Assessment of Needs and Capacity of District Office Professional Staff

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JOB REQUIREMENTS • Understands Department’s strategic initiatives • Creates an environment that creates and fosters commitment and confidence • Encourage the application of good practice • Enhance spirit of co-operation at all levels • Demonstrate and nurture acceptable values and attitudes • Inspires staff with one’s own behaviour • Translates strategies into action plans • Identifies and communicates obstacles to execute specific strategies • Able to secure co-operation from colleagues and team members • Other job requirements in the performance area Table 61: Job Requirements by Staff Category: Strategic Capacity FREQUENCY IMPORTANCE CES EDO SUBJECT LECTURER CES EDO SUBJECT LECTURER ADVISOR ADVISOR No % No % No % No % No % No % No % No % 9 82% 77 89% 128 72% 18 90% 8 73% 49 57% 71 41% 5 28% 9 82% 83 95% 137 72% 17 85% 10 91% 55 64% 94 51% 8 44% 8 73% 85 97% 156 81% 18 90% 9 82% 60 69% 104 56% 10 56% 8 73% 84 95% 157 82% 20 100% 9 82% 60 69% 110 60% 15 83% 8 73% 83 94% 145 78% 18 90% 7 64% 61 70% 114 64% 13 72% 8 73% 82 93% 137 73% 19 95% 9 82% 63 72% 111 62% 15 83% 9 82% 77 89% 131 71% 18 90% 10 91% 55 64% 94 53% 11 61% 6 60% 75 86% 120 65% 17 85% 7 70% 47 54% 83 47% 8 44% 9 82% 79 90% 150 79% 19 95% 10 91% 60 69% 113 62% 13 72% 5 63% 55 69% 85 59% 11 65% 5 63% 38 48% 65 47% 7 47% Here it is very evident that the culture of work is important among District Officials. Personal Capacity An average 50% of respondents believe that they are well prepared to undertake the job requirements noted. A significant number felt unprepared (Table 63). Among the various job classes, CESs felt most prepared and Subject Advisors felt least prepared (Table 64). 113
Table 62: Self Assessment: Strategic Capacity & Leadership AREA OF FOCUS • Understands Department’s strategic initiatives • Creates an environment that creates and fosters commitment and confidence • Encourage the application of good practice • Enhance spirit of co-operation at all levels • Demonstrate and nurture acceptable values and attitudes • Inspires staff with one’s one behaviour • Translates strategies into action plans • • Identifies and communicates obstacles to execute specific strategies • Able to secure co-operation from colleagues and team members Areas in which CES felt least prepared are: SELF ASSESSED KNOWLEDGE IN AREA AND LEVEL OF PREPAREDNESS NR 1&2 3 4 &5 % 132 134 225 204 36% 120 118 203 254 44% 114 97 192 290 50% 118 80 179 318 55% 129 87 182 297 52% 132 74 168 321 57% 119 109 229 238 41% 126 138 231 198 35% 122 86 207 278 49% � Demonstrating and nurturing acceptable values an attitudes � Identifying and communicating obstacles to execute specific strategies EDOs also felt least prepared in: � Identifying and communicating obstacles to execute specific strategies. In fact, this is an area in which all job classes felt least prepared. Subject Advisors and Lecturers also felt least prepared in “understanding the Department’s strategic initiatives” and in “creating and environment that fosters commitment and confidence”. The lack of confidence demonstrated by Subject Advisors in this regard is notable. Training Options No specific training options were identified in this area. Nonetheless, efforts must be undertaken to enable officials to develop the capacity of strategic leadership. Such a training initiative should not be focussed on theory. Strategy is about practice; it is about unanticipated challenges and about making quick and mid-course adjustments. Strategy is about understanding vision and about expecting circumstances to intervene, either creating blockages or providing opportunities. Courses in this area should be 114
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Province of the EASTERN CAPE DEPART
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TABLE OF CONTENTS LIST OF TABLES
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Table 43: Training Options : Budget
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1. INTRODUCTION BACKGROUND The Depa
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7. To provide an opportunity for di
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d) Capacity in Budget & Finance Man
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o) Capacity in Organizational Devel
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2. THE CONTEXT OF PROFESSIONAL DEVE
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Fragmentation of Responsibilities i
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3. STAFFING PROFILES This section o
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JOB TITLE OR POSITION Table 2: Job
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The data presented in Table 9 summa
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DISTRICT Grahamstown King William
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Table 7: Overall Qualification by C
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DISTRICT District Not Available A2
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# District 1 Bizana 2 Butterworth 3
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4. ROLES & RESPONSIBILITIES OF STAF
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The comments are insightful. They r
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CATEGORIES DISCIPLINE ASSESSMENT AN
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CATEGORIES CAPACITY BUILDING ROLES
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CATEGORIES FINANCIAL MANAGEMENT CAP
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CATEGO RIES STAFFING CONDITIONS OF
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CATEGO RIES PLANNING AN ANALYSIS OF
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CATEGO RIES AN ANALYSIS OF ISSUES A
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CATEGO RIES SERVICE DELIVERY AN ANA
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CATEGO RIES CURRICULUM AN ANALYSIS
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Table 18: Comments from Community I
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CATEGORIES POLICY PROCEDURES AND PR
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CATEGORIES LEARNER TEACHER SUPPORT
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CATEGORIES POLICY FINANCIAL RECORDS
Page 64 and 65: PERSONAL DEVELOPMENT ROLES & RESPON
Page 66 and 67: CATEGORIES CURRICULUM COMMUNICATION
Page 68 and 69: CATEGORIES COMMUNIC ATION STAFF CAP
Page 70 and 71: Table 24: Gaps & Issues in the Supp
Page 72 and 73: COMPONENT OF WHOLENESS IN SCHOOL OP
Page 74 and 75: 5. A FRAMEWORK OF RESPONSIBILITIES
Page 76 and 77: AREA OF CAPACITY FOR UNDERTAKING RE
Page 78 and 79: JOB REQUIREMENTS • Provide effect
Page 80 and 81: JOB REQUIREMENTS • Assist princip
Page 82 and 83: JOB REQUIREMENTS • Support initia
Page 84 and 85: AREA OF FOCUS • Assist principal
Page 86 and 87: 5b. LEADERSHIP AND MANAGEMENT DEVEL
Page 88 and 89: Table 32: Capacity: Leadership & Ma
Page 90 and 91: 5c. PLANNING INTERVENTIONS JOB REQU
Page 92 and 93: Table 38: Self Assessment by Staff
Page 94 and 95: When one examines job requirements
Page 96 and 97: JOB REQUIREMENTS • Assist schools
Page 98 and 99: Table 43: Training Options: Budget
Page 100 and 101: Table 46: Job Requirements by Staff
Page 102 and 103: JOB REQUIREMENTS • Monitor, evalu
Page 104 and 105: JOB REQUIREMENTS • Able to integr
Page 106 and 107: Training Options Table 53 and Table
Page 108 and 109: Table 54: Job Requirements: Program
Page 110 and 111: Personal Capacity As noted in Table
Page 112 and 113: Table 59: Training Options by Staff
Page 116 and 117: experiential, and participants shou
Page 118 and 119: Table 65: Job Requirements by Staff
Page 120 and 121: • Customer Care Training Options
Page 122 and 123: JOB REQUIREMENTS • Create and mon
Page 124 and 125: 5k. CAPACITY TO COMMUNICATE Communi
Page 126 and 127: � Liaising with stakeholders insi
Page 128 and 129: JOB REQUIREMENTS • Communicate bo
Page 130 and 131: OPTIONS FOR TRAINING • Effective
Page 132 and 133: 6. PRIORITY AREAS FOR TRAINING The
Page 134 and 135: CATEGORIES DISCIPLINE ASSESSMENT AN
Page 136 and 137: AREA OF ANALYSIS OF JOB REQUIREMENT
Page 138 and 139: CORE CONTENT MANAGEMENT & LEADERSHI
Page 140 and 141: INFORMATION AND COMMUNICATION TECHN
Page 142 and 143: MANAGEMENT AND LEADERSHIP Values &
Page 144 and 145: COMMUNICATION AND INTERPERSONAL SKI
Page 146 and 147: Pre-Course Processes Figure 4. Stru
Page 148 and 149: 7. PROGRAMMING IMPLICATIONS FOR THE
Page 150 and 151: terms of physical space, but also i
Page 152 and 153: Mobilization Strategy The Institute
Page 154 and 155: 8. CONCLUSION AND RECOMMENDATIONS T
Page 156: APPENDIX 1 NEEDS & CAPACITY ASSESSM
Page 160: APPENDIX 3 COURSES FOR CONSIDERATIO
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BACKGROUND, PURPOSE AND STRUCTURE O
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In sum, the questionnaire seeks to
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7. Job related Problems and Challen
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TITLE CORE JOB CONTENT REQUIREMENTS
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TITLE BUDGET AND FINANCE MANAGEMENT
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TITLE CLIENT ORIENTATION, CUSTOMER
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TITLE PEOPLE MANAGEMENT &EMPOWERMEN
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ADDITIONAL EDUCATION AND TRAINING C
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SELF ASSESSMENT OF PERSONAL CAPACIT
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RELATIONAL NETWORK OR THE INDIVIDUA
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Training Options • Managing Chang
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EXPLORING OPTIONS FOR TRAINING cont
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Most Convenient Period of Training
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What percentage of time on a monthl
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DEPARTMENT OF EDUCATION Province of
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BACKGROUND INTRODUCTION The Departm
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APPROACH 1. Use of a whole school e
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Res ou rce Manage ment Physical Spa
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AWARENESS OF THE CONTEXT ENVIRONMEN
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SCHOOL GOVERNANCE 11
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CHALLENGES & ISSUES IN TERMS OF GOV
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EFFECTIVE LEADERSHIP AND MANAGEMENT
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SCHOOL ADMINISTRATION 17
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EFFECTIVE SCHOOL ADMINISTRATION CHA
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MANAGEMENT OF SCHOOL RESOURCES : FI
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MANAGEMENT OF SCHOOL RESOURCES : HU
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MANAGEMENT OF SCHOOL RESOURCES : PH
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LEARNER WELFARE 27
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CHALLENGES & ISSUES MANAGING LEARNE
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MANAGING EDUCATOR WELFARE CRITICAL
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CURRICULUM MANAGEMENT 33
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CHALLENGES & ISSUES CURRICULUM MANA
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COMMUNITY INVOLVEMENT CRITICAL ACTI
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QUALITY ASSURANCE 39
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CHALLENGES & ISSUES QUALITY ASSURAN
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COURSES FOR CONSIDERATION IN CAPACI
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CURRICULUM MANAGEMENT • Implement
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