Title

Connecticut human resource director standards: A content validation study

Date of Completion

January 2007

Keywords

Business Administration, Management|Education, Administration

Degree

Ph.D.

Abstract

The purpose of this study was to conduct a formal job analysis on the school human resource director position in Connecticut. Competencies (also known as standards) exist for this position however they have not been validated. The Equal Employment Opportunity Commission requires that a formal job analysis be conducted on a position if a set of standards are to be used for employment decisions.^ Today's school human resource director is faced with extreme challenges. Issues such as teacher quality, teacher shortages and increased financial pressures are affecting school districts at the same time as increased federal and state involvement. The school human resource director plays a critical role in assisting school districts to meet these challenges. This position exerts tremendous influence over each school's ability to succeed (DeStefano, 2002).^ This two-part study included a two round Delphi study utilizing an expert panel of school human resource directors and a population survey of school human resource directors and assistant superintendents and superintendents who have primary responsibilities for human resources in their Connecticut public school district. The Delphi panel received a list of 27 competencies, which were developed through a review of literature, and were asked over the course of two surveys to add, modify, or delete from the list as they felt appropriate. This resulted in 30 competencies which were then sent to the remaining population of school human resource directors in Connecticut in a survey designed for this study. The population was asked how important they felt each of the competencies was for success as a human resource director. ^ Based upon the findings, it was determined that all 30 competencies would be reported as significant. It was also found that a significant difference did not exist among District Reference Groups (DRGs) in Connecticut as to the importance they attribute to each competency as a measure of human resource director effectiveness. The findings of this study present opportunity for pre-service and in-service training as well as selection and evaluation of this important position. It also provides a refined, validated list of standards.^