2017/08/15. Personeelbemagtiging Staff empowerment. Personeelbemagtiging / Staff empowerment. Beplanning vir sukses/ Planning for success

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1 Lei, leer en inspireer Lead, learn and inspire Personeelbemagtiging Staff empowerment 25 Augustus/August 2017 PE Martin Botha Personeelbemagtiging / Staff empowerment MANUAL FOR SCHOOL MANAGEMENT (MSM) Chapter 12: Personnel Matters Reference A: Collective Agreements ELRC IQMS Training Manual Beplanning vir sukses/ Planning for success 1

2 Verwysing/Reference Personnel administrative measures (PAM) Annexure A.7 Page A 31: To be responsible for the development of staff training programmes. IQMS (GKBS) Performance standard nine, Personnel: Staff Development (B). Staff development is an ongoing process that feature in the school development planning. The South African Council of Educators Act 31 of 2000: To promote the professional development of educators.. ELRC Collective Agreement No. 8 of 2003 Integrated Quality Management System (IQMS). MSM: South African Foundation for Education and Training (SAFFET)/ Handleiding vir skoolbesture SAOU: Hoofstuk 13.10: Educator appraisal and development. 1. Personeelbematiging/ Staff empowerment 1. Personeelbematiging/ Staff empowerment Personeelbemagtiging verwys na ʼn proses om opvoeders te verbeter deur indiensopleiding deur die gesagstrukture (SBS) van die skool. Staff empowerment is giving employees a certain degree of autonomy and responsibilities for decision making regarding their specific organisational tasks: 1. The principal hands over a level of the decision making over to other educators and HOD s. 2. The principal develop their skills and provide coaching to take on these new responsibilities. Personeelbemagtiging gesien soos deur die oë van hoofde in die praktyk: Staff empowerment as seen through the eyes of principals in practise: 1. Deurlopende ontwikkeling van opvoeders tydens pesoneelvergaderings. Continuous development of educators through staff meetings 2. Mentorprogramme te volg en tutors aan te stel vir nuwe opvoeders. Following mentor programmes and appointing tutors for new educators. 2

3 1. Personeelbematiging/ Staff empowerment 3. Interne geleenthede te skep vir opvoeders met die doel op bevordering. Creating internal opportunities for educators aimed at promotion. 4. Opvoeders aanmoedig om vir kort kursusse te registreer. (SAOU, ARISTA, ens.) Encouraging educators to attend short courses (SAOU, ARISTA, etc.) 5. Opvoeders betrek by die besluitnemingsproses en om insette te lewer. Involving educators in the decision making processes and encouraging them to give input. 2. Identifisering van leemtes/ Identification of gaps 2.1 Leemtes in die proses van personeelbemagtiging/ Gaps in the process of staff empowerment. Beskikbare tyd is beperk as gevolg van vol programme buitemuurse aktiwiteite. Time is limited due to busy schedules : extra mural activities Distriksopleiding/ clustervergaderings wat nie op standaard (verskillende vlakke van ervaring/ opleiding) is nie gevolg lae motivering. Cluster meetings and district training that are not up to standard (due to different levels of experience/skills) causes low motivation. Ervare personeel naby aftrede wat nie die pas volhou of wil volhou nie afskakeling, nie betrokke by vernuwing of deel van ervaring nie. Experienced staff close to retirement who no longer function at full pace disengaged, not involved with sharing or broadening of experience. 2. Identifisering van leemtes/ Identification of gaps Sommige opvoeders nie gewillig om meer verantwoordelikhede te neem nie stagnasie. Some educators not willing to accept more responsibility stagnation. Amptelike bemagtigingsgeleenthede tydens skoolure/ finansiële beperkinge /lae belangstelling. Official empowerment opportunities during school hours / financial restraints / poor interest. Opvoeders wat te lank in beheer van ʼn aktiwiteit /vak / graad /organiseerder is. Educators who are involved with the same activity / grade / subject for too long. 3

4 Identifisering van leemtes/ Identification of gaps 2.2 Die ontwikkeling van ʼn plan om leemtes aan te spreek/the development of a plan to adress it. Tydsbenutting: opleiding van personeel / vakpersoneel / organiseerders tydens saalopeninge / afwisselende kwartale. Time management: training of staff / subject staff / organiser during hall assembly / alternating quarters. Mentorprogramme vir die nuwe personeel / Mentor programmes for new staff. Indentifisering van personeel as vakhoofde/ interne bevorderingsposte/ waarnemende DH en junior organiseerders. Identifying staff as subject head / internal promotion / acting HOD and junior organisers. Gereelde klasbesoek deur DH om leemtes vroegtydig aan te spreek. Regular class visits by HOD to address gaps quickly. Identifisering van leemtes/ Identification of gaps Samestelling van junior bestuurspanne wat gereeld die SBS(SMT) vergaderings kan bywoon. Implementing junior management teams that attend SMT meetings regularly. Vroegtydige opvoeders identifiseer wat kan inskakel by VOO klasse en beheer kan neem. Early Identifying of educators as FET teachers and to take control. 3 to 5 jaar siklusse om opvoeders te roteer ter wille van bemagting en in die laaste jaar van die siklus as mentor op te tree. 3 to 5 year cycles to rotate educators with the aim of empowerment by acting as mentor in the last year of cycle. Vrywillige hantering van bestuursverpligtinge met die oog op bevordering. Voluntary handling of management responsibilities aiming at promotion. 4

5 Succession planning is a process for identifying and developing new leaders who can replace leaders when they retire or leave the system/ can be an important way to identify educators who have the current skills or the potential to develop skills that can help them to move up in the organisation. Suksessiebeplanning (praktykgerig) in die skoolomgewing behels: Succession planning ( practise oriented ) in the school environment include: 1. Die voorbereiding van opvoeders om op hul onderskeie vlakke ʼn hoër orde funksie te verrig. Preparing educators to function at a higher order in their respective levels. 2. Die gladde oorhandiging van verantwoordelikhede na die volgende opvoeder, organiseerder en gesagstruktuur sonder om die kohesie en tempo in die skoologewing te verander. The smooth transfer of responsibilities from one structure to another without changing te cohesion or tempo of the school environment. 3. Om die opvoeder betyds op te lei om die volgende vlak van verantwoordelikhede te hanteer. Training the educators on time to manage the next level of responsibilities. 4. Die inskakeling van die opvoeder in die besluitnemingsnemingsprosesse en bestuurspanne. Including educators in making decisions and management teams. 5. Die opvoeders op te lei vir moontlike bevorderingsposte en onderhoudsprosedures. Training educators for possible promotion and interview procedures. 6. Geleenthede te skep vir opvoeders om met selfvertroue insette te lewer. Creating opportunities for educators to provide input with confidence. 3/5 jaar siklus Tydige vervanging van senior personeel/ vak Gelydelike inskakeling van posvlak 2 take Posvlak 1 Posvlak 2 Gelydelike inskakeling van posvlak 3 take Gelydelike inskakeling van posvlak 4 take Posvlak 3 5

6 4.1 IQMS/GKBS: Die korrekte uitvoering van die sisteem is om opvoeders te ontwikkel en te bemagtig met die oog op persoonlike groei en hantering van daaglikse uitdagings. The correct execution of this system is to develop and empower educators with the aim of personal growth and handling daily challenges. Die sisteem lewer ook die volgende praktykgerigte problem op: The system also exposes the following practise oriented problems: 1. ʼn Papieroefening wat jaarliks outomaties voltooi word met die verwagting van ʼn jaarlikse 1% salarisverhoging (opvoeder se reg). Paper pushing done automatically each year to receive the annual 1 % salary increase (educators right). 2. Sommige opvoeders se gemiddeld is so hoog dat geen groei meer volgens die sisteem moontlik is nie. (Die perfekte opvoeder wat nie opgelei kan word nie). Some educators have such a high average that growth in the system is no longer possible ( The perfect educator who cannot b trained). 3. Geen verband tussen die opvoeder se vakgemiddeld en die GKBS gemiddeld nie. No relation between educator s subject average and IQMS average. 4. Die opstel van die SOP (SIP) bleik in sommige gevalle ook net ʼn papieroefening te wees a.g.v stremmende faktore by die skool en die distrikskantore. The compilation of the SIP seems to be merely paper pushing in some cases due to constricting factors at school and district offices. Gevolgtrekking: /Conclusion Die effektiwiteit van die sisteem word grootliks bepaal deur die erns wat die hoof en die bestuurspan daarvan maak. The effectiveness of the system is mainly determined by the earnestly with witch the principal and the SMT approach it PMDS ( Performance Management and Development System) Omslagtige sisteem wat kwartaaliks afgehandel moet word met die nodige bewyse. A laborious system to be completed each term with the necessary evidence. Die proses het ook ten doel om werkers te bemagtig om hul verantwoordelikhede effektief te hanteer. The process also aims to empower workers to effectively mange their responsibilities. Die sisteem skep ook verwagtinge by die algemene werkers van die skool: The system also creates certain expectations held by the general workers of the school: 1. Die reg op jaarlikse verhogings alhoewel die punte dit nie regverdig nie lei tot konflik en die toetrede van vakbonde. The right to annual increases although the marks do not justify it leads to conflict and intervention by unions. 6

7 2. Die lewering van bewyse / fotos / afgehandele projekte om te kwalifiseer vir ʼn 5. Providing evidence / photos / completed projects to qualify for a 5 3. Die opleiding van die algemene assistente verbeter vaardighede maar geen bevordering in die sisteem is moontlik nie. Training general assistants improves skills but no promotion is possible in the system Gevolgtrekking: /Conclusion Alhoewel die skool baat vind by die werkes wat hulle vaardighede verbeter skep dit aan die ander kant verwagtinge by die werkers ( bevordering, verhoogde salarisse en weiering om lae orde funksies te verrig. Although the school benefits from workers improving their skills, it does also creates expectations amongst workers (promotion, increased salaries and refusal to perform lower Order functions). Conclusion If you are the principal please don t fall in the trap of doing something the same way forever because that s the way it s always been done Ron Clark 7