Application for Head vocational Post_dreamsmakewaves_acneumann_21
1. ool Governace
The
Strategic
Game: 2016
ALLAN CHRISTIAN NEUMANN
The
Strategic
Educational
diktat is my
personal
brand on
Thinking
Education
and regards
to managing
education.
The
document is
a question to
all in
education
where to
rediscover
the keys of
cornerstone
facets to
showcase
learning.
Leadership
style, some
of my core
strategies
and beliefs
are included.
A belief in
thinking
skills before
all else in
Knowledge
Management
systems and
this text is
compiled in
that function,
an SOP for
every event
pre-planned,
based on
magic all
around us.
3. TABLE OF CONTENTS
1.0 INTRODUCTION……………………………………………….4
1.1 STRATEGIC VISION……………………………………………..4
1.2 VALIDITY OF APPLICATION………………………………….6
1.3 LEADERSHIP PHILOSOPHY………………………………….8
2.1 OPERALISATION DECISION MAKING-MODELS…………………..18
3.1 COLLEGE GOVERNANCE………………………………………25
4.1 FUNDAMENTAL LABOUR LAWS…………………………………….35
5.1 MY PERSONAL BRAND………………………………………………..54
6.1 SUCCESSFUL COLLEGE………………………………………………56
THE END………………………………………………………………………82
4. INTRODUCTION
Dear Board of Directors, below is my application for the post as well as my view of education,
naturally I will follow whatever vision is imposed/discussed on me to adhere to. This text offers
you a broad comprehension into my management style and techniques. While you can merely
scan this text you will have a far greater understanding if I am to be offered an interview. All my
love.
1.0 IMPLEMENTATION OF STRATEGIES: BIG, BOLD, BOUNTIFUL
1.1 Strategic Vision
Strategic planning is without doubt the pinnacle of development of any organisation. It is the
centre piece of why some Colleges galvanise and spur into 43million rand end year profits while
others do not.
Anyone can purchase a book on strategic thinking, though some leaders learn the most
important tactics over time with experience, while others have a natural gift of ambition and
vision. Devouring of literature on the subject and attending courses will not make you an
immediate strategist leader.
Too many managers are promoted and too few leaders hence the state of the world.
On the other hand, many famous and resounding successful entrepreneurs, organisation gurus
and College developers’ utilise similar practices and ideas to empower or ensconce their
strategies which can be summarised in 3 main points:
3-point mission: 1) with endearing inter personal skills that favour discipline, higher
expectations, promotion of values and ethics as well as a people centred approach to win
over staff and the student body, 2) have set phase of projects to separate the college from
the other colleges, practical hard work underlined by a tangible passion, positivity and
ambition, underpinned by use of project and operation management models
3) the vision and experience to comprehend that strategies superimposed on an
institution must be comprehensive, match the resources of the institution and allow
ownership of all who partake in the creation thereof. Thinking methodology must be drive
both the academic and staff philosophy.
5. The last point needs explaining. to gain a fuller comprehension. Strategizing for elements of your
organisation will lead to exactly that, elements of success. Strategizing comprehensively, namely
for every facet of the College, and therein, being armed with tactics of development will lead to
comprehensive success. A practical example for Colleges would be the development of colleges
which focus only on 1 of the 3 essences of a successful College. The essences are, academics,
sport and cultural components.
Many Colleges may choose only academics and as said before attain a limited success record
and public image. Can a College only be fit for children who are academically strong? Hence
immediately your student body is much smaller, your branding is exclusive to academics and
your strategic success is limited.
Now let’s look at the converse, a College that develops academically, sport and culturally, attains
a wide student body, increasing invaluable revenue, creating a public image that aligns the
College with the best in South Africa/world, attracting interest from all sectors, and the branding
opportunities are manifold.
This snow ball effect creates a dream like sequence, the best educators will be attracted to a
College as such, extra funding may be accrued, attraction of the best families in the area and
further, further enveloping the College’s development, and finally the College achieves a name
throughout the province and country for excellence and achievement in all areas. And yes who
knows a possible 43 million surplus to further develop the College!!
It should not matter whether you like sport or cultural, a shrewd strategist does not plan
alongside their wants and needs, but with the greater and grander vision hoisted above, and of
course, with the vision of the board of directors.
Thinking Skills are some of the most valuable skills you can learn today. The reason is
simple. While in the past, people went to work for their manual skills, today they go to
work for their mental skills. We live in an Information Age, no longer an Industrial Age.
That’s why the brain has replaced brawn, and strength in thinking has replaced strength in
muscles. No matter what kind of business you work for, nor what kind of job you do, today
you are expected to apply a range of thinking skills to the work you carry out. This includes
using your judgment; collecting, using, and analyzing information; working with others to
solve problems; making decisions on behalf of others; contributing to ideas to innovate and
change; and being creative about how your job can function better.
6. So what is Thinking?
Firstly, I draw no distinction between thinking and one of the grandest functions of the
human system, consciousness. Aspect from painting, happiness, joy, sorrow to
concluding a fine work of art, to composing a masterful orchestra began its routes in the
neural firing of neuronstransmitters. And to argue the difference between thinking and
consciousness maybe a philosophical snakepit.
I remember, still painfully when my first real love decided to leave me and decided I could
think myself away from the the pain akin to having all my limbs wrought off. Of course I
could not, logically or cognitively, the problem existed no matter how I reframed it,
emotions were made to feel better after a “talk” or “pharmaceutical treatment”, my
behaviours I could change lke the rest for first periods of time, all meaningless.
I felt like my entire body had been doused in flamed and I was burning alive. It to me
months to realise that all my senses including my thinking (consciousness) were virtually
feeling like they were burning alive.
There are differences between our cognitive, behavioural, feeling and the all
encompassing univerise of our minds the our consciousness – but all are linked but less
than a molecule.
And as millons before me have discovered we can do everything as healthy as we can
will our bodies slowly put out the fires raging all over mental and physical systems.
But nothing turns it off. Well almost nothing, and the reason why pharmaceuticals is a
billon dollar industry. It is our one way of temporarily cooling our systems and briging
enormous relief. For however short lived it is.
So we will think of thinking as consciousness; and in many ways make the process of
consciousness even more profound.
From Einstein to Jung, to our top current thinkers, we began from our unconscious, with
the tip of the tip of the iceberg being consciousness.
If this is the dazzling, beyond any of our own conceiveable minds, centre of all life it
surely holds the keys to us thinking better, being better and shaping education in a
manner in how it should work;
7. For 100 years we have tried fitting a system of education around of us around our minds,
when instead we needed to fit our thinking around our; pulling the cart.
Thinking may well be the blueprint from which all consciousness extends, others maybe
disagree as when we are sleeping our unconscious mind continues in a process of
thought, whether we remember in dream or incubated vessels beyond our current
thought. Thinking is our consciousness minds mechanics, and the capacity for self-reflection
is what gives humans “super consciousness” and seems to be what sets us apart from other
animals. The study of consciousness in itself is in itself “consciousness engineering”. A term too
confiding for many.
One mind has more electro-neurochemical waves firing than all the stars in the entire
universe.(I will say this again as it is simply astounding). Few of us spend much time
consciously practising thinking skills. We believe that thinking is either a natural function
or believe that the great thinkers among are born gifted with. Nothing could be further
from the truth. As children, teenagers, higher school students and those luckily to spend a
lifetime studying endlessly grow their brains. But the vast majority of us become potatofied
unless our jobs require intensive cognitions.
For some bizarre, reason we stop developing our mind and hit the gym? The mind never
stops growing why do we stop growing our most vital organ?
All research shows that each of us has a hugely powerful potential in our brains that lies
vastly under-used. Moreover, when faced with a wide range of unsolvable problems in our
lives, the need to use this potential has never been greater.
So little is taught in schools about our most important organ, While school’s choose to
ignore quantum mechanics a meeting place must be reached of the mind’s beginning, and
whether we apply religiously or not it can all still fit neatly.
Why understanding and researching Thinking should guide education
How big do you think the brain is? Well, if you can imagine it, your brain consists of 100
billion cells, each one of which connects to 1000 other brain cells making a total of 100,000
billion connections. There are more cell connection points in the human brain than there
are the stars in our galaxy. As Norman Cousins put it, “Not even the universe with all its
countless billions of galaxies represents greater wonder or complexity than the human
brain.”
8. The Ultimate answer to improving Education
Here are some more astonishing facts about your brain. Although the brain weighs just
3lb, it contains 12 trillion nerve cells (more than two and a half times the people on this
planet). It contains 1000 trillion molecules (way beyond our ability to compute), and can
process 30 billion bits of information a second. Your brain has 10 billion neurons and
the range of connections of all the neurons in the brain could would amount to one with
28 noughts after it.
Just stop and write that down to get a feel for what that is. Your brain has enough atomic
energy to build any of the world’s major cities many times over. Unsurprisingly, no human
being has yet existed who has been able to use all the potential of the brain. How about
you?
Myths sold to us by Education
One of the reasons we fail to make the most of our brain and, therefore, our thinki ng
skills, is that we hang on to a range of inherited assumptions about our brain and our
capacity to think. Many of us believe that, contrary to the facts, we are either born
bright or stupid. We think that we are only as intelligent as our measured Intelligence
Quotient (IQ) and that this is fixed throughout our lives. We think that, when we run up
against big problems, they just can’t be solved. We fret over taking decisions and
bemoan our ability to choose wisely.
We think that we are stuck with the way we think and that we cannot change it. And to
top things of, we think that, as we age, our brain declines and with it, our abilities to
remember things. The only one of these assumptions that is true is that it is only our
thinking that limits the power of our brains.
Dreams Make Waves
You will recall me stating we suddenly stop developing our brains about after university.
A simple look at what we ask of our brains is enough to show us what a wonderful organ
this is. First, unlike other species (at least to our knowledge), we are the only species
that can think in the 3 dimensions of past, present, and future. We can use our brains to
interpret our world in any way we choose, at one extreme, positively and, at the other,
negatively. We can use our brains for working out answers to logical problems as well
as using it imaginatively to work out answers to
9. illogical problems. We can imagine anything without brains , invent and innovate. We can
learn, change and develop. We can use our brains to interpret, understand, and
become wise. We can use our brains to analyse things and to synthesise things. And,
again, uniquely for species on this planet, we can use our brains to think about our
thinking. The brain is truly the most complex and versatile tool we have in our bodies.
Further neural theorists believe not only can we change the contours of our neural
networks, we alter how much or how little of certain neurotransmitters we produce
dependent on how we train our brain. Currently almost none of us are training our
brains, isn’t that scary?
Given the wonderful instrument that our brains are, it is astonishing that, until very
recently, thinking was regarded in industrialized countries as a second-class skill.
Forseveral centuries, peoplewere employedfirst fortheir instrumental abilities and
degrees, and degrees may actually present a very low correlation to thinking. The
wholewrapping theeducation systemaroundthebrainandthebrainaboundtheeducation system,
We no longer live in an industrialised age, wildly wonderful technological age where
truth be told most of us even the avid techno junkie has been left behind to the
finest aspects of how the hell does all of this function in our super high way
information age.
The successful companies and economies of today and the future need
independent thinkers. Despite the current trend in education to treat learners as a
homogenous group, there are in fact several different ways in which the human brain
processes information. The leading models and theories about thinking illustrate this
diversity:
Behaviourist Theory
Behaviourists view thinking as something that produces a measureable change in an
individual’s actions. Since thinking takes place as a result of reacting to external stimuli in
this model, the educator’s responsibility is to provide an environment rich in stimuli that will
cause behaviour to shift in the correct direction. Pavlov’s famous experiment about dogs
salivating when they would hear the dinner bell ring is an example of behaviourist theory.
Cognitive Theory
Cognitive theorists such as Piaget and Gagne argue that thinking and learning are internal
mental actions that take place in the brain and include sensory perception, processing of
information, applying and combining information, and memory. In this model of thinking, the
teacher’s role is to structure experiences that will cause individuals to learn through both
physical and mental activities.
Cognitive theory stresses the importance of developmental readiness. Experiments have
demonstrated, for example, that children below a certain age are not yet able to think in
abstract terms; learning must be concrete or it will produce nothing but confusion.
Humanist Theory
In the humanist model, the purpose of thinking is to fulfil an individual’s potential. As such,
the acts of thinking and learning are always personal, not institutional. Also known as “whole
child” theory, humanists advise that the purpose of education is to develop a self-motivated,
autonomous individual who can think and learn on his own. Theorists such as Maslow and
10. Rogers fall into the humanist school, which includes an emphasis on personalised and
individualised instruction and rejects the use of standard curricula.
Social and Situational Theory
The fourth major model of thinking and learning is perhaps the least applied theory in
industrialised countries today. In this model of thinking, learning occurs as a result of social
interaction and the observation of human social behaviour. As such, learning is more of a
community endeavour than an individual one. Some social and situational theorists include
the natural environment as a part of this community of learning.
The goal of thinking under this model is to achieve full participation of individuals in their
respective communities; the environmental branch of this theory would add to that the goal
of utilizing natural resources in a responsible and renewable manner.
Practical Thinking
At Illumine we provide training to enhance practical thinking skills to improve the
performance of individuals and teams. These ‘skills’ can be an integral part of management
and personal development; to fill gaps that have been identified in existing development
programmes or to fulfil a business need. The unique portfolio of high quality, high impact
training, builds skills in five inter-related areas:
Management & leadership Essentials – The essential skills required to be a
successful manager and leader.
Learn, Absorb & Understand – Learn more efficiently, take better notes, think and
plan effectively and be well informed.
Write, Speak & Influence – Make a positive impression, be remembered, build
relationships and influence effectively – in every interaction.
Creative Thinking & Innovation – Generate new perspectives and ideas, solve
real problems and enhance decision making and team working.
Meetings, Facilitation & Coaching – Enhance group participation, share
knowledge and run productive meetings that make good use of everyone’s skills and
experience.
Engagement & Personal Balance – Enhance engagement and motivation, reduce
stress levels and improve performance.
But as many programmes on TV will show don’t you get the feeling we all kind of us man
would head in this direction? Precogscience? A star trek momement? Our minds knew this
all long before we did, it has been our slow, means of catching uo with the brain that kept
everything, yes, moving slowly.
Our own lack of understand our brain, finding a general consensus and implemetating this
everywhere has left our brains frustrated.
Dreams make waves, and they will keep making the waves, we see in a flash and then
forget.
11. Management Thinking
So what kind of thinking skills do we need in the Information Age? Researchers who
have studied the qualities needed by successful workers, found that at least half of the
key skills are those that no not relate to school subjects.
1. command of basic facts
2. relevant professional understanding
3. continuing sensitivity to events
4. analytical, problem-solving, decision-taking and judgment-making skills
5. social skills and abilities
6. emotional resilience
7. proactivity: an ability to respond purposefully to events
8. creativity
9. mental agility
10. balanced learning habits
11. self-knowledge
12. Thinking aloud
All of us are capable of developing our thinking in all these different skills. But we are
slow to change. Organisations ensure people only use 5 to 10% of their abilities at
work. Outside of work, the same people engage the other 90 to 95%.” By contrast, Jack
Welch, former CEO of General Electric, says that encouraging ideas was one of his top
three tasks, (the other two were, selecting the right people and allocating capital
resources). One of Welch’s typical approaches was to ask his managers not only what their
ideas were, but who they shared them with, and who adopted them.
When the factory of American entrepreneur and founder of IBM, Thomas Watson, burnt
down, Watson was surprisingly unfazed. When asked why, he said that the wealth of his
business was not based in his Choices, assembly lines, and buildings but in the
intellectual capital of his employees. He said, “I can re-build the choices and buildings.
But I could never replace the combined knowledge, abilities and thinking skills of my
people.”
12. Most of our Minds are never guided in colleges
Because our minds are expected to fit themselves around a brick wall, many of our
most intelligent students fall through the cracks, worst of all a deflated mind or even
frustrated one, will develop all kinds of erroneous behaviors. When we treat the
brain as an unknown quantity that we cannot manage, then our wayward mind is
more likely to exercise an association to basic negative thought patterns, and
hence thinking is likely to consist of all or some of the following:
1. Baseline thoughts: doubts, fears and catastrophising: the phenomenon of
letting one bad thought colour the rest of our thinking, I am dumb
2. fantasising: imagining the worst is likely to happen and directing all our
thoughts to planning for it
3. self-deprecating: letting mistakes and failures lead us to believe we’re not good
enough
4. remembering the worst: worrying about something we did in the past that we can’t
change
5. confusion: having no clear goals or plans, sandstorm thinking
6. reactive thinking: thinking in habitual or limiting ways
7. distraction: the inability to concentrate and direct our thoughts at will.
8. Yo-yo thinking hoping from thought to thought dependent on our external
environment.
9. As Rene Descartes said “I think therefore I am”, it can be easily flipped into I
am what I think
And last vital concept is Self Talk as a powerful mental tool that promotes
development of the brain or you make a person mentally ill. Some believe
the roots of OCD exist in Self-Talk. I have designed a programmed to avoid
such traps of the mind. A healthy, rich, sell-talk believes it can succumb all
problems or at least find partial solutions to the path. Was it Robin William’s
in Dead Poet’s Society who said throw the book out the window.
These are just a few of the self-trained negative thoughts your mind will
adopt if not sculptured into a landscape of the power it with encapulates.
Educational Techniques
Thinking Paradigm can also prescribed a myriad of techniques to assist
students learn complicated work, most people know and use it. I have
included them to challenge, at least one day for all students to send it tricks
they used to study better.
These include:-
Synaesthesia, Landmarks, The peg system, rhymes, mnemonics and repetition
to name a few.
13. The ability to see others point to of view is the centre of Thinking Approach
A truly open mind is willing to accept that, not only do other people have
other just as valid points of view from theirs, but that these other points of
view may be more valid. A story is told that the modernist painter Pablo
Picasso was once travelling on a train across Spain when he got into
conversation with a rich businessman who was dismissive of modern art. As
evidence that modern art didn’t properly represent reality, he took out a photo
of his wife from his wallet and said: “ That is how my wife should look, not
in some silly stylized representation.” Picasso took the photo, studied it for
a few moments and asked: “she is your wife?” Yes, the businessman
proudly nodded. “She’s very small,” observed Picasso wryly.
This tongue in cheek example also manages to prove the traveler wrong. Neither
the art of Picasso nor the picture of the traveler managed to conclusively
captured the wife. A famous philosopher stated that a person who cannot have
their mind changed must suffer from a form of mind disease.
We all should all love to be challenged and a healthy reasoning mind should feel
growth after bring proved wrong.
Regain the wonder of childhood
Research shows that the number of synapses, or connections, in the
brain is greater in a child of two than in an average adult. The reason
for this is that a child of two has no limiting world view, as adults do. It’s
like a sculptor who starts of with a large block of clay that can become
anything. As he gradually removes the clay, the possibilities in his
sculpture become less and less until it represents just what he’s
looking for. If we use our brain like a child, accepting everything without
judgment, we can actually halt and reverse the brain ageing process and
become fully open-minded again.
This fully illustrates our prnchant to stop leaning after universivity. With
the right stimulus and a passion for wonder, you can think like a child again.
Progressive versus simultaneous mind
Try to keep the big picture in front of you while looking at the details. It will
help to put everything in its proper place. Research shows most of us are
either above average in progressive approaches, that is being excellent at
seeing the small details, for instance while John may see there 5 people in
his wife’s car, his son may see the big picture and notice the car is over
loaded and dangerous.
Progressive and simultaneous approaches can also differentiate between
mathematicians who need to be astounding working with smaller, detailed
number, while a simultaneous mind may be better suited to be a
psychologist and analyzing the full picture of dynamics in a family. Some of
14. are even lucky enough to be talented in both areas.
It is an excellent advice to test every student and find out where their
strengths lie.
Think, think and the act (Alone)
Research is gradually being released that by human nature or in
organizations we act in times of panic or act as a mere default reaction.
While the mind map credo and long meetings can actually have the opposite
effect and “zombiefy” staff, it is suggested all staff members are allowed to
go to their offices and try regenerate ideas. They can take regular breaks
halting stagnation and allow their neural networks to flow.
This could also work in the classroom, some staff or students are
independent workers and produce better results.
Innovative: Shoot up ideas not down
Whatever choices are made a climate where innovation is rewarded and at least
proffering ideas, I see as valuable, many bed ideas can come from bad ideas.
11
15. 1.2 Validity of Application
After that brief section on strategic planning which I purposefully arranged as section 1 I
will engage in responding to any possible questions about my suitability and validity of
age application. I think this is essential as once again it expands an understanding of
myself as well as affords the reader answers that may be lingering.
a) My Age
Though I am 39 this year, I was promoted out of the classroom many years ago
as my abilities and skills were better suited to strategic planning, senior
management and execution. I was the youngest Principal of the Hostel appointed
in the College’s 75-year history which reflects my maturity, mental strength and
ability to strategically plan and devise. Additionally, I was appointed to a myriad of
chairman positions throughout the years by external organisations which reflect
my leadership, inter-personal warmth, discipline and people centred approach.
Lastly, I was appointed as the head of numerous vital aspects of the College and
was concurrently handling being the Director of Sport, Director of Boarding house,
College counsellor, and organiser of major events, keeping check on the facilities
and preparation, catering, and much more as cited in my CV. I therefore, have
what no other applicant will have, in-depth experience of almost every
aspect of a College. I was, therefore, working with an enormous staff of 70 plus
educators and auxiliary staff at any given point in time, never mind a student body
of 1500.
b) Human Awareness
My training as a psychologist and 17 years’ experience as a counsellor indicates
that though I am youngish, I have ample experience dealing with every human
problem possible. This training also affords me a deep insight into human
problems and dealing with staff, parents and students. I feel a deep compassion
for all people from all walks of life.
16. c) Excellent training ground
While Queens may not be a world renowened College, it was the challenges and
working with a difficult assembly of students which is an excellent training ground.
I could help others, implement discipline, aim for high standards and that attracted
me to the College. That said, numerous staff whose footsteps I have followed in
have become executives and principals of the most prestigious Colleges in South
Africa.
Mr Jeffries who was also, the Director of boarding at Queens is now the Principal
of the burgeoning and massively financially profitable St Benedicts, who produce
academics and top sportsmen and create a R40 million windfall a year (don’t tell
anyone). Rob Long, also the director of boarding at Queens is now in an
executive position at St Johns, if not the most renowened colleged in RSA. Mr
Terry Wilsenach who was the director of boarding, left an untouchable legacy and
name in education, he was my mentor and a legend.
Anyone who is solely in charge of a boarding house as director (not a house
master) will expand upon the stressors and learning curve it is. Every moment is
worth it though even if you end up on call 24 hours a day working every Saturday,
Sunday and during the week often until later than 12am. The 7 day working week
was my life for most of time at Queens.
d) Always being under budget
My budgets were always under budget, and my goals were achieved with little
resources and few motivated staff members as well as a difficult student body. I
sdpent my life motivating demotivatewe d students, a couldn’t care a less staff
body and yet galvanise to such an extent every teacher begged me to return and
even my replacement diougd not want to walk in my shoes Mr Doug Watson
e) Experience of various population groups
17. At my previous College I worked with many disadvantaged students with a broad
spectrum of problems. Drugs, teenage pregnancies, human trafficking,
prostitution, physical and sexual abuse where common place problems. Many
students were full blown drug dealers etc.Government and thee lameduck SGB
pushed there problems aside and acted in publicly as if thchcere was no problem.
We must stand for happenings on our watch.
This does not mean I am not prepared to deal with middle to upper class students.
I come from a similar background and spent my life in those circles so I
understand the difference in handling those students as well as being able to deal
with more severe difficulties.
f) Strategically focused and result orientated. I am a relentless planner and
aim for the highest goals:
Counselling and rehabilitating hundreds of children and their families re-focusing
their primary task on achieving academic excellence (b) Queens being selected out
of 12 College in South Africa to be modelled into a Sport Academy receiving funding
from the Department of Education (c) had over 12 newspaper articles published in in
the Star Newspaper gaining crucial publicity and marketing (d) putting the College on
702 as I entered two learners into the LeadSA competition and they won! (e) Brought
the renowned New Zealand rugby All black team to Queens (f) recorded only 3 major
discipline issues the entire year in the hostel! (g) Completed courses in Leadership,
Behavioural finances, Business and Knowledge management systems and Financial
Accounting at Advanced Learning.
As a philanthropist my greatest achievement was being emotionally available for
staff and students, no matter how hectic my schedule was I would accommodate a
distressed staff member or student.
18. 1.3 Leadership Philosophy
1. Higher search for Value driven leadership
A leader’s values will emanate throughout an organisation. If they are deceitful, lazy
and do not care about others, that same value system will exist throughout the
organisation. A fish rots from the head down is the saying I do believe. An
organisation can also flourish when a handled appropriately. Below is my approach to
staff-members:
Most humans are essentially good people who if appreciated and motivated they
will distinguish themselves. I use a process I call unlocking the “source value”.
Each of us have many beautiful talents and if the right breeding ground is
created it will be much easier to locate this “source value”.
My favourite saying is “talent is universal but opportunity is not”. Every staff
member should commit to an extra mural of some sort, engaging the College
and creating an oneness amongst staff and students.
Once engaged in the College their loyalty and commitment will grow. They will
discover their source value, as defined as a myriad of talents that will burgeon
into a passion – and a passion will allow them to feel fulfilled and appreciated.
“If we value independence, if we are disturbed by the growing conformity
of knowledge, of values, of attitudes, which our present system induces,
then we may wish to set up conditions of learning which make for
uniqueness, for self-direction, and for self-initiated learning.” - Carl Rogers
A leader can enable all staff to better find their “Source Value” by infusing belief
in them by:
1. Showing them they are making a difference
2. Being helpful to them and highlighting they are also helpful
3. Are respected by the senior leaders
19. 4. Have weaknesses but also strengths
5. Make them feel empowered, enabled employees
6. See the big picture of where the College is headed
7. Let each teacher know how their role is allowing the College to achieve this
big picture affording an ownership
8. Be exacting on their role
9. Treat them consistently, one bad mistake does not mean they are now
useless
10.Promote team work and have genuine examples/dividends why we all will
benefit
11.Promote family-orientation ethos, child-centred, where the human soul is all
important
12.Promote a value laden system – where conflicting values are stamped out
13.Build a supportive environment where there is trust and assurance
14.Being honest with staff about their challenges and show them tactics and
strategies to overcome their problems
15.Teaching others to accept different points of view and not trying to enforce
your own view of the world onto a colleague or student.
16.Set personalised goals not competitive goals which is destructive
17.React to the heart, mind and soul of each employee. Understand that
excellent employees have bad days and even bad times, but there excellence
will shine through and therefore support good staff through their troubled
times. Similar to point 9, but this rather refers to how we treat each other on a
daily basis.
18. Humility and forgiveness towards each other, not internalising mistakes we
are all growing and learning
19. Zero tolerance of malicious gossiping, staff who undermine others and the
College processes
20. Creation of a culture where every educator feels happy to arrive at and can
speak openly to leaders about difficulties or issues they are experiencing
21. Ignore the gossipmongers, no one has the right to rent space in your head!
22. Choose a path of Courage! Each day if we face our fears we will make
progress!
20. “It is not what life takes away from you that you should dwell on but what you
do with what you have left”
To add to those excellent qualities, one quality deserves all of
humanity’s good work: self-interest and self-preservation. If you have
ever read Dante’s Inferno as his intrepid journey through the 8th circle
of hell God puts those concerned only with themselves at the highest
form of severe punishment, not a fiery hell, but an Icey cold oblivion.
And why? Nothing will destroy humanity more than self-interest and
self-preservation. Even ants have mastered better than humans we all
need to work together.
Culture of the work Place: Heart Energy vs Mind Energy
What makes any organisation tick, the baseline, the beat, we all know it is the staff -
but what a profoundly wonderful staff member is the amount of energy they bring to
the work place every day. Forbes Magazine top CEOs all mentioned “energy” of an
individual as one of most important variables. Energetic staff are motivated,
passionate and can do the work of 3 staff members – their energy can be infectious
and ooze through the work place.
Just as we have different states of sleep, or varying personalities, cutting edge psych-
neuroscience has identified various types of energy individuals can display. There are
two broad types where upon all of us cluster. Mind Energy is the critical, intellectual
and negative attitude that drives many adults. The essence of which creates austere
and “sterile” environments. This energy can bring some positives when working with
people and in an educational setting it may cause more harm. It is the traditional
approach, and older staff may relate to its context.
Conversely, as neuroscience deepens its understanding of humans, research shows
the high flyers, the great achievers of recent times, all exhibit the nuanced Heart
Energy.
21. Heart Energy entails these core beliefs:
1. Every individual deserves to be treated with utmost respect and dignity as no one
should denigrate a person with words or actions. These actions will be as harmful
to the person as to you, as anger and hate and negative emotions have been
shown to empirically have a direct link to diseases like cancer.
2. We can all learn to practice heart energy and ultimately change our energy system
3. Negative thoughts and emotions burn up energy and often Mind Energy individuals
are disgruntled. Heart Energy people are the pro-active staff members, buoyant
with the joy of life, who will produce the most creative work and be the most
productive
4. They encapsulate every word and every action with love and empathy especially
when dealing with children
5. Additionally, radiating love in the classroom that is modelled by effective
boundaries and structures for all learners in the classroom. This will work wonders
for 90% of learners.
6. There will be 10% or less of learners that will need more authoritarian approaches
and at times a disciplinarian and formidable approach is required. But this should
be exacted when and only if it’s required.
7. Heart energy makes you feel compassion and therefore you listen better. So much
more can be learned and gained by listening to the student or other staff member
and moving forward with solutions.
8. Heart Energy does not imply being weak or soft and allowing learners to get away
with murder. Combined with a zero tolerance approach and effective disciplinary
method, a College can function smoothly with values and the staff and child being
the centre piece.
Academics is everything, but co-curricular is the just as pertinent
Common to the theme of Heart Energy is the belief that educators view their students
all equally regardless of academic achievement. Thus every educator should be
focussed on the academic programme but also positive reinforcement and
development of each learner’s character. Hence whatever a student’s academic report
resembles they must leave the College with positive self-regard engendered.
22. As one can create a vicious cycle, one can also create a love cycle. I like to practice
spiritual goals on a daily basis and while this can be hard in our busy schedules, my
personal goals of incorporating empathy, belief in the greatness of the human soul,
the belief of a greater divine being, understanding, generosity of the spirit, a gift,
positive reinforcement and genuine support will show my staff I have their best
interests at heart.
This is part of my greater strategic growth of a positive culture. Though this is a
devised strategy it is also part of who I am as a person and I do believe at the end of
the day all organisations will come to resemble their leaders.
When staff are the stumbling block: Warnings System
Sometimes decisions need to be made about staff who have major discipline
problems. I am well acquainted with the procedural requirements for staff warnings
and hearings, as the chairman of the Hostel disciplinary committee. I have conducted
countless hearings with students and staff. Section 4 deals with labour laws crucial
knowledge in today’s work place.
This approach is combined with a zero tolerance approach of teachers who conduct
themselves in an unethical manner or breach the code of conduct of the college.
Teachers who regularly disrupt the integrity and schedule of the College will be issued
written warnings.
Teachers who cannot maintain a professional conduct will be legally
removed.However everything will be done to rehabilitate and offer human kindness
and compassion. Every example may differ.
Development of staff morale
The strategies, tactics and skills educators need to utilise in College should be part
of all staff morale and a motivational approach is adopted. In the following section I
have briefly touched on some of these strategies.
23. The first pertinent skill for senior management is formulation of dynamic
organisational strategies to forge “engaged” employees and increase employer
motivation. I have listed much information about this in the aforesaid sections.
I would like to add here that a strategy of this sort will fail unless staff is made to
genuinely feel part of a process of oneness. Many leaders think they can dictate
and delegate these directives to management and hope it filters down.
This only succeeds if there is a “genuine warmth, empathy, solidification of purpose
and a feeling that each staff member feels reassured, protected and has a definite
purpose that makes them feel like they are making a difference, feel important,
appreciate and respected.
Value each and every employee – and a culture of Values will develop
The truth at the end of the day is: the lifeblood of any College is its employees.
Hence, having a management plan for every employee detailed down to their
particular behavioural patterns follows cutting edge methods of dealing with staff.
Grasping what makes a staff member glow and handling each one differently will
be felt in the devising of a unique culture. I have designed behavioural analysis
systems that help me deal with staff members.
Just like every human being has their very own genetic code, every staff member
will have their own idiosyncratic personality traits. Having the nous to tap into their
behavioural triggers is key to being an exceptional leader.
Each human being as said before will have a “Source Value” – this trait holds the
script to unlocking their abilities – and untapped passions and strengths - and
once this trait is located and opened every individual will operate at optimum level.
Truly unlocking the strengths of your employees will not only bring out the best in
them, it will also allow for a process of transcending what they may think about
themselves and what they can achieve.
24. Below I have listed the essential tenants I would try weave into the tapestry of the
Colleges culture,
Tenants for College Culture
1. Speak only in positives, by omitting all negative phrases. Even when you need
to express yourself in a negative moment, frame it in forward moving learning
process.
2. For every negative incident bolster the staff with an overwhelming positive.
The idea must be so positive you feel consumed by its radiance.
3. Say or do something positive for staff who is downtrodden or beleaguered
4. Smile and laugh, use humour whenever you can. Humour is a mature
mechanism not an immature device. Laughing and smiling not only releases
important neurochemicals in your brain but these powerful positive emotions
counter the negative.
5. Let the past sleep. Help staff move quickly on from a mistake. They are adults
and will know where they went wrong and do not require a lecture or the stick and
carrot method. This will keep the staff productive as well making them even more
loyal to the College.
6. When you are attacked verbally, gossiped about or hurt emotionally by
someone, remember the other person has the problem not you. By remaining
calm and handling this as the bigger person you overcome whatever they were
trying to achieve. When you stay angry or resent a person for what they did to
you, or retaliate you are allowing their dysfunctional behaviour to drag you to their
level and allow that anger to reside within you. Let it go, what was done to you
25. does not need to affect you unless you choose to let it. Peace is a small but
powerful choice away. Staff will be reminded that Principals have an open door
policy and should address any moments of conflict maturely.
7. Gratitude for each other and the splendour of a wondrous College
environment should begin to filter down. For whatever reasons individuals can
become negative about most everything. When we are grateful and feel
appreciated we connect with everything good and feel better and happier. Those
goose bumps are telling you something.
8. Be your own hero. Live the life you see and hear in stories about people
leading lives of personal integrity, helping in the community and changing lives.
Most of all be an honest, ethical, compassionate person when no one’s looking,
too many people wear masks of good and behind closed doors are underhanded.
I always say try imagine a camera is focusing on you all day for every minute and
the whole world is watching.
9. You are not what you are going though. Whatever is happening around you is
not what defines you or who you are. What happens to you, you cannot often
control, but you can control your reaction. Move forward and do not let it define
you in the end. We really can all choose to allow stressful situations to break us or
mould us into better human beings.
10. We live, we learn. Don’t internalise your mistakes or problems. We live and
learn and everyone is on a path to greater wisdom. As long we are improving
ourselves and these mistakes do not become habits or patterns (and even when
they do and we fight until we break those patterns). Internalising makes us
physically and mentally ill and comprises our immune system.
26. Gossip train
The blight of many staff rooms is troubling gossip between indiscreet educators. I
have a zero tolerance for malicious gossip. No one has the right to occupy
thoughts in your head especially hurtful, untrue statements. Personal integrity,
compassion, spirituality, moral behaviour, dedication and an unwavering mentality
to lift one selves and those around you with “saintly” behaviour may sound
sentimental but is badly needed in our current age.
Malicious gossip will receive an automatic first warning on my discipline procedure
and do not know how it it handled at other schools. Bullying is another I have zero
tolerance for, 3 warnings for the child coupled with counselling love and
instrument involvement from parents is a non-negotiable. If parents do no engage
themselves their children will NOT be allowed to make other children’s lives
miseries.
I personal conduct group therapy with child and parent – and when this fails to
assist – psychotherapy, and/or removal from our wonderful school is permitted.
Engaged Employees are the Keystone employees
It is widely known that “engaged” employees being the most passionate, take less
leave days and overall contribute to the greater success of the College. Thus, staff
that is heavily involved in the college’s future success even with the extra-mural
time-table, or feels partial “ownership” in the success of the College are always
Keystone staff.
The trick is to set exciting and non-competitive goals or incentives ensuring all
expectations are non-anxiety provoking. Therefore, trying to set the colleges goals
aligned with the individual’s goals. Dynamic staff may not even require such
activities and may be self-motivated. Less progressive staff may struggle with his
process. A good clue to making progress with these individuals is while they
converse analysis of their discourse can reveal what they are actually trying to say
27. and believe. Tapping into this, consoling and reflecting these sentiments may give
you greater understanding and hope to make forward progress.
2.1 OPERATIONALISATION DECISION-MAKING MODELS
2.2 D ecision -Making
This is a brief section on College operationalization. Below is synoptic
summaries on specific models I utilise to guide me with regard to project
management and implementing strategies.
Decision-Making or Strategic: executive head or executive committee make
a decision. They also decide on resource availability.
-Planning or tactical: Principals, Project managers, operation managers,
senior management devise a plan. May have some influence on resource
management.
-Execution or Operational: This plan is then communicated to the project,
operations or staff intended to fulfil this function.
Decisions nowadays are often made by committee as this minimises
responsibility on one person, creates better decision-making as many brains
are better than one and importantly, leads to a process of democratic decision
making.
A vital component of planning is the pre-planning phase. Many CEOs or
committees can make decisions with extensive pre-planning. Even if activities
have been executed successfully for years proper pre-planning can lift
standards even higher and even at times question the viability of a project.
28. The Pre-planning Model can be structured as follows:
Communicated clearly and concisely on paper. However, we all know the
error in judgement can occur on all three levels. These can be errors with the
original decision-making, faults in the planning and lastly, inept execution.
I believe excellence in operationalization begins with the pre-planning phase
that not many organisations consider. This model I have designed myself.
a) The decision or project to be initiated is clearly defined and explained and
all components required are detailed by the decision-maker(s) Clarity of
project and Decision-making
b) Staff are made to feel motivated and skilfully organised and managed.
What are the current weakness of staff that impede effectiveness of the
aforesaid implementations? Cultural and Staff behavioural analysis as
mentioned is important in this section. Proposed solutions must be
generate about these staff difficulties. Staff Analysis and Culture
c) Resource management is effectively planned and executive management
guarantees proper resources are made available. Resource Management
document utilised. Resources
d) Effective error forecasting is implemented and contingency plans
assembled. Employ data and projective forecasting. Data forecasting is
reviewing all the errors encountered the previous time the current project
was executed. Projected forecasting is anticipating possible new errors
that may be encountered. Combined a gross total of errors can be
29. accumulated as possible causal forecasting errors and contingency plans
prepared. Forecasting and Optimal Solutions Generation
e) Decision Analysis: engaging in a logical tree to generate possible
outcomes of a proposed project. This measures the projected success of
the project and strategic gains of implementation. Decision Analysis that
reviews the pros and cons of the project and Market related demand.
Decision Analysis/Demand
Decision Analysis Conceptual Model
The decision analysis component can be quantified by using the E theory.
Effectiveness: Does this activity contribute to the organisation’s activities.
What tangible positive end gains will we achieve?
Efficacy: Will this activity have a positive effect on staff and students. We
can offer statistics that show this activity has made a positive contribution.
Efficiency: Has this been organised efficiently, are there better
alternatives?
Ethicality: Is this project morally and spiritually adding to the value of the
College, does it improve staff culture, student appreciation
Elegance: How does this project appear to external observers? Is this a
project that reflects excellence the College should be targeting? Does it
improve the College’s reputation and positive publicity?
30. The above decision-making model will guarantee thorough planning of any
proposed project. It also allows the operational division to submit detailed
reports on exactly how the project was managed from the finest details.
Executive management can make far more informed decisions when this
model of planning is proffered.
2.2 COLLEGE OPERATIONALISATION
Planning in any organisation is a critical component of good management and
governance. Combining knowledge of project management, experience in organising
major events and having set procedures is crucial to any strategy.
My years in education stand as a bona fide example of planning executed into practice
resulting in the production of excellent results. I personally organised events such as
the magnitude of GDE athletics with 18 Colleges participating, rugby festivals, and
athletics and swimming events, drug marches through the streets of Johannesburg
etc.
In the time I managed sport not only was it well-organised but Queens became one of
the best development sport Colleges in Gauteng, as proof of it not only being selected
as a Focus College for sport for the Gauteng Department of Education but also the
National Department selecting it out of only 12 colleges in the entire of South Africa to
be a specialist sport College receiving ample funding.
My tenure as Director of the Hostel has refined my skills in all ways of running an
organisation. I am completely in charge of most of the day to day functions of the
hostel – which may seem easy – but running a hostel of boys and girls, with a large
complex staff, multicultural student body and demanding and sometimes poor
sometimes wealthy parents means being available virtually 24 hours a day 7 days a
week. I average on a good day over 35 phone calls and can complete over 20
counselling sessions. I shared a close bond with most of staff and the rare day I was
absent they would all message me.
31. When I took over the hostel it was rife with a bullying and an initiation culture and
drugs. Breaking these cultures that have existed for years before me can be an
arduous task.
Strategic planning is just intangible words on paper without their being a Vision that
passionate, talented and engaged individuals who will draw blood to guarantee these
words on paper are executed into tangible results.
Below I express my procedure on organising my planning.
Process, Knowledge Areas and Resource Management
Keeping it simple, but maintaining an organisational and logistical excellence is key
to my management style. After the pre-planning phase the routine 5 project
management Process Groups can be utilised:
1. Initiating
2. Planning
3. Executing
4. Monitor/Controlling
5. Closing
Additionally, mapped to the 5 project management process groups are the 9 project
management Knowledge Areas:
1. Project Integration Management
2. Project Scope Management
3. Project Time Management
4. Project Cost Management
5. Project Quality Management
6. Project Human Resource Management
7. Project Communications Management
8. Project Risk Management
9. Project Procurement Management
Project management is an integrative, complex field, reliant on systems theory’s
true intent: people and environment and their independent and interacting
32. parts. Imagine your current or future projects laid out with the above process
areas and subsequent discipline built within the 9 knowledge areas.
Furthermore, I utilised excel documents to detail and Gant charts which can be
given to everyone included on the project.
As I stated before strategic imperatives are achieved through planning that
becomes projects that are executed. Therefore, operational management is
central to strategic vision and the success of the College. Below is a simple
graph that depicts this.
Resource management of projects
The third area I consider vital to be considered to all operations is the resource
management. Strategic resource management is fundamental to the success of
all projects. If the executives in an organisation need to see results from
various initiatives they have authorised, then they must make sure that capacity
needs are addressed and available to make things happen. If there is no
organizational alignment, it doesn’t matter how good the strategy is, it will fail
due to poor execution.
33. 3.1 COLLEGE GOVERNANCE
My basic modus operandi relies heavily on the following with regard to College
governance. In this section all facets are entwined.
a. Financial Approach
b. Planning / Administrative excellence
c. Strategic vision that believes anything is possible
d. We live and die by the standards we set: Family-orientation, team-work
A. Financial Approach: Growth of student body
The first essential strategy in my financial approach is effective marketing. Marketing
the College in a positive and ethereal fashion guarantees long-term financial viability.
Growth of the College, gradual increase in net tuition revenues while at all times not
allowing financial gain to ever take precedence over spiritual growth and development
of the core of the College, its culture and values.
Marketing the College can be achieved in a multitude of methods. In my current
College because academic standards where always a difficulty, I used the extra-
curricular activities to re-define, brand and market the College. College reputation can
built on the impeccable organisation of the College, academic excellence, appearance
of student’s excellence, discipline excellence and especially in South Africa,
maintaining an extra-curricular schedule will attract many students.
No matter how good a colleges prevailing reputation may be new fresh ideas can
constantly project the College to even higher standards. Making the College a
prestigious centre of academic and educational excellence should be the ultimate
imperative – establishing the College as a household name and a reputation that
proceeds itself.
34. The planning and control functions inherent to any organization, including colleges,
underscore the importance of sound budgeting practices for the following reasons:
The type, quantity, and quality of educational standards provided by the College
often are not subject to the forces of supply and demand. Thus, enacting and adhering
to the budget establishes restrictions in the absence of a competitive market. Colleges
are therefore unique in their design in an economic environment. Even in a recession
colleges can grow financially, as children will always need to be educated and most
parents will see this as a priority.
Therefore, this ties in neatly with marketing, growth and reputation of the College.
Continual growth can be recorded if the aforesaid are effectively maintained. If parents
view it as undeniably the best College in the area there will be no issues with effects of
a recession, as most parents will be vying to enrol their children in that College at the
prescribed College fee rate. Expenses can be accrued that in the long-term planning
will seem negligible factors. The truth is Education is one of the fastest growing
industries in South Africa and is well supported from other financial institutions.
Therefore, an aggressive mobilisation should be implemented toward Sourcing
External Funding:
Sourcing External Funding/Effective Fund-Raising: rapid growth of
competitive-fee colleges over the last few years has prompted Old
Mutual Investment Group SA to throw its weight behind such colleges
with a R80-millon investment.
Ultimately, safeguarding the financial and College growth plan. It must be devised
and in accordance with current College population, public interest and welfare of all
staff
The scope and diversity of operations in the College make comprehensive financial
planning essential for good decision-making.
The financial planning process is critical to the expression of current client
preferences and is the avenue for reaching consensus among possible future
students, members of the board of Directors, and the staff on the future direction of
the college’s development.
35. Life is short and we need to live our legacy, and as passionate members of the
pedagogical field and therefore, growth of a College, its independent generation of
educational intellect, tactics, plans, ideas, strategies should always be a primary
objective.
Additionally, in an educational environment, budgeting is an invaluable tool for both
planning and evaluation. Budgeting provides a vehicle for translating educational
goals and programmes into financial resource plans.
A balanced budget should take the following into consideration to demonstrate it is not
just based on profit margins but sound decision making:
a. Long term fiscal health is primary concern
b. Every avenue that can result in budgetary savings should be the preferred route
c. A large investment account should be accumulated that is accruing significant
interest on the investment on a monthly basis
d. Every budget decision is based on current client population however a long-term
vision that includes a growth plan of the College should be envisaged.
e. Financial accountability
f. The budget must be evaluated on its effectiveness for attaining the colleges
strategic goals and objectives
g. Budget preparation goes beyond an exercise of allocating where funds shall be
expended but is done so in accordance with the colleges planning, maintenance of
excellence, projected growth and continuous cycle of the reinforcement of the highest
standards, values and spiritual values possible. In essence giving some soul to the
fiscal planning.
Growth of a College
As an ambition individual, I’d hope the board of directors, principals and senior
management ensconce the ideal that the ultimate goal is to make the College a
prominent name in the field of education. Simply expressed as one of the best
Colleges in South Africa, with regard to academics, sport and culturals.
I believe the following strategies would ensure a College grows astronomically:
36. 1. Hand pick a few high calibre teachers placing them in crucial posts at the
College. No College can afford to head hunt a brilliant teacher in every
position and therefore, vital placements must be conducted effectively.
2. Hire teachers that will have best fit to the culture and ethos the College is
creating. Being knowledgeable of the excellent teachers in Johannesburg is
important.
3. Aggressively advertise the College/Have Growth plan. The best marketing
tool for a College is good results.
4. Bursary System is a tactic employed by all the best Colleges. Therefore,
whether it is matric results, offer some bursaries to top academic students /
and sport athletes and the College can immediately begin a rise as
published as having produced top calibre students. This will attract a great
abundance of new students to the College of similar calibre – the snowball
effect.
5. Introducing a Reading Laboratory/Maths Laboratory/ extra prep sessions:
Ample research shows reading laboratories / extra prep sessions have
profound effects on the results of all students. This is also a relatively
inexpensive approach. All matrics should have compulsory attendance.
6. Extra-Curricular Schedule: Many people in South Africa are sport mad –
and activities will draw students in their droves. Popular sports and cultural
events will attract families. However, the greatest power of an effective extra-
curricular schedule is that the College will become well-known every time
they compete against other colleges. This is one of the best ways to market
a College. Maintaining extra-curricular events also offers holistic education to
the family. Focus areas can make it more advantageous to attain excellence,
hence focusing on 4 sports that can be become strengths and 4 cultural
events. If the College has the resources naturally this can be expanded.
37. 7. Counselling Department: Add a counselling department if the College does
not already have one. Counsellors that actively deal with students and
parents issues can add huge value to a College. Issues can be exhumed
and students with behavioural problems identified. This will minimise
behavioural issues (building the reputation of the College) and add further
value to the college’s services.
8. Branding a specific “look” as to the uniform, College badge and sport kit
or tracksuits is vital. The College uniform must stand out and be visible in
public spheres. This is an essential marketing tool. Adding a proper blazer
and smart cap does wonders in the eyes of the public. Associating the
College with definitive colours is also important. Adherence and
development of wearing this blazer with pride will extend in branding the
College
9. Erecting of a boarding house: This will remain a contentious issue for
Colleges – but there can be 3 massive reasons for opening a boarding
house. Namely, very few colleges have Hostels – and if you know South
African colleges all of the most successful have hostels! Hostels will attract
students from all over the country widening the scope of possible clients. A
hostel will also expand the college’s reputation, generate further income for
the College and be a financial wind fall for the College. A boarding house
can generate massive extra income.
10.Become an Educational Leader: A College should devise its own
innovative and cutting edge methods that earn the College a reputation of
excellence.
11.Innovator of the use of technology: Technology has profoundly changed
education. The College must remain on the edge of these developments.
This does not only mean the obvious use of tablets, communicators etc. Use
38. of finger print sign in method will heighten security and keep the College
abreast of absenteeism and late coming.
12.100% pass rate is non-negotiable! Students whom in Grade 11 appear to be
borderline failures must be put on a programme. If results do not improve the
College must meet with the parents to discuss alternative avenues.
13.Faith and Belief with a culture that is value-laden and family orientated
We live and die by the Standards we set
If one thing has stood out for me is that the standards you allow to occur, will occur.
This does not need to be an oppressive, controlling force to achieve this, but by
getting the staff to buy in on the ideals and you start to view the benefits.
The prevailing standards a College is built upon is also therefore its reputation, I
believe one must never say, “oh just let it go”, and below is a list of things I’d always
keep personally aware of to ensure the reputation of the College remains one of the
highest quality and integrity. I have purposefully listed all of these measures as
Number Ones! Because they are essential in building reputation that leads to growth
and development.
Below I have set out the “Absolute” that must never be sacrificed. A college must run
like a tight ship and below are the absolutes that will ensure this
1. Late coming: Parents must be accountable and an organised College has
procedures in place to curb this activity. Late comers can disrupt the academic
schedule. Setting standards with the management of students arriving on time sets a
39. tone for the entire day, therefore week and ultimately emanates throughout the
College.
1. Uniform: A college’s student body appearance should be imperative. For a
college’s reputation and for a College to grow therefore, its reputation can be vital.
Stressing the importance of being respectful and the pride of one’s dress code seems
small, but taking care of the small things will take care of the big things.
1. Academics and Extra-murals: Any college’s main order of college should be its
academic programme. Every action should be taken to improve and keep this
programme on the highest level. I am a firm believer also in an effective extra-mural
programme. Extra-murals not only build spirit in the College which is fantastic for the
ethos, but teachers learn to be engaged in the College. Many students who may not
be academic can build confidence from being good on the sports or cultural fields. A
holistic education programme should be the endeavour of every educational institute.
1. Staff Conduct: I always believe a good leader’s ways should for the most part
emanate through the College. There should be zero tolerance of malicious gossiping,
staff room bullying, staff undermining each other, lengthy staff absenteeism without
due reason, staff misconduct or inappropriateness with students, staff not working
together etc.
1. Collection of Fees: A focus should always be highlighted on effective collection of
College fees. A College cannot operate without collecting its College fees and while
an understanding approach can be maintained one cannot be soft in this regard. I will
personal set up regular meetings with parents to guarantee collection of fees. A key to
collecting fees is building close relationships with all the parents. While bursaries may
or may not be offered, those who do not pay fees in a defined time must be asked to
leave the College.
1. Discipline and Behaviour: All children need to be given the room to be
themselves and express this uniqueness without fear of bullying and inappropriate
influences. Therefore while every effort should be made to afford every child this
wonderful period of innocence and growth, those children who infringe on the rights of
good children need to be rehabilitated. A simple to understand and effective discipline
40. system can be introduced that every student follows. I have an absolutely zero
tolerance approach to any forms of bullying, fighting, students involving other students
in disparaging acts, bringing to College of inappropriate magazines, and parents who
believe they can handle discipline issues at the College.
1. Effective code of conduct for students, parents and teachers: Every student,
parent and teacher should sign a code of conduct, MOA, contract etc., agreeing to
abide by the structures, systems and values of the College from the outset. This
immediately protects the College from meddling, insecure parents or students who are
repeat offenders. The same should occur with teachers.
1. Monitor the corridors during every period ensuring all students are in class. Any
students found out of class will face disciplinary action.
1. Effective Disciplinary System: I am sure the College has this already in
place
The 4 layered senior management system
The Theory of VAAC (Visible, Active, Assertive, Calm)
The role of the Principal needs mentioning as a four layered senior management
system (Board, CEO, Principal, Deputies) it is the ability of these parts to synergise
and work together which could be more important than the skills they each bring to
the College. For instance if the Board decide they want to clamp down on bullying of
juniors but the Principal believes a little bullying is good and doesn’t enforce this
directive an immediate break down of the system occurs.
The Board may call upon the CEO to rectify the manner – and therefore, building
relationships of mutual understanding, support and commitment to each other’s
ideals may be the crucial element in the functioning of a College and the
implementing of strategies.
Each part of the 4 layered management system will imbue their own management
style on the College but this must be done within the context of the imperatives and
decision-making of executive management.
41. Below I briefly sketch out my preferred behavioural patterns of those in senior
management.
Senior management may be managed by the simple theory of VAAC. VAAC is an
acronym for Visible, Active, Assertive, Calm, and its rationale is explained below.
Visible: Senior management may have administrative tasks but it is essential they
are visible around the College. Taking paroles during class, viewing how classes as
they go into classrooms, visiting classrooms where serious issues may have
occurred and many more. The College needs to know you and you need to know
your College.
Active: This may go hand in hand with being visible, as unless you are active, you
probably won’t be very visible. But it also indicates stepping in when you can, being
supportive, implementing the directives from executive management, consciously
constructing the ethos and culture, developing your staff, managing parent and
student issues humbly, ensuring team work attitude filters down from you and of
course, presenting yourself and leaving your mark and impression on every soul at
the College.
Assertive: Being bold, not fearing confrontation, handling matters head on, in a non-
aggressive style but assertive is crucial in Colleges today. With demanding parents
and sometimes difficult students and staff the buck must stop with senior
management. Your assertion can be illustrated in a confidence, a lack of fear, ability
to impress parents/student body as well as cultivating compassionate but no
nonsense relationships with staff.
Calm: This may seem a bit odd a first, but often true leaders need to contain emotion
to contain the emotion of others. A hysterical, whimsical and over the top leader will
cause instability in staff and students and this will cause major disruptions and
worsen challenging issues. The calmness illustrated by a leader reflects a dignity,
humanity, humility and strength of reassurance that all who follow need to witness. In
time, as said in above section any organisation will come to reflect their leaders,
42. therefore, depicting oneself in such a manner lays the foundation for a calm dignity to
overcome the College and that can only be a good sign.
4.0 LABOUR STRATEGIES: KNOW THY LABOUR LAWS!
I have included a section on labour laws as it is as much a part of strategic planning
as any component of a college. I have hand-picked the most salient labour issues
prevalent to South Africa. Being able to contend with such matters with effective
labour strategies is imperative.
4.1 Fundamental Labour Law s
In this section I expand my knowledge on what I believe are the fundamental labour
laws and most vital information all employers should know.
Effectively and professionally organising a college indicates having a solid
knowledge of the employment laws in South Africa.
4.2 Leave
Basic Guide to Annual Leave
Basic Conditions of Employment legislation requires that workers get a minimum of
21 consecutive days of annual leave each year. Employers can only pay workers
instead of granting annual leave when employment is terminated. In most Colleges,
the College vacations are permitted as leave – hence employers in that context will
be afforded much more than 21 days. Most staff will appreciate this fact.
4.3 The Basic Conditions of Employment Act
43. The Basic Conditions of Employment Act applies to all employers and workers,
but not -members of the -
o National Defence Force,
o National Intelligence Agency, or
o South African Secret Service; or
o unpaid volunteers working for charity.
The section of the Act that regulate working hours does not apply to:
o workers in senior management
o sales staff who travel and regulate their own working hours
o workers who work less than 24 hours in a month
o workers who earn in excess of an amount stated in terms of section 6 (3) of the
Act
o worker’s engaged in emergency work are excluded from certain provisions.
The provisions for annual leave do not apply to -
o workers who work less than 24 hours a month
o leave over and above that provided for by the Act
o Basic Conditions of Employment Act
Applies to all employers and workers and regulates leave, working hours,
employment contracts, deductions, pay slips, and termination
Number of Leave Days
Workers must get annual leave of at least -
o 21 consecutive days, or
o 1 day for every 17 days worked, or
44. o 1 hour for every 17 hours worked.
Based on Legislation in Section 20, of the Basic Conditions of Employment Act
Timing of Leave
Both the employer and worker should agree to the timing of leave. If they cannot
agree, the employer makes the final decision.
Leave must be granted not later than 6 months after the end of the annual leave
cycle (12 month periods from date of employment).
Based on Legislation in Section 20, of the Basic Conditions of Employment Act
Pay Instead of Annual Leave
Employers may not pay workers instead of granting leave, except on termination of
employment.
Based on Legislation in Section 21, of the Basic Conditions of Employment Act
Annual Leave and Public Holidays
A public holiday cannot be counted as annual leave.
Based on Legislation in Section 20, of the Basic Conditions of Employment Act
In summary
An employee is entitled to 30 days’ paid sick leave if he works five days a week,
and 36 days’ paid sick leave if he works six days a week.
You don’t have to pay an employee for sick leave if the period of absence is longer
than two consecutive days, or if he has been absent on more than two occasions
during an eight-week period, unless he gives you a valid medical certificate from a
registered medical practitioner.
4.4 Employment Equity
45. Basic Guide to Affirmative Action
Affirmative action ensures that qualified people from designated groups have equal
opportunities in the workplace.
Application
The Employment Equity Act applies to all employers, workers and job applicants,
but not members of the –
o National Defence Force;
o National Intelligence Agency; and
o South African Secret Service.
The provisions for affirmative action apply to –
o employers with 50 or more workers, or whose annual income is more than the
amount specified in Schedule 4 of the Act;
o municipalities;
o organs of State;
o employers ordered to comply by a bargaining council agreement;
o any employers who volunteer to comply.
o Employment Equity Act
Applies to all employers and workers and protects workers and job
seekers from unfair discrimination, and also provides a framework for
implementing affirmative action
Affirmative Action Measures
Employers must make sure designated groups (black people, women and people
with disabilities) have equal opportunities in the workplace.
Designated groups must be equally represented in all job categories and levels.
Based on Legislation in Section 15, of the Employment Equity Act
46. Why is Affirmative Action Necessary?
Affirmative action makes sure that qualified designated groups (black people,
women and people with disabilities) have equal opportunities to get a job.
They must also be equally represented in all job categories and levels of the
workplace.
Based on legislation in Section 15,of the Employment Equity Act
What Measures Must Employers Take?
Employers must –
o find and remove things that badly affect designated groups;
o support diversity through equal dignity and respect to all people;
o make changes to ensure designated groups have equal chances;
o ensure equal representation of designated groups in all job categories and
levels in the workplace; and
o retain and develop designated groups.
Based on Legislation in Section 15 of the Employment Equity Act
Discussing Affirmative Action with Workers
Employers must discuss employment equity issues with their workers. They must
include different kinds of workers in the talks.
Based on Legislation in Section 16, of the Employment Equity Act
Who Should Employers Talk To?
When they discuss employment equity, employers must make sure they include
workers from:
o all job categories and levels;
o designated groups (black people, women and people with disabilities); and
o workers who are not from designated groups.
Based on legislation in Section 16, of the Employment Equity Act
47. What Should Employers Discuss With Workers?
Employers must talk to workers or their unions about their employment equity:
o studies;
o plans; and
o reports.
4.5 Workers Compensation
How To Claim from the Compensation Fund if you are a Worker
The Compensation for Occupational Injuries and Diseases Act gives workers the
right to claim compensation if they were injured or go ill at work.
Claiming
When workers want to claim they must use the following steps:
Step 1: Fill in the form
Workers must report their injury or disease to their supervisor or employer
immediately. Their employer must report it to the Compensation Fund and send in
the necessary forms.
Step 2: Get forms from the doctor
Workers must get the W.Cl.2 or W.Cl.1 form from their employer and take it to the
doctor when they go for a visit. After the doctor has filled in the form, workers must
take it back to their employer. Workers must take any other forms the doctor gives
them to their employer.
Step 3: Keep in touch with the employer
Workers must let their employers know when their address changes and keep in
touch with them. Workers’ salary will be sent to their employer’s address, so it is
important that their employer can find them. If employers do not send in the forms or
the claims take long, workers must contact the nearest labour centre and report it.
4.6 Employment contracts: what the law says you must do
48. You must give your employees, in writing, the terms and conditions of their
employment. This document can take the form of a letter of appointment, or
you can create a more formal contract of employment – the form doesn’t
matter it’s the content that’s important. Getting your employee to sign the
document avoids disputes about whether or not it was given and what it
contains. You must do this when the employee starts employment and you
must retain the document for at least three years after termination of the
employment relationship (Section 29 of the BCEA).
You must also update this employment document and provide the employee with a
new copy when:
the law changes
you and your employee agree to changes in the terms and conditions
you increase the employee’s pay or benefits (this you could do in a
supplementary letter).
Better late than never! Check all your personnel records and draw up the
employment documents now, even if your employees have been working for you for
years.
Even part-time staff must have a contract
This law applies to you if your employees are temporary or part-time, even if they:
have a fixed employment period, or
only work one day a week, or
only work every weekend, or
only work half day.
In other words, anyone who qualifies as an ‘employee’ should receive this document
from you.
49. Three easy steps to protect yourself from legal comebacks
The South African labour laws offer your employees protection, but they also allow
you a degree of flexibility in what you agree with your employee – so you need to be
proactive and protect yourself.
Do this by taking these three steps today:
1. Design an employment agreement (whether it’s in the form of a contract or a
letter) that complies with the law, but fits with your college requirements.
2. Make it a requirement for the selected job applicant to sign the contract before
commencing employment
3. Explain (with the aid of an interpreter if necessary) the contents of the contract
to the employee/applicant in a language he understands. This is required by
law.
By doing so, you will avoid the following situation:
You hire Nathan as your English educator. He starts work on Monday without signing
his employment contract. You ask him on Thursday to sign the document, but he
refuses because he doesn’t agree with the restraint of compulsory to be actively
involved in at least one extra-mural per year clause. You threaten to cancel the
contract. He threatens to go to the CCMA because, having started work, he has
automatically become your employee.
In this situation Nathan is right – you can’t cancel his contract. If you want him to
sign, you will have to take out the clause. Rather ensure Nathan signs the contract –
including the clause – before you appoint him or he commences employment. If he
refuses to accept the terms of employment, you don’t have to employ him, because
he has neither signed the contract, nor begun work.
Example
50. As South African labour laws offer your employees more protection than they offer
you, you need to be proactive and protect yourself!
By law, there are 17 elements that must be contained in the employment contract.
Protect your college by including another nine vital points in the contracts. These
elements can be decided by the board of directors and senior management.
Dismissals: You have to dismiss an employee, but do you know how?
Legally, dismissals are either 'fair' or 'unfair’. According to the Labour Relations Act,
there are only three reasons for dismissal that are 'fair'. And even if you dismiss with
due cause, if you don't follow the correct procedure, you'll end up at the CCMA – for
sure!
Three grounds for fair dismissal
1. Conduct of the employee
2. Capacity of the employee (his ability to do his job)
3. Operational requirements of your college (retrenchment)
The above three reasons for dismissal form the basis of 'substantive fairness'.
However, if you dismiss someone for fair reason, but fail to follow procedure, the
dismissal will still be found to be unfair.
Don't get done on technicalities!
In a case brought before the CCMA, the employee was a manager for a security
firm. He testified he had been held up by armed robbers at the Qwa-Qwa branch of
his employer's company, where he was robbed of money and a company vehicle.
He subsequently opened a criminal case at the local police station. Five days later,
he phoned the police station to enquire about the progress of the case. The police
told him to wait where he was, at the premises of the employer.
51. The police arrived a short while later and arrested the employee, presumably in
connection with the alleged robbery. The employer then dismissed the employee on
the spot.
In the criminal case, the employee was found not guilty, and he then returned to
work but his employer confirmed his dismissal.
The law favours the employee!
The CCMA Commissioner held that the dismissal was unfair, because the employer
didn’t dispute the employee's testimony at the CCMA arbitration hearing, and in
addition, dismissed the employee without a disciplinary hearing.
In other words, the employer couldn't show good cause (substantive fairness) and
hadn't followed the correct procedure.
The Commission awarded the employee 12 months' salary as compensation.
This is a classic case of what happens when an employer ignores the very basic
requirements in any disciplinary procedure. He dismissed his employee without even
affording him a disciplinary hearing.
Five vital elements of substantive fairness
Warning: The dismissal should pass (and you must prove) all of the following tests
to ensure substantive fairness:
The accused employee did commit the misconduct.
The employee knew or should have known that the conduct was an
infringement of your rules.
The rule or standard was valid or reasonable.
The rule was consistently applied.
The misconduct was serious enough to merit the harsh penalty of dismissal.
52. Checklist: Disciplinary hearing
Six key elements of an effective and legally compliant disciplinary hearing
Investigate and prepare your case thoroughly before the hearing
Choose an unbiased and skilled chairperson
Ensure the accused is given every chance to prepare and defend his case
Base the outcome on facts
Ensure the penalty is appropriate to the offence
Record the hearing so you can prove you complied with the law
You want to reduce costs and so you decide to retrench
When a Labour Court judge presides over a retrenchment case brought by your
employee (or a trade union on behalf of your employee), he must look at a number of
factors when deciding whether you retrenched the employee fairly:
Four factors that determine fair retrenchment
1. Whether you had a sufficient reason for the retrenchment
2. Whether you used a fair criterion when choosing the employee to be
retrenched
3. Whether you consulted fully and in good faith with the employee or his trade
union before making the retrenchment decision
4. Whether you disclosed to the employee or union all the information to be used
for purposes of consulting on retrenchment
The ugly consequences of unfair dismissal:
In a case brought before the Labour Court, it found that the retrenchment was unfair.
The employee, Mr Manyaka, had been a computer operator. Before he was
retrenched the employer hired another employee into a new computer operator post,
but at a higher level.
53. The Court found that the employer, instead of retrenching Mr Manyaka, could have
trained him for the higher level computer operator post. The Court therefore
reinstated the employee with back pay and granted costs against the employer
(Manyaka vs Van de Wetering Engineering 1997 11 BLLR 1458).
Insubordination vs insolence
Refusal to obey an instruction versus “just plain bad attitude”
It’s easy to confuse the two, because in practice, they frequently occur
simultaneously. Insolence is disrespectful behaviour towards the employer.
Insubordination is the refusal by an employee to obey a lawful and reasonable
instruction from his superior.
If an employee is both insubordinate and insolent, the allegations forming the basis
of his disciplinary hearing to be convened must include two charges, i.e.
insubordination and insolence. This will strengthen your case, should you wish to
dismiss the employee.
Not all cases of insubordination justify dismissal!
If the employee’s refusal doesn’t have serious or significant negative consequences
for the employer, a written or final written warning would be more appropriate. The
Code of Good Practice: Dismissals, stresses that only gross insubordination
warrants dismissal on a first offence.
One scenario where you may be able to dismiss is in circumstances where the
employee makes it clear that he has no intention of ever complying with future
instructions.
If you follow the correct procedure, you can win your case!
54. Case example: The employer charged and dismissed the employee for gross
insubordination in that she failed to comply with the company clocking-in procedure,
which obliged employees to clock in and out when taking tea breaks.
The employee conceded that she was aware of the company rule requiring
employees to do so. She had received a prior final written warning for the same
offence. The dismissal was held to have been fair (SACCAWU obo Ngobese vs
Pick‘n Pay KN20877-02).
What is desertion?
Desertion occurs when an employee doesn’t come to work without taking leave and
without the intention of returning to work OR without informing you of the reason for
his absence and without the intention of returning to work. However, the problem is
you don’t always know whether he intends to return. For this reason you must
implement a desertion procedure designed to protect your college
Abuse of email/Internet facilities
Your communication systems are central to the effectiveness of your college, but the
use of the Internet has become a huge problem, with many employees abusing this
college tool. The potential consequences for you, the employer, are dire! This could
cost you thousands of rands in lost working time, legal expenses and damaged
electronic systems.
‘Privacy’ can be a thorn in your side!
Because of the legal protection of an employee’s right to privacy, you need to tread
very warily when designing effective management tools of your e-communications
system. However, there are actions you can take:
Permit you to inspect emails sent or received through your computer facilities
Reduce the abuse of email and Internet facilities
55. Reduce your legal risk when employees send out offensive emails, or emails
that could bind your company legally
Reduce the risk of computer viruses invading your computer system.
Dismissal from A to Z
These are some of the reasons for dismissal – if the correct procedure is followed:
Absenteeism
Alcohol addiction & abuse
Breach of restraint of trade agreement
Desertion
Disability
Email/Internet abuse
Failure to observe security and safety regulations
Gross incompetence
Gross negligence
Illegal striking
Incapacity
Insubordination
Moonlighting
Poor performance
Refusal to work
Retrenchment
Sexual harassment
Sleeping on duty
Theft
Time keeping
56. 4.7Strikes (protected or not protected
Strikes can cripple your college therefore should it occur we need to find out how to
prevent them and be pre-emptive. Fortunately, most educators are professional and
do not strike, but I have mentioned a few vital caveats to remember.
Strikes can result in loss of productivity, angry parents, financial losses, injury,
damage to property and soured employee relations.
Who has the right to strike?
All employees have the right to go on strike.
This right springs from the constitutional right to protest and engage in trade union
activity (Chapter 4 of the LRA 66 of 1995, and Section 23 of the Constitution of
South Africa No. 109 of 1996).
Warning: Employees do not have to be part of a trade union to go on strike.
Previously, for a strike to be legal, 50% + 1 of your employees first had to vote in
favour of it. But this requirement for a majority ballot has been scrapped. Also, the
concepts of legal and illegal strikes have been scrapped. Instead, we now have the
concepts of protected and unprotected strikes.
Warning: You can never dismiss employees for going on a protected strike because
the employees are ‘protected’ by law from dismissal (Section 67(4) of the LRA). In
fact, such a dismissal will be regarded as automatically unfair (Section 187 (1) (a)
and (b) of the LRA).
Make sure you know whether your employees’ strike is protected or unprotected!
If you incorrectly assume that the strike is unprotected and you dismiss the strikers,
the cost to your college could be huge.
57. If the Labour Court finds the strike to have been a protected one, not only will you
have unfairly dismissed your workforce, but the dismissal may be found to be
automatically unfair. This means you may have to:
Pay each dismissed employee up to two years’ remuneration in
compensation, or
Reinstate them with full back pay calculated from the date of the dismissal.
12 Steps on how to deal with protected strikes
Step #1: Make absolutely sure the strike is a protected one. This is because you
cannot use court interdicts or dismissals to deal with protected strikes.
Step #2: Make sure the employees understand why you are sticking to your position.
Meet with them or issue notices explaining the rationale of your decision on the
matter. Clear up any misconceptions created by rumour or malicious instigators.
Step #3: Negotiate: Compromise on those demands that are fair and you can afford
to compromise on.
For example, consider agreeing to shorten the working hours of those employees not
directly involved with the College.
Step #4: One option is to sit it out. In other words, let the employees strike and
continue with your college. You can only consider doing this if you:
a) are definitely not in a position to give into any of the strikers’ demands;
b) have been unable to settle the dispute through negotiation as per steps 1 and 2
above;
c) are sure you have made reasonable counter proposals, which the strikers have
rejected. That is, even if you’ve tried to negotiate, you should relook at whether your
proposals are reasonable or could be improved;
58. d) are in a strong financial position and can make contingency plans such as hiring
substitute educators and reinforcing security.
Step #5: You have the right to take industrial action known as a 'lock-out'.
Definition: Lock-out
Where you prevent employees from coming to work by barring them from entering
your premises.
Lock-out the strikers only if this is really necessary to prevent damage, violence or
obstruction of operations. An employer has the right to lock-out its employees only
after it has followed the above procedures required for a protected strike. Only then
will it be a protected lock-out. You can also lock them out to compel them to accept a
demand.
Step #6: Bring in replacement labour as aforesaid where this is practical. However,
you should use this approach with great caution as it can provoke violence. You'll
need to provide in advance for protective security to prevent attacks on the
replacement workers.
Step #7: Temporarily evacuate non-strikers if they are in danger.
Note: You'll probably have to pay the non-strikers if you evacuate them.
Step #8: Pay special attention to those leading the strikes, influencing them can
being a premature ending to events
Step #9: Do not discipline or dismiss any employees for having gone on a protected
strike.
Step #10: Avoid provoking the strikers unnecessarily, e.g. losing one’s temper.
