IntroductionHuman resource management policies are administrative models that are employed in an organization in order to increase productivity and service to the people. The policies adopted by the organization must, however, be in accordance with the laws (employment laws and other related regimes) of the host countries. The employees of such organizations thus are subjected to two or more sets of regulations that must not contradict each other. The policies adopted relate to the following; employer-employee relationship, the organization ethics, planning in the organization, hiring, promotions and firing, assessing financial management and regulations relating to collective bargaining agreements. The underlying theme of the policies is that they should always be tailored to meet the needs of the people (Marczely & Marczely, 2002 ). The proper human resource policy will always steer the organization to the desired organizational perfect culture and economic hub.

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This research paper will delve into the different human resource management policies in existence, in a schooling organizational setting. The policies prevalent in the setting will be viewed through the prism of the different varied people’s needs. The policies will also be viewed with regard to how they have improved performance measures in the school. The paper will finally delve into how the policies have supported the school’s organization workforce. The policies to be deliberated will be; the policy of performance and planning evaluation, the policy on the standards of conduct of the workers and employees’ service recognition.

The Human Resource Policies Prevalent in the School and their Applicability
Performance and Planning Evaluation
The policy of the employees’ performance and their evaluation is very fundamental in the day to day running of the school. The general rule in many of today’s institutions is that the effort of the workers is reflected in the output productivity (Marczely & Marczely, 2002 ). The school setting as an organization has two categories of workers; teaching and the subordinate staff. With regard to assessing and evaluating the performance of the teachers, the Evaluation Performance Forms come into play. The evaluation exercise is always facilitated by the head of the school and the deputies. Forms are filled by the students under the directorship of the teachers to be evaluated. In this aspect, the evaluation forms are returnable to the relevant offices at the last day of the term. In this respect, the evaluation exercise enriches the employer in that they facilitate improvements so that the students meet their expected needs in the subsequent days in classes. The exercise improves performance measures in many respects. If an employee is reluctant in improvement, then the employer replaces the same tutor with the desired character in order to enhance performance in terms of service delivery to the students.

The Policy of Standard of Conduct
The school has in place a code of ethics that must be strictly followed by all the employees. This code of ethics is always availed to employees when they report on duty on their first day. The violation of any provision of the code is a ground for removal from office and or accompanied by criminal sanctions. The observance of the clearly set rules and procedures help to maintain the relationship between the students and the teachers and also between the teachers themselves in the quest to fulfill their job descriptions set goals. The code of ethics are revised more often by the board of governors so that the same reflects the realities in the schooling environment and also to match the laws and regulations of the state.

For there to be homogeneity in the application of the code, in the school, all persons moral probity is reflected (Seyfarth, 2008). It must be understood that different human personnel come from different backgrounds and as such, a common ground must be found, for the same to be meaningful in pursuit of productivity in the school.

The contents of the code of ethics applicable in our school are tailored to encourage the achievement of the goals for every teaching, non-teaching staff and the students alike. The workforce in the school is such organized that the ethics and the rules are rarely flouted by the employees. This is because, before the code is passed and approved, there is participation from all and sundry in terms of making it. Implementation of the code of ethics is by all the employees and the stakeholders.

Employees Service Recognition
The trend of adopting a policy on employee service recognition is gaining momentum in almost all organizations, both profit-making and non-profit making. The aspect of incentives to the employees is one that sees the best performing employees get extra incentives over and above their basic and normal salaries. In the school, this is an approved policy on all the employees that perform exceptionally well in their respective fields. This policy is homogenous for all the different departments in the school.

The school has adopted award criteria for recognizing employees in the course of their duty. The length-of-duty award is given to that employee who has served in the organization over an exceptionally long period of time. The spot award is handed to the employee who proves to go over and above his/her call of duty. It is based on one-time achievement. Other rewards are the noteworthy performance reward and peer recognition. The aspect of employee recognition from time to time has strengthened the performance of the school. This is because all the stakeholders find themselves pursuing a noble course which is recognized after it has been achieved. It is thus very fundamental for every human resource department to be alive to all the policies that drive growth of the organizations that they represent (Seyfarth, 2008).

    References
  • Marczely, B., & Marczely, D. W. (2002). Human resource and contract management in the public school: a legal perspective. Lanham, Md.: Scarecrow Press.
  • Seyfarth, J. T. (2008). Human resource leadership for effective schools (5th ed.). Boston: Pearson/Allyn and Bacon.