TSPR Audit Protocols - Personnel Management

Elementary and secondary education is a labor-intensive undertaking: personnel costs consume approximately 80 percent of the average school district budget. The Texas School Performance Review therefore places a major emphasis on personnel management.
Personnel management includes staffing analysis, recruiting, hiring, salary and benefit administration, and performance evaluation. Effective personnel management requires compliance with equal employment opportunity statutes and other applicable federal and state laws. Establishing fair and workable policies, procedures, and training programs are important to recruiting and retaining competent staff.

I. Organization and Management of Personnel Function

A well-organized personnel department can help a district meet the needs of its employees and the data needs of district administration. By assigning clear responsibilities to staff in the division, the district can effectively and efficiently deliver the services the district needs to ensure the sound management of human resources.
Data Needs

Personnel organization chart
Staffing of personnel function
Job descriptions of personnel staff
Strategic plan

Possible People to Interview
Superintendent
Personnel director
Director of Information technology
All personnel function employees
Payroll, benefits, and staff development employees
I.A. Organization Structure of Personnel Function
Activities to Perform

I.A.1 Examine the organization and staffing charts and job descriptions for personnel and interview staff to determine reporting arrangements, determine whether the organizational structure depicted on the chart reflects the actual organization of the department, and document if it has been changed recently or repeatedly in the recent past or is anticipated to change in the near future and explain the reasons for changes.

I.A.2 Examine the staffing and budgets of personnel and personnel-related functions such as recruiting, payroll and benefits management functions and determine the ratio of total staff to staffing within the personnel function. Compare the budget and staffing levels to industry standards?

I.A.3 Obtain information on qualifications of key personnel through resumés or interviews to determine qualifications.

Questions to Ask
Who heads the personnel division? Are functions that relate to personnel such as payroll and benefits efficiently aligned within the overall district organization? What is the staffing pattern of the personnel division? What are the functions supported by the personnel division? How are related functions coordinated within the district?
What training do staff in the personnel division receive to better understand current and emerging developments in the personnel function? How do personnel staff serve as resources to other administrators in personnel matters? Are employees in the division cross-trained? To what extent do personnel staff participate in workshops, conferences, seminars, read professional literature and interact with personnel administrators in both public and private sectors to improve job performance?
I.B. Management of the Personnel Function
Activities to Perform

I.B.1 Examine any administrative procedure manuals, departmental budgets, strategic planning documents, mission statements and performance measures to determine their adequacy and how they are tied to the district’s policies and strategic plan.

I.B.2 Evaluate the computer system used by the personnel unit as well as the connectivity between this system and related systems such as finance, payroll, and other systems used for district operations. Evaluate use of computer systems to analyze staff development patterns within campuses, across campuses and alignment with special population priorities.

Questions to Ask
Does the personnel division have a mission statement? Goals? Performance measures? How is the personnel function treated in the district's strategic plan? Who are the division's customers? How does the division know it is meeting its customers' needs? How does the division measure and monitor success?
How are departmental expenditures controlled?
What computer systems support the personnel functional area? Does the district's personnel software tie together staffing, payroll and leave data? Is the district's MIS function capable of providing data on the number of positions and teachers in each certification area?
Is the district's MIS function capable of providing data on staff characteristics such as race, sex, age, experience, and certification?
Does the district maintain employee records electronically? How does the district assure personnel records are safeguarded against loss or damage? How does the district regulate access to personnel records? How does the district coordinate record requests from employees or the public under the Open Records Act?
Is staffing information used to project staffing for budgetary purposes? Does the district's MIS provide breakdowns by staff-to-student ratios? Does the district have a system for position control that is automated and integrated with budgeting, personnel, and payroll to ensure effective position control?
I.C. Contracting for Personnel-related Functions
Activity to Perform

I.C.1 If the personnel function or any parts of the personnel function are contracted for, obtain copies of and examine all service contracts, status reports on services performed, feasibility studies, cost benefit analyses, performance data, copies of any memorandum of understanding (MOUs) or interlocal agreements.

Questions to Ask
Does the district use contracts for any aspect of personnel services (e.g., recordkeeping, microfilming, job searches)? Does the district routinely examine options for contracting personnel services?
If any services are performed or contracted for through private companies or interlocal agreements: Was a cost benefit analysis and feasibility study performed prior to bidding the service and entering into the contract? What competitive procurment processesprocess was used? Did the bid process comply with state law? Did face-to-face negotiation occur? Were all stakeholders in the service represented in the negotiation and in the evaluation? Did vendor due diligence occur as part of the evaluation process? How were bid proposals evaluated? Were vendor references checked? Were quantitative and qualitative measures used in evaluating each proposal?
Did vendor presentations or interviews take place and how was this information used in the bid process? Did staff document the evaluation process and make written recommendations?
During contract negotiation, was a contract awarded to the lowest viable vendor? Was the contract written by the district, the vendor or in collaboration? Were the terms and conditions negotiated? Were the purchasing and finance divisions involved in the evaluation? Did a district-employed or district-hired attorney draft or review the final contract before signature? Were all relevant documents referenced in the contract for future reference? Is the contract written?
What are the basic terms and conditions of the contract? Did both the district and the vendor sign the contract? Does the district have a way to shift services back in-house should in-house operations prove the most efficient way to do things? Are escalator clauses tied directly to changes in the market that affects the vendors’ costs? Are increases in contract costs tied directly to rising labor or supply costs? Are terms of the contract favorable in comparison to market rates for services? Are cost controls part of the contract and are costs monitored for changes?
Are there options to renew or renegotiate the contract as the result of the period of performance ending? Are there options to renegotiate the contract in response to changes in district needs or market conditions?
Are contractors required to report regularly to the board? To the administration? If so, how do they report? If so, are they reporting as required? Does the contract include a contract change mechanism?
Did the contract include all relevant terms and conditions required by board policy, local, state and federal law and the uniform commercial code? Are specific steps outlined in the contract for dispute resolution? What is the district’s liability and what is the vendor's liability? When does the contract expire?
Has the district dedicated correct and sufficient contract management resources to manage the contract? Who manages the contract in the district? Does this person have the authority to enforce or change the contract? Does the contract include the name of the contract manager and who represents the district as the final authority for contract disputes?
What reports must the vendor provide the district and when do they have to be provided? What mechanisms are in the contract for providing the vendor with feedback on performance?
Does the vendor have to account for any cost changes to the district? Does the district require the vendor to notify the district in the event the vendor changes suppliers for items included in the service agreement?
Does the contract outline how the district can terminate the contract for poor performance or failure to perform without liability to the district? How are risks to the district managed by the contract?
Is a specific individual responsible for reviewing and documenting vendor performance? Does the contract specifically outline minimum and preferred performance standards? Can the standards be measured objectively by the district? Does the contract describe each service to be performed in sufficient detail?
Does the contract describe specific levels of performance the vendor must meet in performing the service? Are these performance measures tracked by the district or by the vendor? How is performance measured relative to payment?
Does the contract include remedies in the event the vendor fails to perform the contract or fails to perform acceptably? What types of options does the district have in remedying poor performance or terminating the contract? Is payment tied to performance?
Are performance measures related to quality and quantity of activities performed by the vendor? Does the contract include specific periods in which the service must be performed?

II. Districtwide staffing patterns, salaries and benefits

Data Needs

District organizational charts
Staffing patterns in the district
Salary surveys
Benefit information
Sample job descriptions
AEIS staffing and salary data
Personnel Policy manual
Orientation materials
District newsletters

Possible People to Interview
Personnel director
Personnel Staff Specialists
II.A. Districtwide staffing patterns
Activities to Perform

II.A.1 Chart districtwide staffing by functional area for the last three to five years and calculate the rate of change. Compare staffing changes to changes in student enrollment for the same time period and determine if staffing growth rates mirror student enrollment growth. Note any aberrations and explore the reason for the differences. Look for deviations from state level average of 8:1 in the relative growth of staff over five school years to the growth in students.

II.A.2 Obtain a copy of any budget allocation formulas or guidelines and compare the district’s overall staffing patterns to the district’s formulas at each level. In the absence of a district allocation formula, compare staffing ratios to industry standards. Compare staffing ratios with peers and the state average.

II.A.3 Prepare exhibits showing employee turnover rates by functional area for the past three to five years by department or staffing category, as applicable. Explore and note the reason for any higher-than-average turnover rates.

Questions to Ask
What is the ethnic composition of the staff. How does this compare to the ethnic composition of the student population? What is the student/teacher ratio of the district? Does the district have an ideal staffing formulas for schools (e.g., number of administrative and support staff for each school)?
What are the turnover trends in the district? Does the district analyze turnover by employee type? How does the division use turnover data to determine staffing needs? Does the district track the reasons why employees leave the district (voluntary separation, retirement, termination for cause, transfer to a different classification [e.g., teacher to administrator])? Does the district conduct exit interviews to determine reasons for resignation which are then systematically analyzed to determine strategies for reducing turnover?
Does the district keep turnover by campus? What does the district consider to be a manageable level of turnover? How does this compare to peer districts?
Does the Personnel Department track absenteeism of teachers? If so, how?
Does the Personnel Department have records of substitutes by campus? Compare across district.
What reports does the Personnel Department routinely prepare? Obtain copies of all reports.
Does the district have written procedures to control the number of budgeted full time equivalent (FTE) positions? Does the district have an approval process to handle situations where FTEs exceed the number of budgeted positions?
How is technology used to facilitate active data analysis by instructional leaders and teachers rather than passive data analysis of paper format reports and charts?
II.B. Salaries and Compensation
Activity to Perform

II.B.1 Use PEIMS data to prepare a chart of salary levels for categories of staff for the last three to five years and chart changes. Compare current salary levels with peers and the state average and compare to salaries in neighboring districts and to competing positions in the private market.

Questions to Ask
How have salaries changed over the past five years? How do salaries compare with similarly sized districts for similar positions? How do salaries compare with similar positions in the district's market?
How are cost-of-living adjustments handled? What is the district’s history as far as pay raises for the last five years? Have raises kept pace with inflation and compensation rates in neighboring districts or the marketplace? What categories of staff have salaries below market rate and how has that impacted turnover rates?
Is the district's compensation plan based on sound practices with a minimum, midpoint and maximum salary range and a range spread not exceeding 60 percent? Does the midpoint approximate the market?
Does the district periodically update the compensation scale through a comprehensive salary survey using benchmarking, job matching and collection of high, low and actual salary data? When was the last time the district performed a comprehensive salary survey? Did the board fund any pay adjustments recommended in the survey? How were any higher than appropriate pay levels brought in line by the district?
Which classes of district employees have contracts? How are contract renewals handled?
What classifications of staff receive a stipend in the district? Obtain a copy of the stipend schedule. How are stipends determined?
Does the district uniformly comply with all requirements of the Fair Labor Standards Act regarding overtime and compensatory pay?
What is the board’s role in hiring, firing, promotion, or other salary actions for positions other than the superintendent? Does the board or district administration have a compensation strategy to align the district’s salaries? Does the district actively manage payroll costs through balancing the numbers of staff at all experience levels?
II.C. Benefits
Activities to Perform

II.C.1 Prepare a comprehensive list of all employee benefits including such items as insurances, social security, sick and annual leave, and special retirement programs. Make note if there are benefits that apply to only certain classes or types of employees and at what point part-time employees become eligible for benefits. Calculate or obtain a budgetary benefit rate by class of employee, if applicable.

II.C.2 Determine if the district keeps a chart of benefit rates/payments by class of employee/salary level.

Questions to Ask
Are all benefit terms and conditions stipulated in board policy? Does the employee handbook adequately describe the benefits offered by the district and the eligibility requirements? Does the district offer a comprehensive benefit program including life, health, optical, and dental insurance with other special programs such as capital accumulation plan, long/short term disability, etc.? Is the benefit program competitive with neighboring districts? Are differences between benefit programs for different classes of employees justified?
Can leave balances be accumulated and taken in cash at termination or retirement? Is there a reasonable cap on the amount of accumulated leave that will be paid out at retirement?
How does the district define part-time employees? How are their benefits different?
II.D. Personnel Policies and Procedures
Activities to Perform

II.D.1 Review all personnel policies, the employee handbook, employee orientation materials and determine the consistency of information presented and dates of last update. Note any inconsistencies or information that is out of date.

II.D.2 Examine board-approved personnel-related policies and determine whether the district has policies covering: Recruitment of professional, paraprofessional, clerical and auxiliary staff members? Hiring? Promotion? Seniority? Grievance? Probation? Performance appraisal? Staffing? Affirmative Action? Termination? Benefits? Employee assistance? Leave of absence (with or without pay)? Other? For each policy note the topic, policy number, date of update, class of employee impacted by the policy if applicable, and summarize the basic issue.

Questions to Ask
Are these policies available on-line? Are policies and employee handbooks regularly updated? Who is responsible for updating policies? How are employees made aware of changes to personnel policy? How is other news communicated regularly to staff?
Who covers for absent employees? How are substitutes located for absent employees? Are temporary employees or employment agencies used to temporarily fill vacant positions? Does the district have an automated substitute caller system?
How are teacher substitutes trained? What are the compensation rates for substitute teachers? Who is responsible for working with substitute teachers to ensure that the educational programs and students’ education are not interrupted? How does the district select substitute teachers?
Does the district maintain a staff directory (either electronically or in hardcopy)?
Does the district conduct orientation on personnel policies for new employees?

III. Recruitment and Hiring Activities

Data Needs

Selected job descriptions
Selected job postings
Personnel Policy manual
Recruiting brochures
Recruitment trip logs
Statistical reports about recruitment efforts
District website

Possible People to Interview
Personnel director
Personnel staff specialists
Principals
Recruiters
III.A Recruitment
Activities to Perform

III.A.1 Identify and analyze all formal and informal recruiting activities and interview staff responsible for recruitment efforts. Create a chart of recruitment trips and activities showing the success rates of the recruiting effort. Note who was responsible for each activity. If possible, compare recruitment activities with similar district or local employers.

III.A.2 Determine the total budget for recruitment in the district and compare this cost to the costs experienced by peer districts or regional averages.

III.A.3 Using historic data, chart the typical number of vacancies and of what employee type that must be filled each year before school begins and the number that typically come vacant during the year that must be filled? List the general type of recruitment activities used to fill vacancies by type of employee.

Questions to Ask
How are all jobs posted? Are jobs posted online? Does the district use any outside entities such as employment firms or the Texas Workforce Commission to assist them in locating candidates? Are advertisements placed in local and trade newspapers? Which newspapers are producing the best results? Are temporary employment agencies used to temporarily or permanently fill some positions?
Does the district finance travel for recruitment on college campuses? How does the district measure the success of its recruiting efforts? How does the district maintain professional relationships with placement offices, faculty members, and officials of colleges and universities? Does the district have strategies to address teacher shortages in specific areas (e.g., math, science, bilingual ed., special ed.)? Do recruiters have the authority to extend offers to candidates on recruitment trips? Does the district hire to a pool of vacancies or is hiring done on a one-on-one basis?
Does the district provide timely responses to applicants? Does the district maintain a pool of applicants for future openings? Does the district have strategies to ensure a diverse workforce?
How does the district identify staffing needs? Does the district distribute written information to candidates for employment explaining the school system, employment requirements, and characteristics of the community?
Is the district using any long-term strategies to fill critical need positions such as targeting college students early in their careers and offering them some incentives for committing to work in the district upon graduation?
How does the district market to prospective employees? Does it have information readily available to prospective employees regarding pay, benefits, community?
III.B Hiring practices
Activity to Perform

III.B.1 Diagram the process used to hire an employee, including all staff involved in the process and all intermediate approvals and final decision-makers.

Questions to Ask
How does the district conduct reference checks? How does the district conduct criminal background checks? Are check completed before new employees are allowed to work with children?
How does district notify current staff members of vacancies? Are opportunities for promotion publicized to the staff? Are all promotions based on competency, performance, and job qualifications? How does district use descriptions and essential qualifications as guides in selecting personnel?
Do hiring practices differ for temporary or part-time employees? Are job postings screened for physical requirements or examinations that would unfairly exclude the selection of disabled individuals? Does the district develop clear job descriptions, legally defensible job qualifications, and performance criteria for all vacancies being filled?
How does district document hiring process to avoid possible litigation? How does district provide for existing staff to participate in interviewing activities and hiring decisions?
How are campus administrators involved in hiring staff for their campuses? Does district have a selection procedure that is uniformly applied to each candidate? Are newly hired employees subject to a probationary period? Does the district have a system for orientation, mentor supervision, and in-service training during the probationary period? Does the board have any approval authority for hiring new employees?
Are there many complaints of favored treatment that allege the district passed over fully certified individuals in filling vacancies?

IV. Districtwide Employee Management

Data Needs

Personnel Policy manual
Appraisal policies
Sample employee performance appraisal forms
Job descriptions
Turnover statistics
Employee complaints
Grievance records
Training records
Training opportunity brochures
Training announcements

Possible People to Interview
Personnel director
Selected management staff
Director or Personnel
Employee liaison
District ombudsman
Staff attorney
Staff development specialist
Employees
IV.A. Employee Evaluations
Activities to Perform

IV.A.1 Examine a sample of employee performance appraisal forms for teachers, administrators, and support staff. Evaluate them for timeliness, thoroughness, effectiveness, and compliance with state guidelines and local policies and procedures.

Questions to Ask
Does the district have a formal performance evaluation program documented in board policy or administrative procedures? How often are appraisals given to employees (evaluation cycle)? Is performance measured against pre-established standards? Is the superintendent and district management evaluated following the cycle prescribed in law, and when evaluations are not timely, is pay withheld?
Do managerial and supervisory appraisals allow for subordinate or self-ratings? How do appraisals tie weaknesses or strengths to recommended actions for future performance? What is the evaluation hierarchy (What level does which evaluations)? What feedback is allowed by the person being evaluated?
Does the district tie performance to student achievement for teachers? Does the district tie performance to student achievement for other employees such as administrators and principals?
Does the district have a performance-based system for compensation? If not, has the district considered such a system?
IV.B. Employee Relations
Activities to Perform

IV.B.1 Prepare a chart of all labor organizations representing the district and stipulate the employee population represented and the number of district employees in each organization. Describe any formal or informal processes used to bring employee concerns to the district. Contact Texas State Teachers Association representative or liaison.

IV.B.2 Outline any employee grievance, wellness or other employee assistance programs used by the district and evaluate the effectiveness and efficiency of each.

IV.B.3 Create a chart of the number and type of employee grievances that have been filed by employee category. Determine whether there are patterns, and how has the district taken steps to prevent recurrences of situations most prone to employee grievances.

Questions to Ask
How are the labor or employee organizations involved in the day-to-day running of the district? In what manner does the board interact with these organizations? In what manner does the administration interact with these organizations?
Does the district have an employee assistance program which:

Provides counseling and/or referral for employees with drug or alcohol abuse problems?
Provides an employee wellness program encouraging good employee health practices?

Does the district have policies for voluntary and involuntary transfers? Are campus staff involved in the decisions for transfers (in and out)? Is there a chain of command or process by which and employee can protest employee actions?
Does the district have clear policies on grievances, termination for cause and reductions in force? Does the district provide for termination only after serious efforts (counseling and remedial training) have been made to assist the employee to improve? Do managers monitor the work of the employees during their probationary periods and provide assistance and support as needed to attempt to ensure success? When was the last legal review of termination and reduction in force policies? Does the district have checklists in these areas facilitate compliance and avoid legal costs for violations of policy and due process?
Does the district base termination on written evaluation reports and written documentation which have been shared and discussed with the employee? Does the district have a plan of progressive discipline, such as an oral warning, disciplinary layoff, and termination to be used for paraprofessional, clerical, and auxiliary personnel?
Are employee organizations involved in remediating poor performing employees? Does the district provide for immediate suspension and/or termination for serious violations such as assault, theft, drinking or drug use on the job; etc.? Who keeps up with latest state and federal laws on employee issues- to consult with before a final action is taken on an employee?
Who is responsible for disseminating rules, regulations and policies to all employees; ensuring that discipline actions are uniformly applied; investigating accusations; and ensuring that employees are warned before certain employee actions? Do district rules on employee actions provide for due process? Does the district require resignations to be submitted in writing to a designated staff member?
Are employees counseled when resigning on the conditions governing reinstatement, re-employment, and withdrawal of retirement contributions and termination of insurance coverage?
Does the district have a written policy for a reduction in staff which considers factors such as tenure, seniority, affirmative action, qualifications, quality of performance and certification in determining lay-offs? Do criteria for reduction in force demonstrate legal compliance for selection of individuals for reduction in force?
IV.C. Staff Development
Activities to Perform

IV.C.1 Determine how the district tracks professional development by employee and examine the system to determine whether records are kept for all employees, whether records are current, and whether goals and guidelines for professional development are being met.

IV.C.2 Prepare a chart of major staff development performed in the last year and show the training audience, number attending and examine a sample of any evaluations of the training to determine staff response.

IV.C.3 Diagram the staff development delivery system showing the role of the central office, campuses and other support staff in the process. Interview staff on their ease of accessing professional development and its relevance to their jobs.

Questions to Ask
Is the responsibility for coordination of staff development centralized? Does the district set minimum continuing education or training hours for staff? Does the personnel division collect feedback from trainees on training received? Does the personnel division use this feedback to develop and refine training? Does the district evaluate the usefulness of training periodically?
Is training scheduled to be least disruptive to an employee's job schedule? What training is offered to substitute teachers? Does the district provide incentives for training outside regular hours? How does the district use training offered by the Education Service Center?
What training opportunities are provided in summer months?
Does the district have a partnership with a nearby community college or university for training? Does the district pay any of the costs for the pursuit of additional certification or degrees? Does the pursuit of additional certification or degrees qualify for mandatory staff development hours?
Are staff development goals linked to districtwide goals? How many days for staff development are allowed by the district?

V. Review and Evaluation of Contracting Process

Personnel services such as staff development, payroll or recruitment could all or in part be purchased or contracted for through private companies or interlocal agreements with neighboring districts or other governmental entities. It is important to regularly evaluate whether there are goods or services that can be obtained from the private sector at a lower cost, higher quality or both. It is equally important to continually evaluate existing contracts to determine if the district is getting the best value possible through the contracting arrangement. This evaluation process is discussed in great detail in the Purchasing Module, Section IV. Contract Processes and Section V. Yellow Pages Test.

I.A.1	Examine the organization and staffing charts and job descriptions for personnel and interview staff to determine reporting arrangements, determine whether the organizational structure depicted on the chart reflects the actual organization of the department, and document if it has been changed recently or repeatedly in the recent past or is anticipated to change in the near future and explain the reasons for changes.
I.A.2	Examine the staffing and budgets of personnel and personnel-related functions such as recruiting, payroll and benefits management functions and determine the ratio of total staff to staffing within the personnel function. Compare the budget and staffing levels to industry standards?
I.A.3	Obtain information on qualifications of key personnel through resumés or interviews to determine qualifications.

I.B.1	Examine any administrative procedure manuals, departmental budgets, strategic planning documents, mission statements and performance measures to determine their adequacy and how they are tied to the district’s policies and strategic plan.
I.B.2	Evaluate the computer system used by the personnel unit as well as the connectivity between this system and related systems such as finance, payroll, and other systems used for district operations. Evaluate use of computer systems to analyze staff development patterns within campuses, across campuses and alignment with special population priorities.

II.A.1	Chart districtwide staffing by functional area for the last three to five years and calculate the rate of change. Compare staffing changes to changes in student enrollment for the same time period and determine if staffing growth rates mirror student enrollment growth. Note any aberrations and explore the reason for the differences. Look for deviations from state level average of 8:1 in the relative growth of staff over five school years to the growth in students.
II.A.2	Obtain a copy of any budget allocation formulas or guidelines and compare the district’s overall staffing patterns to the district’s formulas at each level. In the absence of a district allocation formula, compare staffing ratios to industry standards. Compare staffing ratios with peers and the state average.
II.A.3	Prepare exhibits showing employee turnover rates by functional area for the past three to five years by department or staffing category, as applicable. Explore and note the reason for any higher-than-average turnover rates.

III.A.1	Identify and analyze all formal and informal recruiting activities and interview staff responsible for recruitment efforts. Create a chart of recruitment trips and activities showing the success rates of the recruiting effort. Note who was responsible for each activity. If possible, compare recruitment activities with similar district or local employers.
III.A.2	Determine the total budget for recruitment in the district and compare this cost to the costs experienced by peer districts or regional averages.
III.A.3	Using historic data, chart the typical number of vacancies and of what employee type that must be filled each year before school begins and the number that typically come vacant during the year that must be filled? List the general type of recruitment activities used to fill vacancies by type of employee.

IV.B.1	Prepare a chart of all labor organizations representing the district and stipulate the employee population represented and the number of district employees in each organization. Describe any formal or informal processes used to bring employee concerns to the district. Contact Texas State Teachers Association representative or liaison.
IV.B.2	Outline any employee grievance, wellness or other employee assistance programs used by the district and evaluate the effectiveness and efficiency of each.
IV.B.3	Create a chart of the number and type of employee grievances that have been filed by employee category. Determine whether there are patterns, and how has the district taken steps to prevent recurrences of situations most prone to employee grievances.

IV.C.1	Determine how the district tracks professional development by employee and examine the system to determine whether records are kept for all employees, whether records are current, and whether goals and guidelines for professional development are being met.
IV.C.2	Prepare a chart of major staff development performed in the last year and show the training audience, number attending and examine a sample of any evaluations of the training to determine staff response.
IV.C.3	Diagram the staff development delivery system showing the role of the central office, campuses and other support staff in the process. Interview staff on their ease of accessing professional development and its relevance to their jobs.