2. CHAPTER TWO: LITERATURE REVIEW
2.6 Managing Resources in Organisations
2.6.2 Some Principles and Strategies of Resource Management
Olum (2004) defines principles in management as fundamental truths explaining relationships between two or more sets of variables, usually an independent variable and a dependent variable. Adding, Olum states that principles may be descriptive or predictive. That is, they describe how one variable relates to another or what will happen when these variables interact.
Hardwick, Khan and Langmead (1999) point out that the subject of resource allocation and resource scarcity is the central challenge in economics. Every society has the challenge of limited or declining resources which have to be used more efficiently and effectively. Agabi (2010) and Crown (2012) also argue that schools have a task to manage and administer all school resources entrusted to them with prudence. This means, administrator plays a vital role in setting the direction for successful operations of the school. He/she is responsible for exercising the expertise in management and leadership of the school affairs. He/she is responsible for expenditure estimates, day-to-day decisions on spending and weekly monitoring of expenditure to make sure that the school budget is not exceeded. He must ensure that full financial records are kept in relation to all school funds and that these records are presented regularly to the board of governors in keeping with the requirements of the guidance issued by the funding authority (Crown, 2012). Therefore, it is very important for schools to be prudent, strategic and wise in managing the resources available to them.
According to Asiabaka (2008, p. 19) the following are principles that can reduce costs of facilities management if applied well.
a) Getting professional advice before buying a site; eliminating waste space, especially in corridors and other non-instructional areas.
b) Carefully selection of building materials.
c) Using movable partitions to reduce future remodelling costs when alterations are needed to keep the building from becoming obsolete.
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d) Using space flexibility; including foundations designed for imposed loads; using walls that can be moved to subdivide space and considering acoustical problems.
e) Considering quality and quantity of light; avoiding over design (more capacity than needed) in the heating system and consulting with an insurance agent during design.
f) Using building alternates with moderation; avoiding confusion of cheapness with economy; and keeping in mind the purpose of everything that goes into the schoolhouse (Asiabaka, 2008).
Thus, initiatives documented by schools in meeting set guidelines for effective management and utilisation of resources are necessary. The principles can drastically reduce costs and improve economic ways of taking care of school resources. Agabi (2010) adds some guidelines for effective resources utilisation and management: set objectives for using available resources;
formulate plans for achieving the objectives; categorise activities into groups or departments;
define tasks to be done; group the tasks into jobs; staff the jobs with people; initiate work activities; supply incentives to stimulate productivity; set up controls for measuring achievement of objectives and monitoring performance; and take remedial actions for unachieved objectives.
Monsey, Gozali-Lee and Mueller (1997) suggest some management strategies for increased learners‟ achievement in schools. These include: a common shared mission and goals that establish the direction of the school. Collaborative planning between teachers and administrators which involve working together to develop training that fits the needs of the school. Problem-solving orientation, staff and learners identify obstacles that if what they are doing is not working they try something else to overcome it and be willing to modify current practices and approaches to teaching and learning. Decentralised decision-making is if site based management is initiated; people in the school site must have authority over budget, personnel and curriculum. Teachers are encouraged to be innovative, creative and be able to take quick action. Schools have the increased and sustained organisational capacity and resources to cope with the decision-making. A variety of mechanisms for involving different stakeholder groups, schools delegate decision-making responsibilities to sub-committees to involve more stakeholders and reduce burnout but keep people actively involved. Having the school environment conducive to learning, that is, making special efforts to create an environment of orderliness, mutual respect and success of the school. For example, the
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development and implementation of rigorous discipline polices and reward systems for the school.
Agabi (2010) also contributes conditions vital to the effective application of prudence in the management of education resources. These include: conducive work environment – establish an environment that fosters positive interaction between the school and the host community to accommodate the vast area of curricular coverage and financial help for the school. Develop a coordinated and positive programme for community relations; and encourage joint school- community discussions of policies, programmes and issues as they relate to schools. Such an environment is conducive for establishing access to the resources available to the community.
Reducing resource depreciation – most school resources depreciate in value, with age and regular usage; while others depreciate from poor management and non utilisation. Resource maintenance should be directed at keeping school resources in the proper places prepared for them. Resource maintenance should include the provision of pest control and fire prevention services. This is likely to enhance the protection and durability of school plant and instructional resources and minimise wastage that may arise from poor maintenance.
Anyadike (2014, p. 1272) identifies the following strategies for managing resources:
Proper Facility Inventory: the whole essence of material resources management is to ensure productivity and efficiency of the school. A thorough inventory (listing, recording and accounting) of the properties of the school becomes paramount. The haphazard and lackadaisical attitude of school officials to the facilities and infrastructures in their care lead to wastage of the meagre resources at the disposal of the schools with which to accomplish a giant task of bringing development to the grassroots. There is a dire need to ensure a proper inventory of the facilities of the schools to ensure efficient operation of the education system.
Better Office Management: in the public sector, there is no better way of determining competent level for office management. The kind of office operated determines ones job enrichment. A proper office management will boost the morale of the office occupant and ensure efficiency of work. The management of the offices stems from the school head and the legislators who make the decisions hence provision of good office and its equipments as well as rules of maintenance are their responsibilities, while proper utilization and maintenance is that of the other workers in the schools.
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Dash and Dash (2008) suggest strategies for material resources management. These include that the management should appreciate the need of material and physical resources for qualitative performance of employees. Management should study the availability of the materials in the school and if the materials are available it should examine the conditions of these materials. Next, materials should be purchased per the specifications in quotation approved by the purchase committee. This should be according to the requirements of the institution and within the funds available for the purpose. It may be possible to procure materials free of cost from external agencies. Another guide is that proper maintenance of materials is as important as purchasing these materials following usual procedure. Therefore, a teacher or any other employee may remain in charge of maintenance of materials. Proper maintenance helps to avoid wastage and damage and is essential for longer use. Next, an inventory of materials and stock register should be maintained up-to-date. The inventory or stock register should contain details about the name of the item, year of manufacture, date of purchase, price etc. next, the chief purpose of material management is optimum utilisation of materials for increasing efficiency of teachers and the quality of instruction. Therefore, materials should be used for the purpose they are, in the right way, at the right time and by the right persons. Another, proper and adequate space should be arranged for the storage of the materials. Lastly, the stock should be verified periodically or at least once a year to ascertain the condition of the materials, availability of materials and to indicate the need for fresh purchase (Dash & Dash, 2008).
Olum (2004) argues that because of economic competition, demands on school facilities become stricter and greater from day to day. Governments give in control over curriculum, its evaluation and supervision. They decentralise the educational system and give wider control over resources, including budget and management of teachers to institutions. So, there is need for the formulation of plans for achieving objectives, strategies for reducing resource depreciation and having proper inventory controls of resources in schools. Among other things I studied were any guidelines or standards set in schools regarding the management and maintenance of educational resources.