REFLECTIONS ON USE OF SYSTEMS THINKING APPROACH
HOD 15 HOD 15
5.9 Implementation challenges in 2006
On the 24
t hFebruary 2006 the SDT members and Ward Task Team members were called in order to discuss way forward in the implementation of IQMS in 2006. Amongst the issues raised were the lack of capacity to implement the School Improvement Plans, the dysfunctionality of D S G ' s , lack of ownership of the process, the unjustified scores by some appraisees, negative attitude of some educators, to mention a few.
The discussions were facilitated using the soft systems tools -on the charts the groups listed what they considered as the root causes of the dysfunctionality of DSGs. The outputs of this workshop can be seen in figure 5.17 where the spray diagram for dysfunctional DSGs is pictured.
The challenges that were faced in 2005 were more focused on the
appraisal of all the educators. All the above mentioned challenges were
overcome due to the concerted efforts to finish the programme.
S p r a y D i a g r a m o n P o o r H u m a n R e l a t i o n s
Poor management skills] breakdown of communication
Negative attitude and favouring,!
Lack of support, appreciation [Poor upbringing
Underestimation
assumptions
Poor human \ being j ud g m e nt al lack of information
forgiveness Figure 5.18 Spray diagram for poor human relations
On the 2 0t h M a r c h 2 0 0 6 in a w o r k s h o p c o n d u c t e d w i t h t h e SMTs and SDTs a s p r a y d i a g r a m was u s e d to e l i c i t t h e i r o p i n i o n s on p o o r h u m a n r e l a t i o n s a m o n g s t t h e e d u c a t o r s . The s t a t e of p o o r h u m a n r e l a t i o n s a m o n g s t the e d u c a t o r s is a c a u s e for c o n c e r n . T h i s has been a t t r i b u t e d to n e g a t i v e a t t i t u d e s d i s p l a y e d due to f a v o u r i t i s m . S o m e a t t r i b u t e t h i s to the s t a t e of p o o r u p b r i n g i n g of some e d u c a t o r s , due t o t h e lack of s u p p o r t and a p p r e c i a t i o n for work b e i n g d o n e . E d u c a t o r s are j u d g e m e n t a l of each o t h e r - t h i s l e a d s to t h e b r e a k d o w n of c o m m u n i c a t i o n . T h e a b o v e e m e r g i n g i s s u e s i l l u s t r a t e d in t h e m u l t i - c a u s e d i a g r a m are i n d i c a t i v e of the u n d e r l y i n g a s s u m p t i o n s t h a t affect the c u l t u r e of t h e s c h o o l .
A s p r a y d i a g r a m e x e r c i s e was c o n d u c t e d to find out a b o u t w o r k i n g of D e v e l o p m e n t S u p p o r t G r o u p s . D u r i n g the b r a i n s t o r m i n g s e s s i o n , the SMTs s u g g e s t e d the a b o v e as some of the r e a s o n s a t t a c h e d to the d y s f u n c t i o n a l i t y of t h e D S G s . In most s c h o o l s t h e DSGs were c o n s i d e r e d to be d y s f u n c t i o n a l due to the a b o v e c i t e d f a c t o r s . T h i s c o u l d be a t t r i b u t e d to t h e lack of v i s i o n , w h i c h is a l s o c a u s e d by u n c l e a r g o a l s . F u r t h e r m o r e , t h e t r a i n i n g t h e S M T s r e c e i v e d is c o n s i d e r e d to h a v e b e e n h a p h a z a r d , due to t h e lack of t i m e . O t h e r p a r t i c i p a n t s c i t e d t h e lack of p l a n n i n g on t h e s i d e of s c h o o l s as a main c o n t r i b u t i n g f a c t o r - r e s u l t i n g in o v e r l o a d e d w o r k l o a d s . One c a n n o t rule out the lack of o w n e r s h i p by the o w n e r s , w h i c h r e s u l t s in the lack of s e l f - r e l i a n c e . O t h e r c o n s i d e r e d the p r e s c r i p t i v e m a n n e r in w h i c h the p o l i c i e s are p r e s e n t e d . S c h o o l s are e x p e r i e n c i n g a s p a t e of a b s e n t e e i s m due to sick l e a v e s , low m o r a l e , d e p r e s s i o n and a c c o u c h m e n t l e a v e . The low level of c o - o p e r a t i o n a m o n g s t the SMTs is a t t r i b u t e d to lack of t r u s t and t r a n s p a r e n c y - r e s u l t i n g in p o o r s h o w i n g in m e e t i n g s .
S p r a y D i a g r a m for D y s f u n c t i o n a l S c h o o l s Workload
t
Lack of i n f r a s t r u c t u r e
[Lack of information]
Lack of budget
[La/k of staff development!
I
Low self esteem
I
[Reduced PPM
1
Decreased enrolment
i r
Curricular needs
Figure 5.19 : Spray diagram for dysfunctional schools
The S M T s c o n d u c t e d a n o t h e r e x e r c i s e u s i n g t h e m u l t i - c a u s e d i a g r a m . The focus d u r i n g t h i s s e s s i o n was on g e t t i n g an u n d e r s t a n d i n g of the c a u s e s of d y s f u n c t i o n a l i t y in the s c h o o l s y s t e m . D u r i n g the b r a i n s t o r m i n g , t h e a b o v e i s s u e s w e r e r a i s e d as c a u s e s of d y s f u n c t i o n a l i t y in s c h o o l s . O t h e r s r e g a r d the r e d u c t i o n in a l l o c a t i o n of p o s t s t o s c h o o l s as a f a c t o r c o n t r i b u t i n g t o d y s f u n c t i o n a l i t y . As I p r o b e d f u r t h e r , t h e r e d u c t i o n in PPM was a t t r i b u t e d to the d e c r e a s e in s c h o o l e n r o l m e n t . In o t h e r s c h o o l s , d y s f u n c t i o n a l i t y m a n i f e s t s in lack of i n f r a s t r u c t u r e , w h i c h is c a u s e d by b u d g e t a r y c o n s t r a i n t s . In most d y s f u n c t i o n a l s c h o o l s t h e r e is a lack of s t a f f d e v e l o p m e n t , due to the lack of k n o w l e d g e , i n f o r m a t i o n and e x p e r t i s e to c o n d u c t the t r a i n i n g for e m p o w e r m e n t .
At the s c h o o l the m e m b e r s of the Das S u p p o r t G r o u p are r e p o r t e d to be u n a b l e t o d e v e l o p t h e i r e v a l u e e s . Some e d u c a t o r s a r e r e p o r t e d to be fearful of t h e c h a n g e s b r o u g h t a b o u t by the I Q M S p r o g r a m m e . The other i s s u e is t h a t e d u c a t o r s a r e a f r a i d to i n d i c a t e w h a t a r e t h e i r s h o r t c o m i n g s and w e a k n e s s e s . W h e n o t h e r s make a c h o i c e a b o u t t h e i r p e e r s , they simply c h o s e s o m e o n e who is a friend.
The other issues that were raised concern the formation of the committees that tends to be biased towards the educator's needs. There is a negative perception about the whole programme of IQMS. The educators indicated that there is lack of collective ownership, which is linked to resistance to change. There is a general lack of proper staff development across the schools. Some of the educators are reluctant to score due the conflicts resulting from scoring. The attached monetary incentives that go with performance measurement also cloud the issue of development.
The SDT chairpersons made the following proposals as some of the proposals for addressing some of the issues.
(i) Self-reflection: the point was raised that educators need to take time and reflect on their daily activities. However, most educators are not exposed and nor trained on reflective practice. Reflection on the practice holds the key to the acquisition of a variety of skills.
(ii) Openness: all educators at all the levels require the principle of openness. The DSGs cannot function properly if the participants are not open to each other.
(iii) Skills development: There is such a dire need for the development of skills. These skills shortage can be addressed by means of professional development programmes.
(iv)Transparency: A significant attribute for the success of any organisation. The sub-structures for IQMS, that is DSGs, SDTs can only work appropriately if there is transparency.
(v) Be supportive: The participants called for each member to be supportive of the vision. The IQMS structures need support from the leadership.
(vi) Consultation: Every stakeholder needs to be consulted -this can guarantee the success of the implementation of the project.
(vii) Be approachable: The leadership needs to be easily accessible and be approachable for any kind of advise.
(viii)Empowerment: The model that is envisaged needs to be able to empower the participants.
In another exercise the SDT chairpersons some of the following suggestions for changes. This includes creating the conducive conditions at the school for introducing changes. There was also a strong need for the empowerment of SMTs. Educators need to conduct themselves in a professional way in order to improve the situation.
C A T W O E
C - educators, learners, parents A - SMT, educators
T - conducive conditions; empowered SMTs; healthy working environment; professional conduct;
W - educators' interests O - SMT, SDT, educators
E - consider environment (internal and external)
M u l t i - c a u s e D i a g r a m for L a c k o f S t r a t e g i c P l a n n i n g
Culture U ^bringing
1
Stereotype
Resistance to change! |solutions|
i.
Autocratic leadership) [consultative approach
1 I
Lack of c o n s u l t a t i o n
1
n v o l v e m e n t of r e l e v a n t s t a k e h o l d e r s
Inferiority/superiority complex b i l i t y t o a c c e p t , n o t t o l e r a t e e a c n o t h e r
Own perception communication
Lack of capacityl |verbal
Lack of confidence
I
defianceI J
LOW s e l f e s t e e m | |poor h u m a n r e l a t i o n s ]
Favouritism (pets) Figure 5.20 : Spray diagram for lack of strategic planning
On t h e 2 5t h F e b r u a r y 2 0 0 6 a p r i n c i p a l ' s w o r k s h o p was c o n d u c t e d in V u l i n d l e l a W e s t W a r d . The review was b a s e d on the i m p l e m e n t a t i o n c h a l l e n g e s t h a t were faced in 2 0 0 5 . The d i s c u s s i o n s i n c l u d e d the review of the p e r f o r m a n c e s t a n d a r d s for I Q M S . The l a c k of s t r a t e g i c p l a n n i n g has been i d e n t i f i e d as a g a p . S t r a t e g i c p l a n n i n g is one of the c r i t e r i a in p e r f o r m a n c e s t a n d a r d n u m b e r 12. Some of the p r o b l e m s e x p e r i e n c e d at s c h o o l , are due to the lack of s t r a t e g i c p l a n n i n g . T h i s skill is a t t r i b u t e d as one of t h e s i g n i f i c a n t l e a d e r s h i p s k i l l s for any p r i n c i p a l . D u r i n g the