"Samples of the Head Start Programs Job Interview Questions"
Human Resource Management: What You Need to Know December 13 – 15, 2006 Bonnie Yee, Administration-Fiscal Specialist 2006 Head Start/Early Head Start Directors’ Institute Leading With A Vision: Managing Change & Creating Quality Agenda • Welcome & Introductions • Overview of Human Resource Management Requirements • Systems Concepts and Effective Human Resource Functions • Assess Current Systems and Practices to Support Staff Development and Training & 2006 HS/EHS Directors’ Technical Assistance Planning Institute Objectives Participants will: • Become more knowledgeable of the Human Resources regulations under HS Grant Administration and HS Performance Standards • Using systems concepts, be able to describe effective Human Resource management functions • Using a competency-based approach, be able to assess current program systems/practices for staff development, and 2006 HS/EHS Directors’ training and technical assistance (T/TA) Institute planning. Systems Concepts • Effective Head Start/EHS systems support highly quality services and outcomes for children and families • Highly performing programs have: – System-to-System Integration – System-to-Service Integration – Service-to-Service Integration 2006 HS/EHS Directors’ Institute Head Start Services and Partnerships Program Design & Management Family & Early Childhood Community Development & Partnerships Health Services 2006 HS/EHS Directors’ Institute Head Start Systems Co mm 1304.50: Program Governance Pl ann in g Grantee un ica tio n Agency Governing Delegate 1304.51: Management Systems Bodies Agencies Report Children Monitoring and in (a) Planning g Families Policy Community Groups Partners (b-f) Communication Staff n g pi (g) Record-keeping Se lf-A sse co rd -K ee ssm Re (h) Reporting en t (i) Program Self-Assessment & Monitoring 1304.52: Human Resources 45 CFR Part 74 & Part 92: Fiscal Management 2006 HS/EHS Directors’ Part 1305: Eligibility, Recruitment, Selection, Institute Enrollment and Attendance (ERSEA) Overview of Human Resource Regulations • Part 1301 Head Start Grants Administration, Subpart D –Personnel and General Administration • Part 1304 Head Start Program Performance Standards • 1304.52 Human Resources Management 2006 HS/EHS Directors’ Institute 1301.30: General Requirements “…shall conduct the Head Start program in an effective and efficient manner…free of political bias or family favoritism…provide reasonable public access to information…records pertaining to the Head Start program.” 2006 HS/EHS Directors’ Institute 1301.31: Personnel Policies (a) Written Personnel Policies (b) Staff Recruitment and Selection Procedures (2)(i-iii) Signed declarations (c) Declaration exclusions (d) Probationary Period (e) Reporting Child Abuse or Sexual 2006 HS/EHS Abuse Directors’ Institute 1304.52: Human Resources Management (a) Organizational Structure (b-f) Staff Qualifications (g) Classroom Staffing & Home Visitors (h) Standards of Conduct (i) Staff Performance Appraisals (j) Staff and Volunteer Health 2006 HS/EHS (k) Training and Development Directors’ Institute Human Resource Management System Concepts Recruit, Interview, Select & Hire Training Orientation & & Development Training Human Resource Management Managing Coaching 2006 HS/EHS & & Evaluating Supportive Directors’ Performance Supervision Institute Essential Components: Recruitment, Interview, Selection & Hiring Process Implement Hiring Develop Procedures Recruitment (e.g. references, Plan background checks) w/Timetables Implement Approval Review/Update Process Job Description (e.g. PC, Board, & Requirements Local procedures) Conduct Interviews Determine Selection & Criteria & Interview 2006 HS/EHS Evaluate Questions Directors’ Applicants Select Institute & Train Interviewers New Employee Orientation Tips & Timeline Employee Hire Date Employee Begins By first 2 weeks By first 2 months 2006 HS/EHS Before Directors’ Probationary Period Ends Institute Orientation Process Follow-Up Essential Components: Managing & Evaluating Performance FORMAL INFORMAL JOB DESCRIPTION • Responsibilities ONGOING SUPPORT • Standards of job performance • Employee Orientation Process • Ongoing Feedback PERFORMANCE • Learning, as an ongoing APPRAISAL process is valued • Meet, discuss & assess • Supportive Supervision performance (at least annually) • Linking employee’s job to • Identify training or development program goals needs • Access to information • Set future goals for job • Collaborative work performance relationships • Update position description • Delegate appropriately • Recognize accomplishments INDIVIDUAL DEVELOPMENT • Communication and more PLANNING communication • Coaching Plan 2006 HS/EHS • Training Plan Directors’ Institute Coaching Model For Improving Performance Agree on Performance Issue Do Follow-Up Set Goals Implement 2006 HS/EHS Action Plan Directors’ Institute Essential Components: Training & Development Analyze the Need Evaluate the Design and Results and Develop the Benefits Plan 2006 HS/EHS Implement the Directors’ Training Institute Five Levels to Evaluate Training Results beyond 2-3 years, Return cost-benefit analysis On Investment Performance records, quality Organizational assurance & financial reports Results Observations, work samples, supervisors’ reports On-the-Job Behavior Pre and Post training activities, observations, Learning demonstrations 2006 HS/EHS Workshop evaluations, Directors’ participant feedback, Reaction surveys Institute Based on Kirkpatrick’s Evaluation Model Ways to Ensure Transfer of Training Before During After Staff • Do necessary • Actively listen • Practice new skills preparation • Actively participate • Evaluate training • Read • Complete • Identify other • Use work samples assignments training needs Trainer • Identify training needs • Use on-the-job • Provide follow-up • Use adult learning applications assistance principles • Use variety of • Use focus groups • Define training media & instruction objectives methods Supervisor • Discuss purpose & • Allow employee to • Provide coaching & objectives with staff attend training • Participate in needs uninterrupted • Provide feedback to assessment • Provide needed trainer • Attend training or pilot resources and • Delegate session assistance assignments 2006 HS/EHS Other • Review professional & • Follow scheduled • Evaluate jointly Directors’ (mentor) personal development action plan • Make referrals plans with mentee • Identify networks & Institute • Commit time and resources • Work on joint projects resources • Use tele-coaching Benefits of Continuous Improvement & Professional Development Successfully achieve program goals Learning and improvement prepares for new challenges and changes Strengthens benefits of HS/EHS in the community Increases staff morale and performance 2006 HS/EHS Contributes to staff retention and Directors’ succession planning Institute SAMPLE Employee Training & Development Action Plan Name ____________________ Date _________________ Job Title __________________ Supervisor ________________ Approved by___________ Job or career goal ___________________________________ __________________________________________________ __________________________________________________ Means of Activities Resources Costs measuring Target completion Dates 2006 HS/EHS Directors’ Institute T/TA Planning Framework Approach to Training Results of Federal Monitoring Community Assessment Program Goals & Objectives Results of Ongoing Monitoring Program Self-Assessment PIR ~ Program Information Report Program & Mandated Child Outcomes - NRS Other Data Teacher Qualifications Enrollment Level Identified training needs of Board, PC, parents, volunteers, partners Identified needs from performance appraisals and staff surveys Mandated trainings: Performance Standards, other regulations Evaluation of prior year’s training plan Analysis Sample questions are available in the attached table for assistance in analyzing program data. Use the results of the analysis to identify T/TA priorities, Identified strategies, the budget needed to support them and the outcomes Priorities & to be achieved. The plan may include other resources such as Outcomes and the use of additional program funds and in-kind. Results A comprehensive T/TA plan should include: Approach/philosophy Description of process used to develop the plan Priorities Strategies including key roles & responsibilities Key Elements of Outcomes/results expected the Plan Cost Implementation timelines Monitoring & evaluation Resources Early Childhood Learning & Knowledge Center www.eclkc.ohs.acf.hhs.gov American Society for Training & Development www.astd.org Society for Human Resource Management www.shrm.org Head Start T/TA Network 2006 HS/EHS Directors’ Institute