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Assessment of Needs and Capacity of District Office Professional Staff

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TITLE<br />

PEOPLE<br />

MANAGEMENT<br />

&EMPOWERMENT<br />

ORGANIZATIONAL DEVELOPMENT<br />

& TRANSFORMATION<br />

COMPUTER LITERACY AND<br />

INFORMATION TECHNOLOGY<br />

LABOUR RELATIONS<br />

REQUIREMENTS OF CURRENT JOB continued …<br />

JOB REQUIREMENTS<br />

• Manage the performance <strong>of</strong> the principal <strong>and</strong> the<br />

SMT<br />

• Other job requirements in the performance area<br />

• Underst<strong>and</strong>s the transformation objectives <strong>of</strong> the<br />

Department as it relates to schools<br />

• Inspires <strong>and</strong> builds commitment to change in<br />

schools<br />

• Coaches school personnel in managing change<br />

<strong>and</strong> transformation<br />

• Assist schools in establishing transformation<br />

objectives that are reasonable<br />

• Mentors others in the leadership <strong>of</strong> change<br />

• Other job requirements in the performance area<br />

• Use <strong>of</strong> IT tools – Word Processing<br />

• Use <strong>of</strong> IT tools – Excel<br />

• Use <strong>of</strong> IT tools – Powerpoint<br />

• Use <strong>of</strong> IT tools – Access<br />

• Use <strong>of</strong> IT tools – Email, Internet<br />

• Use <strong>of</strong> IT tools – Project Management<br />

• Other job requirements in the performance area<br />

• Advise SMT regarding matters related to labour<br />

relations<br />

• Ensure that disciplinary processes are followed<br />

• Able to investigate labour relations issues in<br />

schools<br />

• Assist SMT in managing <strong>and</strong> resolving labour<br />

relations issues in schools<br />

• Other job requirements in the performance area<br />

IMPORTANCE<br />

LOW HIGH<br />

16<br />

FREQUENCY OF<br />

APPLICATION<br />

LOW HIGH<br />

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1 2 3 4 5 1 2 3 4 5<br />

1 2 3 4 5 1 2 3 4 5<br />

1 2 3 4 5 1 2 3 4 5<br />

1 2 3 4 5 1 2 3 4 5<br />

1 2 3 4 5 1 2 3 4 5<br />

1 2 3 4 5 1 2 3 4 5<br />

1 2 3 4 5 1 2 3 4 5

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