Assessment of Needs and Capacity of District Office Professional Staff

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experiential, and participants should be mentored by some of the Province’s most brilliant public sector strategic managers. Table 63: Self Assessment by Staff Category: Strategic Management & 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 Staff Category CES EDO Subject Advisor 115 Lecturer No % No % No % No % 8 62% 37 44% 56 32% 5 31% 6 46% 52 62% 67 37% 5 31% 6 46% 54 64% 81 44% 7 44% 6 46% 56 66% 93 51% 7 41% 5 38% 53 62% 84 48% 9 56% 7 54% 55 65% 94 54% 8 50% 6 46% 43 50% 67 37% 6 38% 4 31% 36 43% 56 31% 5 31% 6 46% 52 63% 77 43% 7 44% 5i. CLIENT ORIENTATION AND CUSTOMER FOCUS The job of District Office professional staff in serving and supporting schools is a responsibility that is very dependent on client orientation and a focus on school personnel as customers. This is the crux of the Batho Pele principles and it is a most essential orientation for the Department of Education in a period of accelerated development and transformation. This client orientation must come with a particular set of values and a disposition to serve. In light of the routine challenges such as workloads, lack of resources and the crises that are encountered from day to day, it is important to ensure that District officials are largely client orientated in the manner in which they serve. The information presented below seeks to examine job requirements in respect to client orientation and customer focus. It also seeks to explore personal capacity to undertake these responsibilities among staff and the associated
training options and requirements needed in order to capacitate staff to undertake these responsibilities. Requirements of the Job Table 65 presents the job requirements associated with client orientation and customer focus. Generally all these job requirements are perceived to be important by most of the respondents. Of particular importance are: � Establishing and maintaining standards of service delivery for one’s function, and � The ability to influence people Table 64: Job Requirements: Client Orientation & Customer Focus JOB REQUIREMENTS • Attend social and public gatherings to represent the Department • Ensure that critical issues at schools are addressed in a timely manner • Establish and maintain standards of service delivery for one’s function • Monitor assess the level and quality of services rendered to schools • Ability to influence people • Other job requirements in the performance area IMPORTANCE LOW HIGH 116 FREQUENCY OF APPLICATION LOW HIGH NR 1&2 3 4 &5 % NR 1&2 3 4 &5 % 84 56 126 422 70% 98 132 184 272 46% 124 58 85 419 75% 144 109 153 280 52% 121 26 84 457 81% 139 70 189 290 53% 94 32 95 467 79% 118 72 194 304 53% 97 19 85 487 82% 115 55 174 344 60% 208 47 144 285 60% 234 80 179 191 42% Respondents felt that the function of attending social and public gatherings to represent the Department is not as important as most of the other customer focus and client oriented activities. When the data is examined by job classes (Table 66), differences in the pattern of responses are evident. Again more EDOs and CESs believe these job requirements to be important than their Subject Advisor counterparts. The pattern of responses differs. Among CESs the following job requirements are most critical: � Attending school functions � Establishing service standards, and � Monitoring and assessing the level of services rendered to schools While these areas are also of importance to EDOs, for them, the most critical job requirements were: � Ensuring that the critical issues at schools are addressed in a timely manner � Establishing service standards , and � Being able to influence people
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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
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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 114 and 115: JOB REQUIREMENTS • Understands De
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
Page 164 and 165: 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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