implemented in organizations, and this is in place in Turnover School System. Health care coverage is also provided in compliance with the Patient Protection and Affordable Care Act (PPACA) (Mathis, Jackson, & Valentine, 2014). Some choice is provided employees of the school system in the health care options provided. Medical plans that best meet the needs of individual employees can be chosen.

The workplace culture is significant to workplace discrimination, but the culture must include stake-holders at all decision-making levels. Sex discrimination can be a direct result of workplace culture, and this is more applicable to the experiences of women than men (Stainback, Ratliff, and Roscigno, 2011). Supportive environments tend to have less discrimination. When advancement opportunities are emphasized as a part of the culture, sex discrimination of women is less than in cultures that do not focus on advancement for all employees (Stainback, Ratliff, and Roscigno, 2011). Therefore, career development for all staff in Turnover County is critical.

Conclusion

The HRM Effectiveness Plan for Turnover County School System is based on research-based strategies supported in the literature that will improve the employee retention. Measuring the efficiency and effectiveness of HR practices and results is critical if HR’s performance and processes are going to improve and help the organization be successful in increasing the retention rate of employees. The measurements in the effectiveness plan will show progress toward the Key Performance Indicators on a scorecard to communicate this progress to all stakeholders. Technology will help with the efficiency of collecting the data so the use of the data is effective in meeting improvement goals. The mission of the school system is to improve student achievement, so HR strategies that help to improve employee retention will facilitate the achievement of the mission.

The strategic role of HRM in talent and workforce management is clear in the research that supports the recommendations in the plan for Turnover County School System. The practices employed by HRM are linked to the organizational goals in order to attract top talent. A competitive total rewards package is critical in performance management. The strategic management capabilities and approaches to a total rewards package in Turnover County School System impact the strategies needed to improve the management of talent and workforce in the system.

Change in the culture of Turnover County School System will help to facilitate an increase in retention of staff. A change in the superintendent and HR Director this year will facilitate the change, but the planned strategies can better ensure success. Unity and teamwork are needed to make the system a positive and effective place to work that will attract top talent. The key to success is not just about what is planned to be done. How the work is done and who is responsible for the work is also critical. HRM is a key leader in the process. Goals and expectations have to be clear and changes have to be collaborative. The goals, expectations, and changes have to be to be the topic of professional dialogue among all stakeholders in the school system. Participative and transformational leadership styles will help to get the work done with fidelity so that the goal of improving student achievement can be met through quality teachers that are committed to success and that want to stay in the system.

            There are legal and ethical responsibilities in the role of HR that relate to every part of the effectiveness plan. The legal ramifications have to always be at the forefront in order to avoid costly legal ramifications that could result from inappropriate recruitment and selection practices, discriminatory treatment of employees in a diverse workplace, unfair compensation practices, and a breach of confidentiality with data that is collected and reported. Ethical practices also have to be ensured to promote the brand of the organization as a place where high ethical standards are expected and enforced.

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