This analysis revisits the South Louisiana regional office of Teach For America (TFA-SLA). Pulling from interviews with Marie Mullen, the Director of Talent, Recruitment, and Strategy, and Michael Tipton, the Executive Director, this analysis studies TFA-SLA through the human resource and political frames.
HUMAN RESOURCE FRAME
Overview of TFA-SLA Human Resources Human resources at TFA-SLA reflect the belief that people are the “biggest assets of the organization” (Mullen 2014). This is observed at the top of the organization, by Mr. Tipton’s democratic leadership style. True to democratic management style, Mr. Tipton guides his staff to develop their own goals based on the priorities outlined in the beginning of the year (Tipton 2014, Tompkins …show more content…
Mullen. Ms. Mullen leads the office through several best practices in human resources described by authors Bolman and Deal (2008). Figure 1 (next page) provides some examples of how TFA-SLA human resources strategies (2008).
Figure 1: TFA-SLA Human Resources Practices
Basic Human Resource Principle in Bolman and Deal TFA-SLA Practices
Build and Implement an HR Strategy TFA-SLA operates off the philosophy that people should be free to work to their strengths to maximize their impact
Hire the right people Applicants for both staff positions and for the teaching corps undergo a highly selective hiring process designed to find candidates who exemplify TFA’s mission and corps values
Keep them Provides employees with comprehensive benefits and often promotes corps members into staff positions (
Invest in them TFA-SLA provides continual professional development for current corps members and full-time staff members
Empower them Although there is clearly defined chain of command, employees are treated as experts who can make inform decisions in the realm of …show more content…
According to this theory, employee “participation produces higher morale and motivation and lower turnover, and that the rate of learning a new job is directly proportional to the amount of participation. (Tompkins 2005). At TFA-SLA, members of each organizational area are required to “to set their own individual and collective goals as long as they are consistent with goals and policies set at higher levels of the organization (Tompkins 2005 ). In TFA-SLA aspects of the three main components (supportive relationships, group decision makings, and mutual adjustment) can be
HUMAN RESOURCE FRAME
Overview of TFA-SLA Human Resources Human resources at TFA-SLA reflect the belief that people are the “biggest assets of the organization” (Mullen 2014). This is observed at the top of the organization, by Mr. Tipton’s democratic leadership style. True to democratic management style, Mr. Tipton guides his staff to develop their own goals based on the priorities outlined in the beginning of the year (Tipton 2014, Tompkins …show more content…
Mullen. Ms. Mullen leads the office through several best practices in human resources described by authors Bolman and Deal (2008). Figure 1 (next page) provides some examples of how TFA-SLA human resources strategies (2008).
Figure 1: TFA-SLA Human Resources Practices
Basic Human Resource Principle in Bolman and Deal TFA-SLA Practices
Build and Implement an HR Strategy TFA-SLA operates off the philosophy that people should be free to work to their strengths to maximize their impact
Hire the right people Applicants for both staff positions and for the teaching corps undergo a highly selective hiring process designed to find candidates who exemplify TFA’s mission and corps values
Keep them Provides employees with comprehensive benefits and often promotes corps members into staff positions (
Invest in them TFA-SLA provides continual professional development for current corps members and full-time staff members
Empower them Although there is clearly defined chain of command, employees are treated as experts who can make inform decisions in the realm of …show more content…
According to this theory, employee “participation produces higher morale and motivation and lower turnover, and that the rate of learning a new job is directly proportional to the amount of participation. (Tompkins 2005). At TFA-SLA, members of each organizational area are required to “to set their own individual and collective goals as long as they are consistent with goals and policies set at higher levels of the organization (Tompkins 2005 ). In TFA-SLA aspects of the three main components (supportive relationships, group decision makings, and mutual adjustment) can be