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An introduction to human resource management
1. Read the following case study and answer the questions:
  Cindy Khumalo had just completed her teacher training degree and had
  mixed feelings as she entered the gates of Pumelela Primary School on her
  first day at work. She wondered what the learners would be like, what
  grades she would be asked to teach and how the staff would receive her.
  She was not sure about her salary and service conditions and thought if
  things did not work out well for her she would probably try to teach
  overseas; it would be easier for her as she had obtained a merit class pass in
  her degree. She had heard about the redeployment of educators and this
  made her nervous. She loved sport and wondered whether the school would
  let her coach netball.
  a) What human resource management issues does this case study raise?
  b) As the principal of Pumelela Primary who sat in on Cindy’s interview
     and recognised her potential, what would you do to retain her services
     as a teacher?
  c) How would you bring out the best in Cindy?
2. What are some of the duties that principals, deputy principals and HODs
   must perform in respect of managing personnel?
3. Who is an employer?
4. Read the following role-play scenarios and have members of the SMT take
   on the various roles:
  The IC at Ilanga Primary School has short-listed five candidates to be
  interviewed for the post of principal. The interview panel consists of Mr
  Nzama, the chairperson of the SGB, Mrs Zondi, a parent member of the
  SGB, Miss Msomi, a principal from the circuit who was appointed by the
  Superintendent of Education (Management) to oversee the selection process,
  Mr Mthetwa, an observer from a union, and Mr Cele, the senior primary
  Mr Gumede, an applicant, arrives for the interview. Role play the interview
  the way it should be conducted.
  Observing participants should comment on the interview.

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          The appointment of personnel to schools
          5. Are these statements true or false?

           Issue                                                                      True/False
           5.1 The IC appoints members of staff to the school.
           5.2 A referee is someone who decides whether a dismissal is fair or
           5.3 Applications without self-addressed and stamped envelopes are
           5.4 Schools may receive applications for vacant posts from an applicant.
           5.5 Incomplete and unsigned applications are referred back to the
           5.6 The IC is appointed by the SGB.
           5.7 The SGB may co-opt non-members to select staff.
           5.8 If observers do not attend meetings to select staff the process is
               declared invalid.
           5.9 All displaced educators who are applicants must be short-listed.
           5.10 The members of the IC must uphold the principle of confidentiality.

          6. What induction programme would you plan for Cindy Khumalo, the newly
             appointed educator from question 1?
          7. Of what value is an induction programme?
          8. How would you choose a mentor for Ms Khumalo?

          Service conditions
          9. Who is a probationer and what conditions must this person meet to be
             appointed as a permanent member of the staff?
          10. What is the source document that describes the general conditions of
              service for educators?

102   •   Managing People in Schools
11. Are these statements true or false?

Statements                                                                      True/False
11.1 An educator who attends a court case as a witness must
     complete a leave form.
11.2 An educator who is absent for 21 days, without applying for
     leave, is deemed to have absconded.
11.3 Educators are granted a maximum of 180 days for vacation leave.
11.4 A principal may request a medical certificate for absences of less
     than four days.
11.5 Periods of absence that exceed 30 days in respect of sick leave,
     require the applicant to submit a medical certificate from a specialist.
11.6 Educators may discount their vacation leave in lieu of cash.
11.7 Educators must direct all communication to the Department
     through the principal.
11.8 Educators who experience tension headaches and stress are
     usually granted sick leave.
11.9 Educators are granted two days’ leave for every examination that
     they take.
11.10 The maximum number of days for which a woman educator may
      apply for confinement leave is 90 days.

Policies to manage people
12. Consider the following scenario. Educators at your school frequently use
    cell phones while they are taking lessons. As a member of your SMT, how
    would you handle this situation?
13. What policies must the SMT develop to manage its staff well?
14. Members of the SGB and some parents have complained that they are not
    satisfied with the way some of the educators dress for school. How would
    you deal with this complaint?
15. What would you include in your school’s policy on HIV/Aids in respect
    of staff?

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          Staff development
          16. How would you, an SMT member entrusted with the professional
              development of the educators, design the professional development
          17. Think about workshops that you have attended. Discuss the following with
              a partner:
               •   Were you excited?
               •   Did you learn a lot?
               •   Were you bored?
               •   Did you convey your feelings to the organisers/facilitators? How did you
                   do this?
               Then answer the question:
               What would you do differently to be more effective when you organise a
               staff development workshop?
          18. What must facilitators do and remember to do if they are to be effective
              when they present professional development programmes?

          19. Read the case studies and answer the questions.
               This is what one educator had to say: ‘Many educators in my school are
               not motivated to work. There are no incentives to motivate educators to
               work. The merit system stopped and salary progression was put on hold
               and as a result educators are doing the bare minimum that is required of
               them. There is no incentive to work harder. Another factor that contributes
               to the poor morale of teachers is the low salaries we earn. As a result of
               this many educators are unable to make ends meet and they take up part-
               time jobs such as offering additional tuition to supplement their incomes.’
               Another educator spoke of her frustration and pain in being redeployed: ‘I
               am furious that they would take me and shove me into another school after
               working here all these years. Why work? Why bother to try? Where does it
               get one? Nowhere!’
               •   What motivates people?
               •   What role can education managers play in motivating staff?
               •   Are people solely motivated by extrinsic rewards?
               •   What type of rewards and incentives can school managers use to reward
                   their staff?

104   •   Managing People in Schools
20. Remember the X and Y types of behaviour that managers may exhibit
    towards subordinates? What type of behaviour do you exhibit towards your
    staff members?

Managing diversity in the workplace
21. What would you do to encourage your staff to value diversity?

Stress management
22. Questionnaire on Type A and Type B personalities
   To find out which type you are, circle the number on the scale below that
   best characterises your behaviour for each item.

 22.1 Casual about             1   2   3   4   5   Never late, strong sense of
      appointments                                 urgency
 22.2 Not competitive          1   2   3   4   5   Very competitive
 22.3 Never rushed, even       1   2   3   4   5   Always rushed
      under pressure
 22.4 Take things one at a     1   2   3   4   5   Try to do many things at
      time                                         once, always thinking about
                                                   what I am going to do next
 22.5 Slow about doing         1   2   3   4   5   Do things fast (like eating,
      things                                       walking and working)
 22.6 Easy-going reaction to   1   2   3   4   5   React to frustration with
      frustration                                  hostility
 22.7 Do not perform at full   1   2   3   4   5   Push myself to capacity all
      capacity                                     the time

   Scoring: Add your score for each question; then convert it to Type A or
   Type B behaviour using the information below.
   Number of points            Type of behaviour
   20 or less                  B
   21–24                       A
   25 or more                  A+
   See Section 9.4.2 in this manual for information on Type A and Type B

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