ONWB 624 ED

HUMAN RESOURCES MANAGEMENT AND

DEVELOPMENT IN EDUCATION
Faculty of Education

Study guide compiled by: Dr Idilette van Deventer & Prof IM Xaba
Copyright © 2021 edition. Review date 2022.
North-West University

No part of this study guide may be reproduced in any form or in any way without the written permission of the publishers.
It all starts here
• Ranked in the top 5% of universities globally by the QS-rankings
• Contributes the second largest number of graduates annually to the labour market

Dit begin alles hier

• As een van die top 5% universiteite wêreldwyd deur die QS-ranglys aangewys
• Lewer jaarliks die tweede meeste graduandi aan die arbeidsmark

Gotlhe go simolola fano

• Re beilwe mo gare ga diyunibesiti tse 5% tse di kwa godimo go ya ka peo ya
maemo ya QS
• Ngwaga le ngwaga go abelwa palo ya bobedi ka bogolo ya badiri mo maketeng ya
badiri
MODULE CONTENTS
Welcoming word ....................................................................................................................iii
Background............................................................................................................................iii
Rationale and fit into the degree structure ..............................................................................iv
Module outcomes and assessment criteria ............................................................................iv
Distance MoD students .......................................................................................................... v
Module outcomes and assessment criteria ............................................................................vi
Module plan ...........................................................................................................................vi
Action words .........................................................................................................................vii
How to use this interactive study guide .................................................................................. x
Studymaterial ........................................................................................................................xii
Time management ............................................................................................................... xiii
Participation mark, module mark and examinations ..............................................................xv
Assignments ........................................................................................................................xvi
Icons ....................................................................................................................................xvi
Warning against plagiarism .................................................................................................. xvi

Study unit 1 Perspectives on human resource management and development .. 1

1.1 Contextual perspectives ......................................................................... 2
1.2 Evolution of HRM&D .............................................................................. 3
1.3 Models of HRM&D ................................................................................. 4
Formative assignment Study Unit 1: Perspectives on HRM&D.............................................. 5

Study unit 2 Legal framework for Human Resource Management in Education .. 6

2.1 The legal framework for Human Resource Management in Education ... 9
2.2 The South African Constitution (1996) and labour relations.................. 10
2.3 The Labour Relations Act (66 of 1995) and related labour law ............. 12
2.3.1 Common law ........................................................................................ 14
2.3.2 The Basic Conditions of Employment Act (BCEA) (75 of 1997) ............ 15
2.3.3 The Employment Equity Act (55 of 1998) ............................................. 16
2.3.4 The Promotion of Administrative Justice Act (3 of 2000) ...................... 17
2.4 The Employment of Educators Act (76 of 1998) ................................... 18
Formative assignment study unit 2: Legal framework for HRM&D ....................................... 19

Study unit 3 Human Resource Management Functions ....................................... 21

3.1 Phase 1 Human Resources Planning .................................................. 22
3.2 Phase 2 Human Resources Recruitment ............................................ 23
3.3 Phase 3 Human Resources: Selection ................................................ 24

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3.4 Phase 4 Human resources: Appointment ............................................ 25
3.5 Phase 5 Professional development: induction and retention ............... 26
3.6 Staff retention & retirement .................................................................. 27
3.6.1 Phase 6 Staff retention and continuing professional development....... 27
3.6.2 Phase 7 Release of employee and conclusion of employment - retirement
............................................................................................................. 28
Formative assignment study unit 3: HRM&D Functions....................................................... 28

Study unit 4 Continuous Professional Development ............................................ 30

4.1 The concept continuous professional development .............................. 31
4.2 The process of performance management ........................................... 32
4.3 The process of staff developmental appraisals ..................................... 33
4.4 Change as a development tool ............................................................. 34
Formative assignment Study Unit 4: Continuous Professional Development........................ 35

Study unit 5 Career management skills ................................................................. 37

5.1 Concepts career, career choice, career path ........................................ 37
5.2 Elements, objectives and principles of career management skills ........ 39
5.2.1 Career management skills.................................................................... 39
5.2.2 Elements of career management ......................................................... 39
5.2.3 Objectives of career management ........................................................ 40
5.3 Factors influencing career management .............................................. 40
5.4 The stages and process of career management .................................. 41
Formative assignment Study Unit 5: Career management skills.......................................... 41

Study unit 6 Employee wellness and safety ......................................................... 42

6.1 The concept employee wellness .......................................................... 43
6.2 The legislative framework governing workplace health and safety ....... 43
6.3 Promoting and maintaining overall employee wellness ........................ 44
6.4 The nature and importance of employee assistance programmes........ 45
Formative assignment Study Unit 6: Employee wellness and safety ................................... 45

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Welcoming word
You are welcome as a student of the exciting module on Human Resource Management
and Development. We are indeed very glad that you chose this module as your field of
study and we hope that you will not only enjoy your studies but that you will also find your
study interesting, stimulating and informative in preparing you for the task of managing
and developing people in your work situation.
It may be true that you have made scant acquaintance with Human Resource
Management and Development and appear to enter a strange and unfamiliar territory.
However, your training in educational management has adequately prepared you to
tackle this module successfully. Some of you, as principals and educators, have
undergone several training sessions where the subject of managing people came to the
fore. Indeed, educational management and your work at school and other educational
institutions, is about working with people because education is a labour intensive
industry.
In this module, we take a sharper focus on the aspect of developing people but not
neglecting the aspect of managing them.

Background
The concept of Human Resource Management and Development (HRM&D) is relatively
new in educational institutions. HRM&D, as it is generally called, is but a part of the
general process of management that comprises the core functions of planning,
organizing, leading, communicating and controlling. According to the management task-
area model, the management of people within educational institutions is regarded as one
of the areas that an educational leader regulates by applying different management
functions on it (Van der Westhuizen, 1991). As a result, educational institutions do not,
as a rule, have a specific focus on the functions of HRM&D.
While the functions of HRM&D are normally performed by the HR department or section
in industry and business, in educational institutions no HRM&D function or department
exists. In most cases, HRM&D functions are performed at levels higher than the
institution itself, for example, by the District Office or by the head office of the Education
Department. A limited number of functions are delegated to school management teams
and the governing body at institutional level.
Educational institutions are also increasingly realising the importance of handling
HRM&D as a separate aspect of management although no person is specifically charged
with HRM&D functions at institutional level. Since the 80’s the traditional selection boards
have been replaced by separate HRM&D departments within the Education Department
where attention is increasingly been focused on HRM&D activities. The focus on HRM&D
in educational institutions is of utmost importance because the uniqueness of HRM&D
lies therein that it focuses on people in work settings and it is concerned with the well-
being and comfort of people.
Unlike in industry, in educational institutions the production machines are people, the
raw materials are people, and the products are people. It is rather surprising, therefore,
that educational institutions, as institutions engaged in educating people rather than
processing inanimate objects, should be slow in adopting the tenets of HRM&D. In fact,
the management of people is vital if educational institutions must contribute to the
progress, competitiveness and success of the nation.

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 The above discussion partly accounts for the long neglect of HRM&D especially in
education. The dominant theory of managing people according to scientific management
principles clouded the realization that organizations cannot develop fully unless the
people working in them are developed. It appears organizations that focus on managing
people regarded workers as people who had already attained a very high level of
competence and that their further development was unnecessary; what was expected of
them was merely to produce the goods or services that were offered to the clients.
The shift from managing people towards developing people was especially slow in
education mainly due to the delegation of HRM&D activities to higher levels in the
Education Department. It appears institutions of higher learning also followed suit hence
very few of these institutions offer elementary and advanced courses in HRM&D. This is
also borne out by the scarcity of textbooks on HRM&D in education forcing students in
education to consult and adapt principles applicable to industry to suit educational
instances. For HRM&D to reach the required level of development, institutions of higher
learning should increasingly offer courses at undergraduate and post graduate levels in
education faculties. The time for depending on other faculties for the delivery of
equipped, high-class HRM&D managers has elapsed.

Rationale and fit into the degree structure

This module forms part of the education management package offered to students
following BEdHons. It is structured so as to enable students who wish (and I encourage
you to wish) to follow a MEd and PhD at a later stage, to bridge the gap between gaining
knowledge and generating knowledge in their subject field. The completion of this
module means you have acquired 16 credits of the overall credits required for the whole
course.
ONWB 624, like the other modules, is a comprehensive module that fits with the
modules, students have taken in the first semester, i.e. EMLO 611 and ONWR 611. The
second semester’s modules include ONWB 624, as well as VGLO 624, Education
Systems: Structure and Functions, and ONWB 625 Financial School Management. You
will be completing the research module, ERTP 671, in the second year of studies where
you will do research on one of the foci of Education Management and Leadership (EMLO
611) or Human Resource Management and Development (ONWB 624) or Financial
School Management (ONWB 625). The research project totals 46 credits and is therefore
of vital importance to the success of your studies.
This module aims at equipping you with the necessary skills to dig for and acquire
comprehensive and systematic knowledge in the field of managing and developing
people at the workplace, to apply this knowledge to both familiar and unfamiliar situations
that may be simple or complex, and, most importantly, to develop yourself and others
continuously.
As Albert Pine puts it: “What we have done for ourselves alone dies with us but what we
have done for others and the world remains and is immortal”.

Module outcomes and assessment criteria

General objective
The general objective of this module is to enable a student to acquire knowledge and the
competency of applying this knowledge in real life situations at the workplace and so

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 contribute to the advancement of society. Secondary to this, the programme aims at
enabling a student to become an autonomous life-long learner.

Distance (and Contact) MoD students

Due to COVID-19 all students will receive teaching-at-a-distance, which will change
when contact campuses open again.

What is distance learning?

Distance learning refers to a delivery mode focusing on enhanced accessibility to
education and training, limiting or eliminating barriers such as time, place and pace of
learning. The NWU promotes distance learning by offering technology-mediated
instruction and examination opportunities at various learning support centres nationally
and internationally; and provide student support to enhance the student learning
experience.
Students who study at a distance are still subject to specific admission requirements
determined by the Institutional Admissions Requirements Committee, fixed dates for the
commencement of academic programmes, a minimum and maximum duration for the
completion of their studies, and specific scheduled assessment opportunities. (Appendix
to the General Academic Rules (A-Rules) of the NWU.

Unit for Open Distance Learning

The UODL at the NWU in Potchefstroom, delivers several distance programmes on
behalf of the various faculties at several learning support centres in southern Africa.

Contact details
Tel: +27 18 285 5900
Fax: +27 87 234 4957
Website: distance.nwu.ac.za/
Email: DistancePotch@nwu.ac.za
Subject line: BEdHons_Surname_Student
number_Request/Matter
SMS: Send an SMS to 43366 NWU[Space]Student number[Space]Subject
code[Space] and the question.

UODL website
BEdHons Prospectus (Information booklet), Old examination papers, recorded
whiteboard sessions, and more are available from UODL’s website at
http://distance.nwu.ac.za/downloads

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Module outcomes and assessment criteria
The specific outcomes and assessment criteria of this module are as follows:
Outcomes
• Students must acquire and
demonstrate comprehensive and
systematic knowledge of major
theories, approaches, concepts,
contemporary issues, aims, history
and challenges relating to human
resource management and
development in the workplace.
• They must understand selected
policies, laws and principles
applicable to human resource
management.
• They must also be able to explain
processes of resourcing and
assessing talent at the workplace.
• They must demonstrate knowledge of
continuous professional development;
to analyse, design and apply training
programmes aimed at developing
talent among employees.
• They must explain and apply career
management principles and models.
Assessment criteria
• Critically discuss the major
concepts, issues and challenges
and apply their knowledge in
varying school contexts.
• Discuss orally and in writing
selected policies, laws and
principles of human resource
management.
• Explain in writing and orally
processes of resourcing talent at
the workplace.
• Evaluate, design and apply training
programmes aimed at developing
talent among employees in
simulated situations.
• Apply career management
principles and models to map out
career paths of individuals in
practical and simulated situations.

Module plan
Study units Theme

Study unit 1 Perspectives on Human resource Development

• Contextual perspective
• Evolution of HRM&D
• Models of HRM&D
Study unit 2 A selection of laws, policies and principles in HRM&D in South Africa
• The legal framework for Human Resource Management
in education
• The South African Constitution and labour relations
• The Labour Relations Act and related labour laws
• The employment of Educators Act

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 Study unit 3 Human resource management functions
• Human resource planning
• Recruitment
• Selection
• Induction and orientation
• Retention and retirement
Study unit 4 Continuous professional development
• The concept continuous professional development
• The process of performance management
• Educator appraisals
• Training as a development tool
Study unit 5 Career management
• Concepts: career and career management
• Elements, objectives and principles of career
management
• Factors influencing career management
• The career management process and stages
Study unit 6 Employee wellness: Health and safety of employees
• The nature of employee wellness
• Legal framework governing health and safety at work
• Promoting and maintaining employee wellness
• Employee assistance programmes

Action words
The BEdHons study programme is designed to draw the highest level of intellectual skills
involving mostly reasoning and analytical skills from students. While it is true that a
student must acquire the requisite knowledge, the mere reproduction thereof will not be
the main objective of the exercises and examinations. A student will be required to
demonstrate the ability to apply knowledge and provide a synthesis of the views
expressed.
To achieve the objectives of this course, certain action words (verbs) are used in the
exercises and examination questions. These words may be classified according to the
cognitive level required for each exercise or examination question, thus:

COGNITIVE LEVEL TYPICAL ACTION WORD

Knowledge Define, describe, list, name, mention, state

Comprehension Illustrate, explain, distinguish, summarise
Application Illustrate, give an example, apply
Analysis Discuss, analyse, outline, identify
Synthesis Compare, summarise, solve. Construct, design
Evaluation Evaluate, criticise, assess

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 Your exercises and examination questions will contain mostly those action words that
require higher cognitive skills: comprehension, application, analysis, synthesis and
evaluation. An explanation of some of the action words that appear above is given below
to enable you to understand precisely what you are expected to do in completing the
exercises and examination questions. You are advised to consult the explanation below
every time you meet such action words so that you understand precisely what to do to
carry out the required activities or to answer a question.
These words may be classified according to the cognitive level required for each exercise
or examination question in accordance with Blooms revised taxonomy (2017), thus:

BLOOMS REVISED TAXONOMY (NWU CTL, 2017)

BLOOM SE HERSIENDE TAKSONOMIE (Afrikaans is beskikbaar op
eFundi)
Remember Understand Apply Analyse Evaluate Create
(Knowledge) (Comprehensio (Synthesis)
n)
[Shallow [Knowing when to [Breaking [According to [Combining
processing: [Translating, apply; why to down into some set of elements into a
drawing out interpreting and apply; and parts, forms, criteria, and pattern not clearly
factual answers, extrapolating] recognizing see the state why, there before, form
testing recall patterns of relationship of judge hypothesis and
and recognition] transfer to hierarchy of information for develop alternatives]
situations that are ideas] accuracy]
new, real world
situations,
unfamiliar or
have a new slant
for students]
Alert Add Acquire Analyse Appraise Abstract
Arrange Approximate Act Appraise Argue Adapt
Ask Associate Adapt Categorise Assess Adjust
Attend Change Adjust Characterise Attach Alter
Choose Classify Advertise Compare Challenge Arrange
Classify Comment Allocate Confirm Compare Assemble
Count Compare Alphabetize Contact Conclude Assemble
Define Confirm Apply Contrast Conform Collect
Describe Consider Arrange Correlate Contrast Combine
Discuss Contrast Build Criticise Cooperate Compile
Draw Convert Calculate Derive Criticise Compose
Duplicate Defend Change Diagnose Critique Construct
Enumerate Demonstrate Choose Diagram Debate Create
Examine Describe Classify Differentiate Decide Cultivate
Explain Differentiate Combine Discriminate Deduce Depict
Express Discover Complete Dissect Defend Design
Identify Distinguish Compute Distinguish Edit Develop
Indicate Elaborate Construct Examine Editorialize Devise
Know Estimate Determine Experiment Establish Dispute
Label Example(s) Disclose Facilitate Estimate Do

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Label Explain Display Inspect Evaluate Enhance
List Express Dramatize Investigate Facilitate Formulate
Listen Extent Employ Manage Give solutions Generalise
Locate Extrapolate Exhibit Organise Grade Generate
Look at Generalise Illustrate Outline Implement Hypothesise
Match Infer Imitate Point out Initiate Imagine
Memorise Interrelate Interpret Prioritise Interpret Improve
Name Locate Interview Question Invite Incorporate
Notice Motivate Manipulate Relate Judge Infer
Observe Overview Match Separate Justify Integrate
Omit Paraphrase Offer Sort Measure Invent
Outline Prove Operate Study Optimise Join
Quote Provide Paint Subdivide Order Make
Read Re-arrange Perform Substantiate Predict Make up
Recall Recognise Practise Survey Prescribe Manage
Recite Re-organise Read Test Rank Model
Recognise Report Recite Trace Rate Modify
Record Represent Record Transform Recommend Order
Remember Restate Reflect Verify Revise Organise
Repeat Review Reply Score Originate
Reproduce Rewrite Report Select Plan
Select Select Schedule Solve Predict
Show Summarise Simplify Supervise Prepare
State Supply Sketch Support Prescribe
Tabulate Transform Solve Support Produce
Tell Translate Stimulate Validate Propose
View Visualise Teach Value Reflect
Watch Translate Verify Re-construct
Write Use Weigh Re-organise
Write Role play
Solve
Specify
Structure
Suggest
Synthesize

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 Possible activities and strategies

Remember Understand Apply to Analyse Evaluate Create

(Knowledge) (Comprehension) practice (Synthesis)
• Books • Analogy • “Coached” practice • Argument broken • Challenging • Advertisements
• Definitions • Cartoons • “Mindful” practice down assumptions • Cartoons
• Diagrams • Collage (not just “routine” • Challenging • collaborating learning • Challenging assumptions
• Dictionary • Comparisons practice) assumptions activities • Collaborating learning
• Distinguish opinion • Create visual representations: * • Algorithms • Charts • Conclusions activities
from fact * analogies • Applying math • Collaborating • Court trials • Debates
• Events * concept maps • Authentic situations learning activities • Critique the proposal • Decision-making situations
• Facts * flow charts • Cartoons • Commercials • Debates • Demonstrations
• Film/ Television * outlines • Case studies • Conclusions • Decision-making • Designs
• Highlight * pro/con grids • Cognitive • Debates situations • Develop alternative
• Magazine articles *organizers apprenticeships • Decision-making • Develop criteria • Discussions
• Memorising • Diagrams • Collections situations • Discussions • Draw conclusions
• Mnemonics • Drama’s • Diagrams • Diagrams • Editorials • Experiments
• Model • Elaborate concepts • Diary collection • Discussions • Group discussions • Form hypothesis based on
• Newspaper • Emphasize connections • Filmstrips • Distinguish from • Identify values theory
• Radio/ Record • Graphs • Forecasts other similar ideas • Journaling • Games
• Rehearsal • Identify relationships • Illustrations • Graphs • Judge information for • Inventions
• Text reading • Key examples • Lists • Judge accuracy • Machines
• Vocabulary • Metaphors • Making inferences completeness • Letters • Magazines
• Order steps in a process • Maps • Logbooks • Make generalisations • Menus
• Outline • Mobiles (hanging) • Models • News items • Modelling
• Paraphrase • Models • Models of thinking • Panels • New colour/ taste/ smells
• Photographs • Modify based on • Questionnaires • Recommend • New game/products
• Posters information • Recognise fact alternatives and • News articles
• Reading charts & graphs • Part and whole from fiction make decisions • Pantomime’s
• Speeches sequencing • Recognise • Recommendations • Plan and design
• Stories • Photographs relevance/ • Self-evaluations • Plays
• Students explain • Projects irrelevance • Survey • Poems
• Students state the rule • Puzzles • Reflection through • Valuing • Products
• Summarize • Scrapbooks journaling
• Puppet shows
• Sculptures • Reports
• Recipes
• Show how things • Retrospective
• Reflection through
are done analysis
journaling
• Simulations • Surveys
• Reports
• Solve problems • Set of rules/
• Stitchery principles/standards
• Songs
• Stories
• Structure
• TV/Radio shows
NWU guidelines
NQF 5:80% levels 1–3 and 20% levels 4–6 NQF 6/7:50% levels 1–3 and 50% levels 4–6
NQF 5/6:70% levels 1–3 and 30% levels 4–6 NQF 7:40% levels 1–3 and 60% levels 4–6
NQF 6:60% levels 1–3 and 40% levels 4–6 NQF 8:20% levels 1–3 and 80% levels 4–6
Guidelines for summative assessments in aligned programmes (extract from NWU Academic Policy Alignment Manual)
8/12 credits NQF level 5 and 6 > 1,5–2 hours
12/16 credits NQF level 6 and 7 > 2–3 hours
24 credits NQF level 7 > 2–3 hours
32 credits NQF level 8 > 3–4 hours

• Analyse
Identify parts of or elements of a concept and then explain what it is made of. This
also requires that you must first write down the different elements of a concept and
then explain each element.
• Classify
Arrange certain aspects systematically in groups, classes or categories according
to a given instruction.
• Comment
Briefly stating your own opinion on a subject
• Compare
Point out the similarities and differences between two concepts, objectives, ideas,
theories or points of view.
• Criticise
Indicate whether you agree or disagree with the statement or view.

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 • Define
Provide an accurate meaning of a concept.
• Demonstrate
Include and discuss examples to prove that you understand how a process works
or how a concept is applied in real life situations.
• Describe
Give an account of the characteristics or nature of something and explain how it
works. No opinion or argument is needed.
• Discuss
Using your own words comment on something where usually you debate two points
of view or two different possibilities.
• Distinguish
Give a description of the characteristics or aspects to highlight the differences
required.
• Evaluate
Determine the value or merit of something.
• Example
A practical illustration of a concept is required.
• Explain
Clarify or give reasons for something, usually in your own words to prove that you
understand the contents.
• Identify
Give the essential characteristics or aspects of phenomenon.
• Illustrate
Draw a diagram or sketch to represent a phenomena or idea.
• Motivate
Explain the reasons for your statement or views.
• Outline
Emphasise the major features, structures or general principles of a topic, omitting
minor details but giving slightly more detail than naming or listing.
• State
Provide the required information without discussing it.
• Summarise
Give a structures overview of the most important aspects of a topic in your own
words.

How to use this interactive study guide

The BEdHons programme is designed in such a way that it encourages students to be
self-motivated and to take responsibility for their own learning. Therefore, the modus
operandi in this module will be different from what you have experienced so far in your
studies.

xi
 The content of this module is divided into seven study units that represent themes you
must study. Each study unit is structured as follows:
• Each study unit has specific outcomes that indicate what you must have mastered
and the skills that you must have acquired after successful completion of the study
unit.
• A sample of the sources to be consulted for the study unit is given. This is
compulsory reading material. Study all the sources given for a study unit. You
will soon realise that the information in sources is similar and/or different.
Additionally, not all information on the topic or theme will be found in one source.
In that case, you are expected to integrate the information from these different
sources so that your synthesis is more than the sum of the information
provided in each separate source. You are also required to find more sources
from the university library if you want to know more about an issue of your own
interest or if you find the prescribed reading material falling short of your
expectations. You may also want to dig a bit deeper by finding other sources at
other instances such as schools, District Offices and/or the Department of
Education. It is important that you study and reflect (not just read) on the study
material before attempting the activities and the exercise and before attending a
contact session. The sections that you must prepare for each contact session will
be indicated in the study unit.
• You will also find that each study unit contains activities or exercises that may be
done individually, in pairs or in a group. Make sure that you complete each of the
given activities.
• You are strongly advised to write down your answers as required to enable you to
discuss your responses in the contact sessions. To this end you are required to
create a file or portfolio in which you file selected answers to activities as
indicated and present it for assessment to your facilitator on completion of this
module.
• The portfolio will form part of your formative assessment and will contribute
towards your participation mark.

Studymaterial

Prescribed textbook
Van Deventer, I. (ed). 2016. An educator’s guide to school management-leadership
skills. Pretoria: Van Schaik.
Deacon, J. 2020. Human Resources management in public schools: a practical guide.
ISBN: 9781485133629 https://juta.co.za/catalogue/human-resources-management-in-
public-schools-a-practical-guide-1e_25554/
Articles and Legislation on eFundi; NWU Library; Google Scholar.

Recommended books:
Oosthuizen, I.J. & Smit, M.H. Eds. 2020. Aspects of education law. Pretoria: Van Schaik.
Meyer, M. & Kirsten, M. 2018. Introduction to human resource management Pretoria:
Van Schaik.
For more general books on human resource management and development please
consult the library’s shelf.

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Internet sources and web sites:
• http://www.pscbc.org.za
• http://www.polity.org.za
• http://www.educationpwv.gov.za
• http://www.workinfo.com (provides links to other organisations and websites)
• http://www.hrsc.ac.za
• Consult Library EBSCO-HOST Academic Premier and academic search engines
for journal articles.

Some of the important journals you will want to consult are:

Workforce Management
Journal of Education and Work
Training and Development

Additional study material:

• Middlewood, D. & Lumby, J. 2009. Human resource management in schools and
colleges. London: SAGE.
• For more general books on HRM&D please consult the library’s shelf. The material
in these books must always be related to education.

Time management
This module, like the rest of this BEdHons programme, is based on the principles of self-
directed learning, meaning that we take the onus of learning away from the facilitator and
put it in your own hands. The lecturer’s task is to assist you in mastering the content,
developing the requisite skills and acquiring relevant values and attitudes. To this end,
you as a student must closely monitor your progress towards the attainment of the
outcomes stated for each study unit. You always need to complete the following
programme organizer so that you know exactly what you have achieved, not achieved
or partially achieved. You cannot use this programme organizer once-off and forget
about it, but you must use it every time you complete a piece of work.

Study units Theme Hours

Study unit 1 Perspectives on Human resource Development 30 Hrs

• Contextual perspective
• Evolution of HRM&D
• Models of HRM&D
Study unit 2 A selection of laws, policies and principles in HRM&D 40 Hrs
in South Africa
• The legal framework for Human Resource
Management in education
• The South African Constitution and labour relations
• The Labour Relations Act and related labour laws
• The employment of Educators Act

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 Study unit 3 Human resource management functions 30Hrs
• Human resource planning
• Recruitment
• Selection
• Induction and orientation
• Retention and retirement
Study unit 4 Continuous professional development 35 Hrs
• The concept continuous professional development
• The process of performance management
• Educator appraisals
• Training as a development tool
Study unit 5 Career management 25 Hrs
• Concepts:career an career management
• Elements, objectives and principles of career
management
• Factors influencing career management
• The career management process and stages
Study unit 6 Health and safety of employees 20 hrs
• The nature of employee wellness
• Legal framework governing health and safety at work
• Promoting and maintaining employee wellness
• Employee assistance programmes

Teaching and learning timelines

2021 Study Teaching & Learning of … Formative Assessment Submit

Unit of … 2021
2 Aug Unit 1 Perspectives on HRM&D in Study Unit 1 & 2:
education Formative assignment
16 Aug Unit 2 Legal framework for HRM&D in
educationwelsh quire music
Study Unit 1 & 2 = 50 Submit Assignment 1 on 31 Aug
eFundi
1 Sept Unit 3 HRM Functions Study Unit 3 & 4:
Formative assignment
15 Sept Unit 4 Continuous Professional Development

Study Unit 3 & 4 2 = 50 Submit Assignment 2 on 4 Oct

eFundi
4 Oct Unit 5 Career management skills Study Unit 5 & 6:
Formative assignment (Study
18 Oct Unit 6 Employee wellness and safety Guide)
Study Unit 5 & 6 assessed as Chapter 3 =100 Submit Chapter 3 on eFundi 10 Nov

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Your own study programme/organiser
Please note that these dates are approximate You must complete this document on a
dates due to uncertainty with the COVID-19 lock weekly basis
down.
Study unit Week ending Complete up to the end of Level of
the study unit/section satisfaction
(in %)
Estimated Date
date
completed
Recordings Available on eFundi:
Study unit 1 2 Aug
Study unit 2 16 Aug
Assignment 1 31 Aug
Study unit 3 1 Sept
Study unit 4 15 Sept
Assignment 2 4 Oct
Study unit 5 4 Oct
Study unit 6 18 Oct
Assignment 3 10 Nov

Participation mark, module mark and examinations

To gain credits in this module you will be assessed on two levels, formative and
summative assessment which are as follows:
Formative assessment consists of
• Exercises and activities as per study guide
• Assignments
• Tests
Formative assessment is presented as the participation mark
Summative assessment consists of the examinations that are written at the end of the
semester. Summative assessment is presented as examination mark. The examination
will consist of a 3 hour written question paper with the weight of 100 marks.
In all cases of assessment, you need 50% to pass.
The final mark is presented as the module mark which consists of 50% examination
mark and 50% participation mark.
A student who does not obtain 50% participation mark will not be allowed to write
the final examinations.

xv
Assignments
Consult the 2021 Tutorial Letter for Contact and Distance MoD students and/or the MoD
on each eFundi website at the three NWU campuses for Contact MoD classes for
information on assignments.

Icons

Time allocation Learning outcomes

Assessment /
Study material
Assignments

Individual exercise Group Activity

Example Reflection

Warning against plagiarism

Plagiarism is a serious offence and you should familiarise yourself with the plagiarism
policy of the NWU.
Assignments are individual tasks and not group activities (unless explicitly indicated as
group activities). For further details, see the NWU Policy on Academic Integrity that
can be found at http://www.nwu.ac.za/content/policy_rules under Policies on General
Management Processes:
Students must take note of the following excerpts from NWU policies related to
ACADEMIC MISCONDUCT:

Academic misconduct: Represents conduct constituting an act of fraud - including

the following instances of deception by a student:

1.1 Obtaining information, including copying, for the purpose of improving marks, by
using notes, electronic devices or other forms of assistance during examination
sessions where these have been prohibited by examination procedures.
1.2 Assisting fellow-students in assessments (both formative and summative) or
receiving assistance from fellow students regarding take-away assessments
when any collaboration has been prohibited by the relevant assessment
procedures.
1.3 Sitting on behalf of another student for an assessment session or requesting a
fellow-student to take an assessment on behalf of oneself.

xvi
 1.4 Taking unauthorised materials into an assessment room.
1.5 The illegal taking of assessment materials or disruptive behaviour during an
assessment period.
1.6 The unauthorised submitting of the same academic content for different modules
or academic programmes.
1.7 Publishing, uploading or making available any material in which the NWU holds
copyright without appropriate authorisation.
1.8 The fabrication of false research data and/or results.
1.9 Falsification by changing, omitting or manipulating research data and/or results.

The NWU Policy on Academic Integrity provides the following definition for
PLAGIARISM:
The use without appropriate acknowledgement of another’s ideas, hardcopy or electronic
texts, images, computer programmes, sounds, designs, performance or any form of creative
work as one’s own work, including activities such as appropriating the knowledge, insights,
wording or formulation of anybody else’s work.
NB: Plagiarism is regarded as serious academic misconduct that may lead to disciplinary
action.

Policy on NWU Student Discipline

Section 3.1.2: Misconduct may be considered by the NWU Disciplinary Hearing
Committee in instances where the academic conduct of the student is dishonest, as
described in the Policy on Academic Integrity.
Section 4.3: It is the policy of the university to have clear and consistent rules,
processes and procedures to ensure the university’s commitment to academic integrity.
All allegations of plagiarism need to be investigated in accordance with the prescribed
investigation procedure as approved by Senate.
Withdrawal of a qualification.
The NWU Council may, in accordance with the NWU Academic Rules (Section 1.20),
withdraw a qualification if the recipient of the qualification is found guilty on a charge of
serious academic misconduct.

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 Study unit 1

Study unit 1
PERSPECTIVES ON HUMAN RESOURCE MANAGEMENT AND
DEVELOPMENT

Study time
The recommended time allocation to complete this study unit successfully is
approximately 30 hours.

Study outcomes
After studying this study unit, you should be able to:
• Summarise the history and evolution of human resource management and
development thought.
• Analyse theories and define concepts used in human resource
management and development.
• Compare personnel management and human resource management and
development.
• Analyse and discuss a conceptual model that explain human resource
management and development in schools.

Guiding remarks
The management of educational institutions has one central aim, that of providing
effective and efficient teaching and learning. One of the key factors in the realization of
this aim is the development of people working within these institutions. The best and
most modern machines, the most sophisticated system and structures and the most well
developed buildings are unable to achieve the objectives of the organisation (school) if
the people working in these organisations remain underdeveloped and without skills
necessary to make efficient and effective use of these facilities. In schools people
become the central resource able to transform a non-performing school into a performing
school even if the facilities are not up to standard.
The above realization of the importance of people in organizations has not always been
so. This realization came about as result of changing management theories and views
of how to manage people. In brief, views on the management of people have changed
from the traditional selection boards, through personnel management and human
resource management to human resource development. In this study unit, you are just

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 Study unit 1

getting started in Human Resource Management and Development by exploring how the
present day management of people came about and what its concepts entail.

1.1 Contextual perspectives

Guiding remarks
A perspective is a frame of reference that consists of an interrelated set of views, beliefs,
attitudes, and intentions. It represents a mind-set or paradigm that determines the way
a person perceives, understands and feels about the world around him/her. It influences
a person’s thinking, beliefs and actions. Such mind-sets or paradigms prevail among
people at a specific time in history. Thus, perspectives change over time as
circumstances or contexts of people change. Contextual perspectives, therefore, refer to
mind-sets or paradigms that prevail at a specific time in history because of the context in
which people live.
In human resource management this means that the way people are viewed, handled
and treated is causally related to the prevailing mind-set or paradigm of the time. For
example, since 1994, the education environment in South Africa was characterised by
fundamental change, introduced through new policies and laws. This transformation
created a new context that calls for new approaches and new ways of doing things in
managing people at the workplace.
The above means getting people into the organisation, developing them and keeping
them satisfied so that they want to stay (and do stay), in the organisation and contribute
to its productivity. The notion of “developing people” and “keeping them satisfied” was
not always enjoyed priority in the history of human resource management. Throughout
time perspectives on people – as people working in organisations – has undergone
several changes depending on the views and perspectives of the time-history.
In this study section we focus on the changing perspectives on the management of
people at work.

Study material
Now read, study and reflect on the following journal article sources (available
on eFundi)
• Richman, N. 2015. Human resource management and human resource
development: evolution and contributions. Creighton Journal of Interdisciplinary
Leadership, 1(2) pp. 120-129.
• Rotich, K.J. 2015. History, evolution and development of human resource
management: a contemporary perspective. Global Journal of Human Resource
Management, 3(3) pp.58-73.
• Pietersen, C. 2018. Research trends in the South African Journal of Human
Resource Management. SA Journal of Human Resource Management, SA
Journal of Human Resource Management (SAJHRM), 16(0), a825. https://doi.
org/10.4102/sajhrm. v16i0.825
• Thite, M.J. Kavanagh, M. & Johnson, D. 2009. Evolution of HRM and HR-
information systems: the role of information systems. In: Kavanagh, M.J., Thite,
M. & Johnson, R.D., eds. HR-resource information systems… Thousand Oaks,
CA: Sage. pp. 2-34.

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 Study unit 1

Search and study the Department of Basic Education website for:

Department of Basic Education. Personnel administration and development. PERSONNEL
https://www.education.gov.za/AboutUs/DBEStructure/BranchAold/PersonnelAdministra
tionandDevelopment.aspx.
Department of Basic Education. 2019. Teacher professional development master plan
2017-2022.
https://www.education.gov.za/Portals/0/Documents/Publications/Teacher%20Professio
nal%20Development%20Master%20Plan%202019.pdf?ver=2019-07-09-115118-103.
Richman’s (2015:120) article discusses human resource management (HRM) and
human resource development (HRD) as evolutionary processes and contributions.
Richman (2015:120-121) indicates the differences between HRM and HRD within high
performance organisations (HPO). Although the focus is not on education as such, the
historical overview is applicable to schools as organisations. In this article, Richman
(2015:121-124) refers to “Human Development” which covers the experiences of
employees or labourers and their superiors since Grecian times to a focused
“professional environment which ultimately best serves the organization” and schools as
organisations. The purpose and value of HRM and HRD, is a contested field in research.
As such the HRM and HRD trends of relevance and perspectives are indicative of growth
that goes beyond the boundaries of performance management (Richman, 2015:125).
Richman (2015:125-126) continues to argue that in a competitive world, creating HPOs
(and High Performance Schools) must be a high priority, not only for business
organisations, but also for schools as organisations. However, in all human endeavours
there is always barriers or issues or problems that come to the fore, such as issues facing
human resources (Richmond, 2015:126).
Rotich’s (2015:58) views on the history, evolution and development of HRM, provides a
contemporary perspective by defining HRM and providing a historical overview of the
three stages of development of the HRM field of practice and research in Australia.
Rotich (2015:64) provides two tables: in the first one, he compares the differences
between personnel management and HRM and a second table in which he summarises
the history and evolution of HRM (Rotich, 2015:66). He concludes by presenting a
contemporary perspective on HRM (Rotich, 2015:68-71).
Pietersen’s (2018) article provides a comprehensive framework of trends and research
in HRM as published in the South African Journal of Human Resource Management
(SJRHM). The literature review indicates tendencies in the field of HRM, such as a
historical evolution overview but indicates that there is a lack of influence from HRM
research on HRM practices and visa versa. Pietersen (2018) used a four-fold framework
to capture the research trends in articles published in SAJRHM.

1.2 Evolution of HRM&D

Guiding remarks
As indicated in the preceding study section, there is a close relationship between
management and leadership on one side, and human resource management on the
other side. Clearly, human resource management and development are activities that
are carried out by managers in an organisation and may be regarded as the function of
line managers. Human resource management is generally agreed to have emerged into
common usage within common management vocabularies during the 1980’s. This
implies that changes in the way people manage affect the way people are viewed and

3
 Study unit 1

handled in the organisation. In tandem with changes in management, human resource

management has therefore undergone changes from the early view as personnel
management through to the present-day view of human resource management and
development and, recently, to people management.

Reading material
A summarised view of similarities and differences between HRM and personnel
management is given in Rotich, K.J. 2015. History, evolution and development of human
resource management: a contemporary perspective. Global Journal of Human Resource
Management, 3(3) pp.58-73.
You should be able to use this in differentiating between HRM and personnel
management. You should also evaluate whether your school upholds the principles of
personnel management or human resource management. Such an evaluation should be
informed by characteristics of HRM and the concept HRM and Development.

1.3 Models of HRM&D

Guiding remarks
There is often confusion surrounding the meaning of the concept model. In some case,
the concept model is use synonymously with the concept theory although the two
concepts are conceptually different. It may be said that a theory is judged by its
truthfulness in portraying reality while a model is judged by its usefulness in explaining
reality. A model represents an abstraction of reality and is intended to simplify and
enhance understanding of reality. It helps the user to break down a phenomenon into
small manageable units thus helping him/her to understand the different elements that
compose the phenomenon.
Many types of models exist in the literature to explain human resource management and
development but in our case only Runhaar’s (2017) model of HRM from a content and
process perspective will be discussed and studied.

Study material
Runhaar, P. 2017. How can schools and teachers benefit from HRM?
Conceptualising HRM from content and process perspectives. Educational
Management Administration & Leadership, 45(4):639-656.
DOI:10.1177/1741143215623786
Runhaar (2017:639) emphasises the need for schools to implement HRM to increase
students and teachers’ learning and teaching outcomes through motivational factors
that will empower teachers. Runhaar (2017:639) suggests the use of the “AMO theory
of performance” in which “HRM systems should comprise (A) ability-, (M) motivation-
and
(O) opportunity-enhancing HRM practices”. Runhaar (2017:639) offers “a conceptual
framework which can be used to design HRM systems and to understand the way
they operate.”

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 Study unit 1

1.4 Formative assignment Study Unit 1: Perspectives

on HRM&D
You will find a detailed assignment rubric on eFundi.

Assignment 1
Study the three articles:

Kaufman, B.E. (Ed.). 2014. The development of HRM across nations: history and its lessons for
international and comparative HRM.
https://www.researchgate.net/publication/298095833_The_development_of_human_resource_man
agement_across_nations_Unity_and_diversity Date of access: 22 July 2021.
Pietersen, C. 2018. Research trends in the South African Journal of Human Resource
Management. SA Journal of Human Resource Management/SA Tydskrif vir
Menslikehulpbronbestuur, 16(0):a825. https://doi.org/10.4102/sajhrm.v16i0.825
Richman, N. 2016. Human resource management and human resource development: evolution
and contributions. Creighton Journal of Interdisciplinary Leadership. 1(2):120-129. DOI:
http://dx.doi.org/10.17062:CJIL.v1i2.19

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 Study unit 2

Study unit 2
LEGAL FRAMEWORK FOR HUMAN RESOURCE MANAGEMENT
IN EDUCATION

Study time
The recommended time allocation to complete this study unit successfully is
approximately 40 hours.

Study material
This study unit is based on:
• The South African Constitution and related general labour legislation:
Labour Relations Act
Basic Conditions of Employment Act
Employment Equity Act
The Promotion of Administrative Justice Act
Other legislation to note, include
Ε Compensation for Occupational Injuries and Diseases Act
(COIDA)
Ε Unemployment Insurance Fund (UIF)
Ε South African Qualifications Authority Act (SAQA Act)
Ε Skills Development Act (SDA)
• Education specific legislation: The Employment of Educators Act
• Rossouw, J.P. 2010. Labour Relations in Education: a South African
perspective (Chapter 2). Pretoria: Van Schaik (uploaded on eFundi).
List of recommended readings:
• Statutes for Education Law (prescribed for ONWR 611).
• ELRC’s Policy Handbook for Educators (Uploaded on eFundi).
• Oosthuizen I.J. (ed.) 2020. Aspects of Education Law. Pretoria: Van
Schaik.

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 Study unit 2

Study outcomes
Once you have studied this study unit, you should be able to…
Discuss orally and in writing selected laws, policies and principles of human resource
management. This will entail a grounded knowledge and understanding of the:
• Importance of the South African Constitution and the values of democracy,
non-discrimination, equity and social justice, and related labour rights.
• The role and function of the Basic Conditions of Employment Act that
governs Human Resource Management in the national economy: the
Employment Equity Act, and the Promotion of Administrative Justice Act.
• Employment of Educators Act that governs Human Resource
Management in education.

Guiding remarks
Since 1994, the Government of the day and education leaders have committed
themselves to rectify the inequalities and mistakes of the past through the enactment of
a Constitution and labour legislation that is recognised the world over as examples of
democratic legal principles that enshrine a human rights culture.
The South African Constitution and related labour legislation unfortunately do not
automatically guarantee fairness and equality in labour relations. Therefore, the
legislation that rules the Human Resource Management operations and the relationship
between employers and employees, is important as it supports substantive and
procedural fairness in schools and the education system. Potential problems in labour
relations cannot always be prevented, and therefore every educator should be
knowledgeable about the legal framework that preserves and governs these
relationships. You must remember that every situation in a school, be it about teaching
and learning, discipline, professional relationships, not to mention parents, have a legal
foundation, and all educators needs to acquaint themselves with these, and must have
respect for the basic rights and duties of all role players.
‘[A]partheid, in law and in fact, systematically [and systemically] discriminated against
black people in all aspects of social life. Black people were prevented from.... senior jobs
and access to established schools and universities were denied to them; civic amenities,
including transport systems, public parks, libraries ...were also closed to black people.
Instead, separate and inferior facilities were provided. The deep scars of this appalling
programme are still visible in our society.’ Brink v Kitshoff NO 1996 (4) SA 197 (CC)
217A-C.
These scars referred to in the court case in the Constitutional Court is but one example
of court cases about injustices of the apartheid system that gave rise to what is known
as democratisation of the South African system, or known as ‘discrimination law’
(Strydom et al,. 2004).

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 Study unit 2

CONSTITUTION OF SOUTH AFRICA (1996)

Fundamental rights Section 23: Labour relations

Section 33: Just administrative action
GENERAL NATIONAL LEGISLATION

COMMON LAW RULES OF NATURAL JUSTICE (Substantive and procedural fairness:Audi alteram partem) The Labour Relations Act (LRA) (66 of 1995)
• The Commission for Conciliation, Mediation and Arbitration (CCMA)
• Industrial action
• Unfair discrimination
• Unfair dismissals

Section 16 Freedom of expression Section 17 Assembly, demonstration, picket and petition

Section 22 Freedom of trade, occupation and profession Section 18 Freedom of association
• Unfair labour practice
• The Labour Court
• The Labour Appeal Court
• Part D (16)(2) Registered scope of the Education Labour Relations
Council
Section 9 Equality

The Basic Conditions of Employment Act

(BCEA) (75 of 1997)

CONSTITUTION OF SOUTH AFRICA (1996)

CONSTITUTION OF SOUTH AFRICA (1996)

• To advance economic development and social justice by giving

effect to and regulating the right to fair labour practices
The Employment Equity Act
(55 of 1998)
• Equal opportunities, employment equity, elimination of unfair
discrimination
The Promotion of Administrative Justice Act
(3 of 2000)
Section 10 Human dignity

• to give effect to the contents of section 33 of the Constitution

• to effect administrative and procedural fairness
• codified common law into formal legislation

SECTION
SECTION

Occupational Health and Safety Act

(Act 85 of 1993)
Compensation for Occupational Injuries and
Diseases Act
(30 of 1994)

EDUCATION SPECIFIC NATIONAL LEGISLATION

Employment of Educators Act (No 76 of 1998)
Section 4: Salaries and other conditions of service of
Section 14 Privacy

educators
Procedure for alleged misconduct, incompetence and
incapacity in terms of sections 13-21
The South African Council for Educators Act (SACE)
(31 of 2000)
Registration
Code of Conduct
Disciplinary Committee
The rules of natural justice:
Audi alteram partem rule
Substantive fairness
Procedural fairness
Ultra vires

CONSTITUTION OF SOUTH AFRICA (1996)

Diagram 2.1: The South African legal framework for Human Resource
Management

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 Study unit 2

2.1 The legal framework for Human Resource

Management in Education

Study outcomes
On completion of this study section you should be able to:
• understand the importance to have a basic knowledge of the role of the
Constitution and labour legislation in education.
• understand and have knowledge about the legal framework of a
constitutional democracy.
• have a basic knowledge of the characteristics and specific concepts of
legislation.
• determine the need for educators to be familiar with legislation that
impacts on them as employees.

Study material
This study unit is based on the information included in Chapter 2 of Rossouw’s 2010
Labour Relations in Education (uploaded on eFundi).

Guiding remarks
Briefly read the Bill of Rights in the South African Constitution (1996) on eFundi before
you study paragraph 2.1 in Chapter 2 of Rossouw’s Labour Relations in Education.
This will provide you with an overview of the sources of labour relations legislation.
To understand the importance of having a basic knowledge of the role of legislation in
education, and especially in Human Resource Management and Development, Rossouw
(2010:20) states that these sources of labour legislation impacts on education as well.
You will see that as an educator you need to understand:
• the processes and principles (and procedures) that legally bind principals’ actions
towards educators as employees to protect yourself from legal actions.
• the need to create a safe working environment.
• be abreast of the legal requirements for sound relationships between employees
and employers; and
• and be able to determine the legality of decisions made either by yourself as
principal that have limited delegated powers to act as the employer on behalf of
the Department of Basic Education on matters that impacts on the delegated
employment relationship, and the relationship with those educators who are
appointed by the SGB.
In the next section you will be required to get an understanding of the South African
Constitution and labour relations in education. The overarching legislative framework -
in which education perform their daily work - is embodied in the following general
legislation pertaining to equality, equity and fairness in the workplace since 1994:
• The Constitution (1996)

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 Study unit 2

• Labour Relations Act (66 of 1995) (LRA)

• Basic Conditions of Employment Act (75 of 1997)
• Promotion of Equality and Prevention of Unfair Discrimination Act (4 of 2000)
(PEPUDA)
• Employment Equity Act (55 of 1998)
About education, the following legislation aligned with the Labour Relations Act and the
other labour related legislation referred to above, are:
• Employment of Educators Act (76 of 1998)
• South African Council for Educators Act
Keep in mind that these laws are in accordance with international legislation and treatises
such as the Universal Declaration of Human Rights of 1948.
When we talk about labour relations in education, it is the formal labour relations that are
important here, and it is about the relationship between employees and employers based
on a contractual agreement, and the employer can be the State (Department of Basic
Education) or it can be the School Governing Body.
These formal relationships include relations between employers and employees (Dept.
of Basic Education or the SGB); between employers and trade unions; between
employer’s organisations and trade unions; between the state, employers, employees,
employers’ organisations and trade unions.

2.2 The South African Constitution (1996) and labour

relations

Study outcomes
On completion of this study section you should be able to:
• understand the importance of the supremacy of the South African
Constitution in establishing a democratic, non-discriminatory and
equitable education system.
• describe the various fundamental rights pertaining to the labour relations
of the employer (for instance the Department of Basic Education) and the
educators as employees.
• distinguish between the ways in which rights can be limited.

Study material
Briefly read the Bill of Rights in the South African Constitution on eFundi before you
study paragraph 2.2 in Chapter 2 of Rossouw’s Labour Relations in Education to
obtain an overview of the different rights pertaining to labour relations and education.
The dictionary defines the word Constitution as the act on which other acts are based;
as that acts which is valid under all circumstances, it is an instrument with highest
authority in a country under constitutional law, and any legislation or regulation that is in
conflict with the constitution, is invalid; it consists of legal rules in relation to the “state”
or “government” of a country (Joubert & Prinsloo, 2008:2). Maree (1995) states that a
constitution determines the balance between the state (or government) on the one hand,
and the individual rights guaranteed in the constitution, on the other.

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 Study unit 2

This balance is enshrined in the preamble of the South African Constitution in that it aims
“to establish a society based on democratic values, social justice and fundamental rights.
According to these values and rights, “every citizen is equally protected by the law”.
Furthermore, section 1(a) of the Constitution stipulates that the “achievement of equality”
is one of South Africa’s founding values. This stipulation clearly results from South
Africa’s apartheid history and is not surprisingly the first substantive right listed (Dupper,
2004:16).

Reflection
The primary aim of the Constitution is primary aim is in general the elimination of
existing discrimination, the implementation of measures designed to protect and
advance those people disadvantaged through past discrimination. This general aim
is also evident in the clauses or sections of the Constitution pertaining to labour
relations. This for labour purposes will also include affirmative action measures
(Dupper, 2004:2).
Study the explanatory memorandum, preamble and founding provisions of the
Constitution. Analyse this section thoroughly to determine:
i) The rationale for the Constitution.
ii) The purpose of the Constitution.
iii) What are the founding provisions of the Constitution?
Please note that rewriting the Constitution is not the point of this exercise. You must
formulate the key concepts in your own words, and the words of other scholars who
have written about these concepts so that you truly understand what they are about.
Some other questions to consider are posed by Joubert and Prinsloo (2008:16):
• How will the court define and reflect, and adjudicate (come to a court decision) on
the values it believes of importance for South Africa to be?
• How will it resolve the tension between the competing values of freedom and
equality?
• Will freedom be interpreted as connoting (meaning) that the rights of individuals
must take precedence over the rights of groups, or vice versa?
• Will the right to equality be understood as requiring equality before the law, equality
of opportunity, or equality of outcome?
Remember also that the Constitution is the supreme law of the country. No other law, or
for that matter person, is more important than the Constitution, and no clauses
whatsoever in any other legislation, may contradict or conflict the clauses of the
Constitution. As Rossouw (2010:23) claims, when acting against the “spirit, purport and
objects” of the Constitution, as phrased in section 39 of the Bill of Rights, sound
knowledge of the Constitution and strict adherence to its provisions, is of major
importance in all employment matters.

Study and know the following:

Judge O Regan (2002:164-165, in Joubert & Prinsloo, 2008:33) made the following
statements on the South African Constitution and the concepts of democracy and human
rights:
• “The South African Constitution is not a description of the South African society as
it exists, that requires nothing of us but maintenance of its status quo. On the

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 Study unit 2

contrary, it is a Constitution that compels transformation. The Constitution

recognises that, for its vision to be attained, the deep patterns of inequality that
scar our society, and that are the legacies of apartheid and colonialism, need to be
addressed urgently.
• The Constitution envisages human beings as individual moral agents who are the
bearers of both rights and responsibilities.
• In a certain sense, the concept of responsibility determines the relationship
between society and the individual. Human beings are human beings because of
other human beings, as the concept of Ubuntu states.
• The Constitution confers rights on human beings with the conception of human
beings as responsible moral agents.”

Study material
According to Prinsloo (2010:184) labour law forms part of the legal system that deals
specifically with legal rules that govern the employment situation and employment
relationships. Labour law is “A body of rules which regulate relationships between
employers and employees; employers and trade unions, employers’ organisations
and trade unions, and between the state, employers, employees, trade unions and
employers’ organisations”.

2.3 The Labour Relations Act (66 of 1995) and related

labour law

Study outcomes
On completion of this study section you should be able to:
• understand the historical context of the labour legislation since 1994.
• be able to determine what the purpose of the Labour Relations Act (LRA)
are.
• understand the causality between the Constitutional right to fair labour
practice and the LRA, and the jurisdiction of the Courts.

Study material
1. For a historical overview, you will have to study the article on eFundi of
Cunningham, P.W., Lynham, S.A. & Weatherly, G. 2006. National human
resource development in transitioning societies in the developing world: South
Africa. Advances in Developing Human Resources, 8(1):62-83.
DOI:10.1177/1523422305283059
2. Briefly read through the first few clauses of the Labour Relations Act (LRA) on
eFundi. You will find the purpose in the section that is known as the preamble,
but in the case of the LRA the heading is ‘ACT’ and not preamble. Before
studying any further, establish the purpose of this act. Relate the purpose of the
LRA to specific rights in the Constitution.
3. Now turn to par. 2.4 of Rossouw’s Labour Relations in Education and study
the sections dealing with the Labour Relations Act.

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 Study unit 2

The purpose of this Act is according to Prinsloo (in Joubert & Prinsloo, 2008:190) to
advance economic development, social justice, labour, peace and the democratisation
of the workplace by giving effect to the fundamental right to fair labour practices and the
obligations that are incurred by the Act and related international agreements with the
United Nation’s International Labour Organisation.
You will find that figure 2.3 of Rossouw’s Labour Relations in Education gives a clear
explanation of the related Constitutional rights and how these rights are laid down in
related general labour legislation and in labour legislation for education.
To fully understand how the legal process works, you will have to study the different court
cases in Rossouw. Apply your knowledge on what you have studied thus far, and
determine prior to reading what the court’s decision was, what you think the decision
should be.
This will enable you to make sure whether you really understand what you have studied
or whether you still must go back and revise concepts that were dealt with in study
sections 2.1 and study sections 2.2. Are you sure you know where to find the
Constitutional right to fair labour practices? Refer again to Rossouw’s Labour Relations
in Education par. 2.2 so that you grasp the Constitution and determine this and other
labour related rights, the sections and subsections as depicted in Diagram 2.1, The
South African legal framework for Human Resource Management in par. 1.1.
Perhaps some of you do not understand what section and subsection means. Briefly, all
acts are ‘codified’ by using numbers. The Employment of Educators Act will be used to
explain these codes; therefore, you must use the Employment of Educators Act in your
ELRC file both of which are uploaded on eFundi.
The act itself has a title, a number and a year (i.e. Title: ‘Employment of Educators Act’;
Number: ‘76’; Year: ‘1998’).
Then you will find other legal codes such as the signature clause, the ascension clause,
amendments, and a preamble (not necessarily in all acts).
Chapters: In the case of the Employment of Educators Act the Act is subdivided into
chapters (not all acts though have chapters, i.e. the National Education Policy Act).
Section: Where there are chapters, each chapter is numerically numbered i.e. 1, 5, 55,
etc. (abbreviated as an s.1, s.5, etc.)
Subsections: Mostly all sections have subsections numbered (1), (2), etc, i.e. (66 of
1995) s.6(1) or s.6(3).
Subsubsections: are indicated in alphabetical letters, i.e. (a), (b), (c), etc. An example
is the Employment of Educators Act (No 76 of 1998) s.6(3)(a), s.6(3)(b). But you would
have noticed that there is a further level indicated in roman letters, i.e. s.6(3)(b)(i) or
s.6(3)(b)(ii).
For many students this will be the first time that they come across legal terminology,
which you might have heard about, but do not fully understand the exact meaning. If you
do not understand the concepts, you must not study further before you have grasped the
meaning of the concepts. Rossouw’s 2010 Labour Relations in Education provides in
many cases not only the English terms which are normally used in courts, but also
Afrikaans and Setswana terminology which many of you will find extremely useful.

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 Study unit 2

Study material
Other related legislation include The Basic Conditions of Employment Act (75 of
1997); the Employment Equity Act (55 of 1998); the Promotion of Administrative
Justice Act (3 of 2000) and specific to education The Employment of Educators Act
(No 76 of 1998) that includes the Personnel Administrative Measures (PAM of 1999);
The South African Council for Educators Act (31 of 2000).
Study par. 2.4 in Rossouw’s 2010 Labour Relations in Education.

2.3.1 Common law

Before giving the discussion of labour legislation, you should acquire knowledge about
the principles of common law as it influences all labour related procedures and
processes.
The common law rules of natural justice are important as it pertains directly to the
relationship between the employee and the employer (Rossouw, 2010:30). Therefore,
you should also study the common-law contract and its deficiencies that lead to formal
labour legislation to be promulgated by parliament (par. 2.3.2) and just administrative
action (par. 2.3.3).

Study material
To have a thorough understanding study par. 2.3 in Rossouw’s 2010 Labour
Relations in Education Common law and labour legislation for education.
You must have a basic knowledge and understanding of what common law is; what
the rules of natural justice are; and are able to apply it to the court case of Bula v
Minister of Education (Rossouw, 2010, page 30).
To make sure you understand these rules, apply it also to the other court cases so
that you are not only able to apply the theory to court cases, but also to cases in your
school that are labour related.

Reflection
You should by now understand the principle of substantive fairness. Were you able
to identify the six questions that should be asked in all cases to determine substantive
fairness?
According to Rossouw (2010:131) these that you are to ask to determine substantive
fairness must be answered in the affirmative (“yes”) and six questions are:
1. Did a rule or standard regulating employee conduct exist?
2. Was the rule or standard valid and reasonable?
3. Was the employee aware, or could reasonably have been aware, of the rule or
standard?
4. Did the employee contravene the rule?
5. Was the rule or standard consistently applied by the employer?
6. Was the dismissal an appropriate sanction for the contravention of the rule or
standard?

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 Study unit 2

A brief analysis of related legislation will add to what is already discussed in Rossouw’s
2010 Labour Relations in Education Chapter 2. Determine the purpose of each of the
following acts. Write a brief paragraph without rewriting what the act states. Remember
it is about your understanding of the purpose of these acts that will enable you to learn
this material easier:
• The Basic Conditions of Employment Act (75 of 1997)
• The Employment Equity Act (55 of 1998)
• The Promotion of Administrative Justice Act (3 of 2000)
• The Employment of Educators Act (No 76 of 1998)
• Personnel Administrative Measures (PAM of 1999)
• The South African Council for Educators Act (31 of 2000).
After you have written down your understanding of the purpose of these acts, compare
your answer with the following discussion of these acts.

2.3.2 The Basic Conditions of Employment Act (BCEA) (75 of

1997)
The purpose of this act is to advance economic development and social justice by giving
effect to and regulating the right to fair labour practices (a fundamental right in terms of
section 23(1) of the Constitution) (Basson, et al., 2005:59). According to Rossouw the
BCEA is about ensuring fair labour practices by establishing, enforcing and regulating
the basic conditions of employment (Joubert & Prinsloo, 2008:190). Basson et al. also
indicate that the BCEA tried to achieve these objectives by establishing and enforcing
basic conditions of employment and by regulating the variation of basic conditions of
employment.
The application of the BCEA – as does the Labour Relations Act – applies to all
‘employees’ but exclude certain specified groups that are not relevant to educators.
According to Basson et al. (2005:60-74) the BCEA deals with the following aspects of
employment:
• Regulation of working time:
Ε Ordinary hours of work
Ε Meal intervals and rest periods
Ε Overtime
Ε Sundays, public holidays and night work.
• Leave:
Ε Annual leave
Ε Sick leave
Ε Maternity and family responsibility leave.
• Particulars of employment and remuneration
Ε Providing written about employment
Ε Provisions relating to remuneration.
• Termination of employment
Ε Notice periods
Ε Severance pay
Ε Certificate of service.

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 Study unit 2

• Variation of basic conditions.

• Ministerial and sectoral determinations.
• Contracts, the BCEA and collective agreements.
• Enforcement of the BCEA.
• Other provisions.

Reading material
The provisions of this act deal with all administrative action and is codified common law.

2.3.3 The Employment Equity Act (55 of 1998)

The purpose is to achieve equity in the workplace by promoting equal opportunities and
fair treatment in employment by eliminating unfair discrimination and implementing
affirmative action measures (Joubert & Prinsloo, 2010:190). Basson et al. (2005:201)
state that there are three mechanisms designed to protect the individual employee:
• Protection against unfair dismissal.
• Protection against unfair labour practices.
• Setting of minimum conditions of employment (see BCEA).
Remember that the first piece of legislation to deal with discrimination in the workplace
was the Labour Relations Act. Can you recall what the “spirit, purport and objects” of the
Constitution were and how it impacted on the Bill of Rights (labour relations) and the
attendant rights? Revise these concepts to imprint their meaning in your mind.
The change in the South African constitutional landscape in 1994 and 1996 entailed that
the broad parameters against discrimination in society would be addressed. The LRA
(66 of 1995) was the first piece of legislation that dealt directly with discrimination in the
workplace, including schools. The LRA stipulates that dismissal based on discrimination
is automatically unfair. The Employment Equity Act now broadened the concept of
unfairness in the workplace and contains detailed provisions to counteract and eliminate
discrimination in the workplace Basson et al. (2005:201).
The constitutional right to equality (s.9 of the Constitution) relies on two bases:
• Firstly, formal equality or equality in treatment and it is protected in subsections
s.9(3) and s.9(4) in the Constitution.
• Secondly substantive equality (or equality in outcome) and is enshrined through
the adoption of positive measures – affirmative action – to empower previously
disadvantaged groups in society (s.9(2)).
Basson et al. (2005:201-202) conclude that the Constitution recognises that only a
combination of these two mechanisms – prohibition of unfair discrimination plus
affirmative action will enable genuine equality in the workplace. This equality will include
the full and equal enjoyment of all rights and freedoms. It is against this .background that
you should understand the purpose of the Employment of Equity Act (s.2 of the EEA).
The Employment Equity Act regulates the elimination of unfair discrimination in Chapter
2 (s.5-11) and affirmative action in Chapter 3 (s.12-33) of the Act. A brief discussion of
the concept unfair discrimination and affirmative action will suffice for you to follow the
basis of the Employment Equity Act:
Unfair discrimination is often associated with the concept ‘differentiation’ – treating
employees differently – a difference based on notions of race, gender, etc. leading
towards a situation where employees are treated differently by including some and

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 Study unit 2

excluding others, giving preferential treatment to some and not to others Basson et al.
(2005:203-204). They state that there might be different reasons for this differentiation
between employees (such as educational qualifications, experience, seniority, post-
position, etc.) and they ask the question whether all of this boil down to discrimination.
Generally, the accepted notion of differentiation is based on an unfair or unacceptable
reason it becomes discrimination and thus is then against the law (Constitution or
Employment Equity Act).

Reflection
You can make a list of the differences listed in the Constitution and those listed in the
Employment Equity Act and compare them to each other. Keep in mind that the
courts, when hearing a discrimination case, should apply the test for discrimination:
‘Whether, objectively, the ground [reason] is based on attributes and characteristics
which have the potential to impair the fundamental human dignity of persons as human
beings or to affect them adversely in a comparably serious manner.’ – Harksen v Lane
NO 1998 (1) SA 300 (CC).
Do you consider that all discrimination is unfair? Think about this question and refer to
the comparison you made between the Constitution (s.9) and the Employment Equity
Act (s.6) before you continue with the following section:

Guiding remarks
From these two stipulations in the Constitution and the Employment Equity Act, you
should have deduced that not all discrimination is unfair. Both these pieces of legislation
though provide for a presumption of unfairness once discrimination has been proven.
The Employment Equity Act Section 11 stipulates that whenever there is an allegation of
unfairness against an employer, the employer against whom the allegation is made, must
establish that it is fair. “In other words, the person alleging the discrimination does not
have to prove the unfairness” (Basson et al., 2005:204)
But keep in mind that section 6(2) of the Employment Equity Act provides for affirmative
action measures and these may justly be unfair, meaning that differentiation now is
based on discriminatory measures according to legislation to rectify the injustices of the
apartheid past. Dupper and Garbers (2004:31) pertinently state that the most important
requirement for a sound understanding of discrimination law is to grasp that section 6(1)
of the Employment Equity Act is that “it does not prohibit discrimination as such, but only
prohibits unfair discrimination.

2.3.4 The Promotion of Administrative Justice Act (3 of 2000)

Oosthuizen, Roos, Smit and Rossouw (2009:54) states that the Promotion of
Administrative Justice Act (3 of 2000) was enacted to give effect to the contents of
section 33 of the Constitution. Administrative acts according to Roos, Oosthuizen and
Smit (2009:62-63) can generally be said to be those acts performed by the state
administration that have an effect on members of the public; it requires a decision (and
resultant action) taken in the exercise of a public power or the performance of a public
function, affecting the rights, interests or legitimate expectations of others.

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 Study unit 2

Reflection
You will again have to ensure that you have studied the par. 2.3 in Rossouw’s Labour
Relations in Education, Common law and labour legislation for education,
thoroughly – as it forms the basis of the PAJA – in fact one could argue that the PAJA
is legalised common law.
The two most important principles of labour relations are the following two ‘fairness’
principles that undergird all employment relationships:
Rossouw (2010:131) declares that substantive fairness and procedural fairness are
equally important in disciplinary matters:
Substantive fairness is determined by means of two enquiries namely whether the
employer acted against the employee for a valid reason, and whether the action taken
was appropriate (suitable) in the light of the proven reason.
The six questions that should be asked to determine substantive fairness are
demonstrated in Table 17 in Labour Relations in Education. It should be studied with
care, including the difference between contemporaneous consistency and historical
consistency.
Procedural Substantive fairness should be clearly distinguished from procedural
fairness.
Procedural fairness implies “that the employer must take certain procedural steps in
accordance with the rules of natural justice before taking action against an employee.
An employer’s failure to follow a fair procedure can normally on its own be unfair, and
the employee concerned will be entitled to some form of legal redress.”
According to section 23 of the Bill of Rights every employee has the right to fair labour
practices, including fairness in procedure. Administrative action that is procedurally fair
is specified in section 33 of the Bill of Rights, and, if his or her rights have been adversely
affected, he or she has the right to be given reasons in writing for this administrative
action.
The right to a fair procedure further appears in the Labour Relations Act (SA, 1995(a))
read section 188 with Schedule 8 item 2.
The Employment of Educators Act (76 of 1998) Schedule 2 (Disciplinary Code and
Procedures for Educators) determines: “discipline must be applied in a prompt, fair,
consistent and just manner”.

2.4 The Employment of Educators Act (76 of 1998)

Study outcomes
On completion of this study section you should be able to:
• describe the fundamental rights and duties of educators as employees
• discuss the rights of employers regarding their relations with employees
• describe some of the duties of employers regarding their relations with
learners andemployees educators)
• discuss the most important aspects of professional conduct of educators

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 Study unit 2

Study material
This section is based on Chapter 7 of Prinsloo and Joubert’s The Law of Education
in South Africa uploaded to eFundi. You will also find information in chapter 3 of
Rossouw’s 2010 Labour Relations in Education and in Oosthuizen’s 2020 Aspects
of Education Law.

Guiding remarks
At this stage you should understand that most of the fundamental labour rights that
regulate the relationship between the employee and the employer are to be found in
section 23(1) of the Constitution: the right to fair labour practices.
In this study section special attention is paid to the rights and the duties of educators.
You will find definitions for ‘educator’ in the SASA (84 of 1996) and the Employment of
Educators Act (76 of 1998). The definition of an educator is found in section 1(x) of the.
You need to clarify the definition, the rights and the duties of the educator as employee,
- thus their labour rights as educators - that is determined in Employment of Educators
Act (76 of 1998). This Act can be regarded as a ‘personalised’ labour relations act for
educators.
You need to know your right to fair labour practices (par. 7.4.1 in Joubert & Prinsloo’s
The Law of Education in South Africa). This will entail that you are also knowledgeable
about the right to work, job security and other constitutional rights.
You are already knowledgeable about the LRA; the BCEA; the Employment Equity Act
(not to be confused with the Employment of Educators Act there is no abbreviation used
in this study unit for either of these acts); the PAM and the PAJA and the common law.
If you are unsure, please study the information in the preceding study units again.
Furthermore, you need to know what your own and your colleagues’ rights to a fair
employment contract are (par. 7.4 of Chapter 7 of Joubert and Prinsloo’s The Law of
Education in South Africa).
You should furthermore ensure that you study par. 7.5 Termination of the Employment
contract. There are only three fair dismissals according the LRA and the Employment of
Educators Act possible, i.e.:
• Incapacity of the employee (educator)
• Misconduct of the employee (educator)
• Operational requirements
Ensure that you know the difference between these three ‘fair grounds for dismissal’ but
also that you understand that there is a difference in the procedures to be followed in all
three situations. You will find the information to this section not only in the Employment
of Educators Act, but also Joubert and Prinsloo’s 2008 The Law of Education in South
Africa, and as indicated you will also find more information in the text books of Rossouw
and Oosthuizen, and other related sources.

2.5 Formative assignment study unit 2: Legal

framework for HRM&D
Assignment 2
Critically discuss what the importance of the South African Constitution of 1996 is.
Critically discuss the purpose of the following Acts:

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 Study unit 2

• Basic Conditions of Employment Act 75 of 1997 that governs Human Resource

Management in the national economy
• The purpose of the Employment Equity Act 55 of 1998
• The purpose of the Promotion of Administrative Justice Act 3 of 2000

Reflection
Please study substantive fairness to apply to HRM&D situations in your school. Take
note of the six questions of substantive fairness as knowledge about substantive
fairness in labour relations is sometimes a career saver.
This concludes Study Unit 2 on a legal framework for human resource management
in education. It sketched the South African legal system as a framework for labour
relations in general but also specific to education. Study Unit 3 will deal with the
process of resourcing and assessing talent at the school as workplace.
We would suggest that you quickly read through the outcomes for this study unit again
and ensure that you have covered all of them while studying. If you are unclear or do
not understand concepts that are normally not used, please re-assess your own
competencies and do not wait for the exam or a test to ascertain loopholes in your
knowledge, then only should you proceed to the next study unit.

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 Study unit 3

Study unit 3
HUMAN RESOURCE MANAGEMENT FUNCTIONS

Study time
The recommended time allocation to complete this study unit successfully is
approximately 30 hours.

Study outcomes
Once you have studied this study unit, you should be able to
• Demonstrate knowledge and skills of the planning process for staff
provision.
• Establish and evaluate effective human resource recruitment strategies.
• Show knowledge and skills of the selection process.
• Induction and orientation procedures for novice or experienced new
educators who join a new school environment.
• Apply fair and legally just retention and retirement procedures.

Guiding remarks
Now more than ever, effective and successful schools require effective management and
leadership that will implement a human resource planning process to provide
professional expertise in an excellent teaching and learning environment. This
environment is about the educator-employees, who are enabled through effective
management in education, to become professional educators. The management of
human resources (educator-employees) should be able to draw on the professional
competencies of educators, build a sense of unity of purpose and reinforce their belief
that they can make a difference. When and where appropriate, authorities need to
allocate authority and responsibility which will ensure the building of human resource
capacity (Employment of Educators Act (76 of 1998) in the ELRC Policy Handbook for
Educators).
In Study Unit 2 you were made aware of the legal basis for human resource
management. In the following Study Sections, you will become acquainted with the
formal processes and procedures that undergird the human resource management
process in education. These processes and procedures should be followed according to
the legally binding prescriptions in the Labour Relations Act (66 of 1995) and the
Employment of Educators Act (76 of 1998).

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 Study unit 3

The following diagram presents the HRM functions as a process consisting of the
following Phases:

3.1 Phase 1 Human Resources Planning

According to Prinsloo (2005:203) human resource planning forms the first step in the
human resource provision process. Provisioning the school with the best talent available
at a specific time needs thorough planning and careful execution. No school wants to
end up with mediocre and unmotivated staff for the simple reason that each school wants
good results that will attract more learners and thus sustain itself. The limitations to these
aspirations may be the laws referred to in the previous study unit, which control the
processes of recruitment and selection. Another limitation is that planning of teacher
provision is determined by the provisioning quotas according to the number of learners
in the school.
Prinsloo (2016:251) argues that HR planning is important as it is a phase that will
determine if a school’s SGB recruits the best applicants for a vacant position or positions.

Study material
Now read, study and reflect on the following sources:
• Prinsloo, I.J. 2016. Human resource management and development:
ensuring an effective staff (Chapter 11) (referred to as Prinsloo (2016).
• Van Deventer, I. (ed.). 2016. An educator’s guide to school management-
leadership skills. Various chapters.
Prinsloo (2016:243) refers to Bush and Middlewood (2013:145) who argue that “for a
school to be successful, a comprehensively planned HRM&D process is non-negotiable.
Such a planned HRM&D process can provide the school with the expertise that are
needed to manage and lead a school effectively and, in addition, will create a positive

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 Study unit 3

teaching and learning culture. Without people, the most valuable asset or resource, no
school manager-leader will be able to provide effective teaching and learning
opportunities.”
Taking the presented arguments into consideration you should now consider the
question of the role of the HR manager at each level in the education system pertaining
to staff provisioning. Some of the answers to this question, are found in Prinsloo
(2016:243-272) Chapter 11). To further understand the HRM functions, consult other
sources.

3.2 Phase 2 Human Resources Recruitment

Guiding remarks
Once the process of human resource planning is complete, recruitment of suitable staff
begins. Prinsloo (2016:250) states that the following guidelines for recruitment should be
followed:
“The effectiveness and efficiency of manpower depend largely on whether the school
has succeeded in recruiting the most capable person for each of the different posts that
have to be filled”.
• Human resource planning and forecasting should precede any recruitment action.
• Comprehensive job analysis is a prerequisite for ensuring that attempts at
recruitment are non-discriminatory.
• Full job specifications (the minimum qualities required of the applicant) must be
written to ensure an accurate match.

Study material
Now read, study and reflect on the following sources
• Prinsloo (2016) Chapter 11 (11.6.2).

Recruitment is a search aimed at locating a person who is the best fit for a vacant post
at a school.

Internal human resource pool:

This source consists of:
• People who are in education and are employed in a specific school (firstly the
school where the vacancy exists, and secondly from other schools).
• Recommendations from other staff members or by members of the SGB or other
people known to the principal.
Advantages of internal recruitment include cost savings; less orientation and guidance
problems; evaluation of the potential of the candidate is easier as he or she has a proven
track record and abilities, job performance and potential is already established. In a
broader sense staff is motivated to work harder to get promotion and it instils loyalty to
the school.
Disadvantages of internal recruitment stagnation and keeping the status quo rather than
being a change agent; limiting diversity and the inflow of new ideas, knowledge and

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 Study unit 3

approaches; may lead to inter-personal competition among rivalling colleagues,

adversely affecting the school; promoting a colleague from within who is lacking the
abilities of somebody from outside the school is not in the best interest of the school.

External human resource pool:

Normally used when it is customary to make appointments from outside, such as human
resources from:
• Higher education institutions.
• Application forms submitted for previously advertised posts.
• Qualified educators who are currently not practising teachers.
• Educators who are employed at other school.
Consider what the advantages and disadvantages of external appointments are?
The next step is to make known to the public of the existence of a vacant post by means
of various methods of recruitment. You should consult additional sources to explain the
following methods of recruitment:
• Advertising
• Talent search/ Head hunting
• Walk-ins
• Professional conventions
Several factors increase the ability of the school to attract the best talent available. A
crucial factor is the culture and ethos of the school, its situation (rural or urban), type of
community surrounding the school, and the school building and premises. This is what
Heystek et.al. (2008:106-107) refer to as the ability of the school to market itself.

Reflection
• When you write the advertisement at the end of Study Unit 3, you must
refresh your memory on what this advertisement should entail as
discussed in Study Unit 2. Use that knowledge in this section as well.
• Discuss the factors in your school that may discourage potential applicants
from applying to your school

3.3 Phase 3 Human Resources: Selection

Guiding remarks
According to Prinsloo (2016:253-256) the selection process involves selecting; choosing
the most suitable candidate from a pool of candidates that the job requires. “Selection is
an attempt to appoint the best possible candidate in a vacant post and to ensure that this
candidate will be placed correctly, which will in turn ensure that the school will have a
productive member of staff”. The selection process consists of a number of steps.

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 Study unit 3

Study material
Now read, study and reflect on the following sources
• Prinsloo (2016:253-256)

The selection process starts even before the post is advertised. This is because the
school must determine what type of person they wish to appoint. Thus, a job analysis
and a job description should be done, and criteria are determined. The needs for a
position and qualifications with which candidates should comply are identified and
defined as criteria, and only then can the post be advertised. The second step consists
of receiving applications. Information can be gathered from the application form, the
curriculum vitae, references, and recommendations to ensure that candidates meet the
requirements for the advertised post
The third step consists of sifting, verification of the candidates’ information and short
listing of candidates. The provincial department who will be the employer of this
candidate shall handle the initial sifting process to eliminate applications of those
candidates who do not comply with the requirements for the advertised position(s). In
the fourth step various selection methods are used. Note that Prinsloo (2016) deals
extensively with the interview as a selection method because this is the most common
and popular method. You should, however, not lose sight of the advantages and
disadvantages of interviewing as selection method.
The fifth and last step involves taking a selection decision based on the outcomes of the
interview analyses sheet. Members of the interview panel should not influence each
other. After this an appointment is made. The written offer of appointment by the
provincial Department of Education finalises the selection process. The final decision is
made by the employing department of education. The SGB and the principal must ensure
that accurate records are kept of proceedings dealing with the interviews, decisions
which have been taken, and motivations as to why such decisions were taken relating to
the appointment of the successful candidate.

3.4 Phase 4 Human resources: Appointment

Guiding remarks
Prinsloo (2016:256-257) is convinced that the relevant employing department must make
the final decision, subject to satisfying itself that agreed upon procedures were followed
and that the decision is in compliance with the Employment of Educators Act (76 of
1998), the South African Schools Act (84 of 1996) and the Labour Relations Act (66 of
1995).
Please note how integrated legislation is with HRM&D practices.
The employer will inform all unsuccessful candidates, in writing, within eight weeks of an
appointment being made. The school governing body and the principal must ensure that
accurate records are kept of proceedings of the interviews, decisions that have been
taken, and motivations as to why such decisions were taken.

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 Study unit 3

3.5 Phase 5 Professional development: induction

and retention

Guiding remarks
Induction is presented as the last step in staff provisioning mainly because the appointed
teacher is expected (no, required) to begin performing the work for which he/she is hired.
Induction helps the novice or beginner teacher to become a contributing, motivated
member of staff as soon as possible. Its purpose is to make sure that the beginner
teacher understands the school, the job that should be performed and what is expected
of him/her. In most schools, unfortunately, induction is often neglected, and the new
teacher is left to “pick up things as he/she goes along”. The problem is that such new
teachers often do not pick up everything they need to know, and their understanding of
what they pick up is not always right. It is important to understand what induction entails,
its advantages and disadvantages, who should conduct it and how it should be
conducted. These are the issues that are dealt with in this section.
Professional development of qualified staff, according to Prinsloo (2016:257-263),
“should be a critical concern of educational leaders. The South African Council for
Educators Act 31 of 2000 sets forth a Code of Professional Ethics with which all
professional educators must comply. There have also been discussions about the
introduction of a Continuing Professional Teacher Development (CPTD) points system,
which will require educators to commit to continuous development. The Department of
Education has, in addition, developed the National Policy Framework for Teacher
Education and Development in South Africa (2006). This policy framework embraces
CPTD to address current needs in the South African context. These include the need to
improve subject and pedagogical knowledge and teaching skills in most of the teaching
force. The Department of Education has also introduced an Integrated Quality
Management System (IQMS) for the purposes of development, performance
measurement and evaluation of all educators. Thus, the policy context in which
educators work promotes professional development to ensure the delivery of quality
education (Naidu, Joubert, Mestry, Mosoge & Ngcobo, 2008:93).

Study material
• Prinsloo (2016: 257-263, section 11.6.5)

You will be required to know the difference between these concepts and define them
correctly. Also note that the word “new or novice employee” refers to different categories
of new employees or teachers. We give the following categories of beginner, new or
novice teachers:
• Novice teacher: Newly-appointed, fresh out of university or teachers’ college,
never appointed before.
• Interrupted service teacher: Taught for a few years then resigned to take up other
work not related to teaching and was re-appointed as a teacher.
• Transferred teacher: Took voluntary transfer from one school to another,
resigned from a school to join another school or redeployed.

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 Study unit 3

• Promoted teacher: Experienced teacher who assumes a new post because of

promotion (e.g., from head of department to principal).
Note and study the goals and benefits of induction and why induction sometimes fails or
is unsuccessful. However, you should reflect critically on these benefits by applying them
to your school. Surely, some of the benefits are not relevant in your school, or are they?
The writing of HR policies is in the hands of the Department of Basic Education and
provincial policies – through policy statements and laws – dealt with in Study unit 2.

3.6 Staff retention & retirement

3.6.1 Phase 6 Staff retention and continuing professional

development

Guiding remarks
Human resource functions would not be complete without turning attention to retention
and retirement. Retention is applicable throughout the career of a teacher and the school
management team should make every effort to retain teachers by creating favourable
conditions that encourage teachers to stay at the school. These efforts should aim at
stemming the tide of staff turnover, which is becoming a concern in educational circles.
Retirement can be grouped with other concepts that are opposite to retention such as
retrenchment, redeployment, rightsizing, redundancy and dismissals, which mean that
the teacher departs for good from his/her place of work. Most of these concepts are
addressed in study unit 2.
You are advised to go back to study unit 2 and scan the laws for issues of
retrenchment, redeployment, rightsizing, redundancy and dismissals.
Our main concern in this section is to deal with retention and to a lesser degree
retirement.

Study material
Now read, study and reflect on the following sources:
• Prinsloo (2016:264 section 11.6.6)
• Pitsoe, V.J. 2013. Teacher attrition in South Africa: trends, challenges and
prospects. Journal Social Science, 36(3):309-318.
This section deals with Phase 1 of HRM&D functions. It addresses the Integrated Quality
Management System, the aim, importance and problems of developmental appraisal,
and whole school development planning to create a learning school (Prinsloo, 2016:264-
268).
Pitsoe (2013:309) is of the opinion that “teacher attrition is a universal challenge and has
a negative impact on global policies.” Increasingly most countries are faced with the
problem of a substantial decline in meeting teacher demands. He argues that “teacher
attrition has far-reaching implications for the quality of teaching and learning and for the
achievement of ‘Education for All (EFA)’ and ‘Universal Primary Education’ (UPE) targets
and the ‘Millennium Development Goals’ (MDGs)”.

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 Study unit 3

3.6.2 Phase 7 Release of employee and conclusion of

employment - retirement
Read the following attentively:
Retirement represents a point where the teacher leaves the labour force for good.
However, there are many hues and shades to the idea of leaving the paid workforce for
good. Some teachers opt for early retirement with the aim of working part-time, for
instance, to work in consultancy agency, to open a business, to go into politics, etc. Some
early retirees go on to study further in another profession and re-join the workforce in
that profession. It is also known that some teachers who took “packages” and left the
teaching force are returning to occupy teaching posts again, even after official retirement.
The retirement age is usually determined by law. The Employment of Educators Act (76
of 1998) gives the retirement age of teachers as 65 but under special circumstances,
clearly stipulated in the law, a teacher may retire at the age 50 or 55. Besides the fact
that retirement is determined by law, teachers retire for several other reasons.

Reflection
Please study this Study Unit on HRM&D Functions, as it is core to understanding the
importance of these functions. Understand the cycle of employment, underpinned by
legislation, be able to apply these to your personal career plan, and understand the
different stages your colleauges are at, in their own career lifespan.

We would suggest that you quickly read through the outcomes for this study unit again
and ensure that you have covered all while studying. If you are unclear or do not
understand concepts that you normally not use, please re-assess your own
competencies and do not wait for the exam or a test to ascertain loopholes in your
knowledge, then only should you proceed to the next study unit.

3.7 Formative assignment study unit 3: HRM&D

Functions
Write a report on Study Unit 3. The report needs to comply with strict academic
requirements, referred to in Study Unit 1.

Question 3.1: Fair labour practice

Write an advertisement for the appointment of a vacant HOD Mathematics position (post
level 2). The advertisement must comply with the Constitutional requirements of non-
discrimination.

Question 3.2: Planning and recruitment phases

You are a principal of a school that is experiencing dwindling numbers of learners due to
closing of mines in your area. You are also, as principal together with the SGB,
responsible for the appointment of more men than women at your school.
These two HRM aspects are contributing to low staff morale.

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 Study unit 3

1. Give advice to the principal – based on the literature and legislation – on how to
address both these problems, based on legislation and policies, either from your
school or provincial department.
2. To address the matter of discrimination against female teachers, critically discuss
the best recruitment methods – based on the literature and legislation – the
principal could have used.

Question 3.4 Appointment – legal requirements

1. Give a critical analysis of the role of the Education Department and Unions – based
on the literature and legislation – in the appointment process in general at your
school.
2. Of late the selection interview has come under very close scrutiny concerning its
effectiveness in selecting the best candidate for the job. What are the pitfalls, based
on the literature and legislation?
4. Drawing on Chapter 9 authored by Prinsloo’s (2016) on the theory of motivation,
as well as on teacher attrition in Chapter 14 authored by Van der Merwe and
Conley (2016) in your prescribed textbook, critically discuss:
(1) Three definitions of motivation, answering the question ‘what is motivation?’
(2) The major theories on motivation.
(3) Guidelines to ensure positive motivational strategies.
(4) The causes of teacher attrition and the challenges it presents.
(5) The importance of teacher retention in South African and at your school.
(6) Support structures for novice teachers.
(7) Which HRM&D strategies or framework will you apply to reduce teacher
attrition rates?

This concludes Study Unit 3, Human Resource Management and Development. Study
Unit 4 focusses on Continuous Professional Development, part of the HRM&D functions.

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 Study unit 4

Study unit 4
CONTINUOUS PROFESSIONAL DEVELOPMENT

Study time
The recommended time allocation to complete this study unit successfully is
approximately 35 hours.

Study outcomes
On completion of this study unit you should be able to:
• Analyse and describe concepts related continuous professional
development and assessment of talent.
• Demonstrate knowledge of the process of performance management.
• Discuss and evaluate the different methods used for staff development.
• Explain processes of assessing talent at the workplace.
• Discuss and evaluate various approaches and external methods of
training.
• Analyse and evaluate the cascade model of training.
• Evaluate the potential effectiveness of a training programme.

Guiding remarks
From the preceding study units, the concept of management and development are
closely intertwined in the human resource approach advocated in this module. Human
resource management and development assumes that improvement in the work
performance of individual employees and improvement in their overall well-being and in
the well-being of their respective families leads, to improvement in the performance of
the organisation.
At this stage, you should go back and study again the different perspectives on HRM&D
and relate your thoughts on the notion of development.
The concept continuous professional development

Guiding remarks
No matter what perspective a person holds regarding the management of people at work,
the bottom line is that the organisation should achieve its objectives through people. A

30
 Study unit 4

business organisation must at the end make profit to survive. In a school, as a service
industry, learners must learn and pass examinations, and become well-behaved citizens.
This implies that people working in an organisation are expected to perform certain duties
allocated to them and become increasingly adept at performing these duties for their own
success and the success of the organisation. It is important, therefore, that the
organisation should ensure that its employees are developed on a continuous basis.
One must consider that this concept of continuous professional development, forms part
of the HRM&D functions, phase 6, and is expanded in this study unit.

Study material
Now, read, study and reflect on information provided in the following sources:
• Prinsloo, I.J. 2016. Human resource management and development: ensuring
an effective staff. In Van Deventer, I. (ed.). An educator’s guide to school
management-leadership skills. Pretoria: Van Schaik. pp. 264-268 (section
11.6.6).
Continuous professional development (CPD) implies control, therefore, to understand
why control is so important for CPD implementation, study the following reading material:
• Van Deventer, I. (ed.). 2016. Performance control and performance
management as corrective action (Section 10.3, 10.4 and 10.5 page 229-
238).
• Kempen, M. & Steyn, G.M. 2016. Proposing a continuous professional
development model to support and enhance professional learning of teachers
in special schools in SA. International Journal of Special Education, 31(1):32-
45.
• SACE
https://www.sace.org.za/assets/documents/uploads/SACE%20HANDBOOK
%20INNER.pdf

4.1 The concept continuous professional

development (CPD)

Guiding remarks
Marcello (2009) regards teachers’ professional development as “an individual and
collective process” undertaken internally – in the teacher’s workplace – the school
as organisation and is “viewed as a long-term process”. This long-term process offers
the teacher with “different kinds of opportunities and experiences” characterised by
methodically planned actions to ensure teachers’ continuous professional
development and evolution over their career-span.
Effective continuous professional development is the result of efforts and work,
words such as on-going, training, practice, feedback, development of teachers’
learning, communities of practice and others. SACE (s.a.) sees continuous
professional development as a career and life venture of growth, knowledge and
skills, deepened and current knowledge, and as an evolving process. The imperative
for CPDT is found in the trust parents place on teachers to help their children on a
road to learning, understanding and development. CPDT is about continuous

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 Study unit 4

renewal, commitment to their profession, pride, service and dedication, and teachers’
“determination to contribute to a just and thriving nation.”

4.2 The process of performance management

Guiding remarks
Performance management is a sequential process that follows clearly defined steps of
phases. This process begins immediately after the teacher’s appointment and placement
in the school and includes all efforts to make the teacher feel at home in the school
(induction and orientation processes) and guidance in case of termination of his/her
services due to redeployment, dismissal, retrenchment or retirement.
Performance management is a concept that is little understood because in the private
sector it is used interchangeably with measurement and evaluation. It is important then
that as you study textbooks and journal articles note which concept the author is referring
to.
Prinsloo (2016:264) outlines the Integrated Quality Management System (IQMS) that
resulted from negotiations between the Department of Education and teacher unions. An
agreement was reached in the Education Labour Relations Council (ELRC) and was
published as Resolution 8 of 2003.
The philosophy underpinning IQMS focuses on five fundamental aims:
• To determine competence
• To assess strengths and areas for development in educators
• To provide support and opportunities for development to ensure continued growth
• To promote accountability
• To monitor institutions for overall effectiveness (DoE 2003:4).

Study material
Now, read, study and reflect on information provided in the following sources:
To understand the thinking behind this philosophy, you should note the policy
documents underpinning these fundamental aims as published in the Government
Gazette Vol.433, No. 22512 of July 2001.
• For this purpose see the National Policy on Whole-School Evaluation
https://www.education.gov.za/Portals/0/Documents/Publications/National%20
Policy%20on%20WSE.pdf?ver=2012-07-04-152050-000. Also uploaded on
eFundi.
• Mosoge, M.J. & Pilane, M.W. 2010. Implementation of performance
management in schools. p.1-19. (Referred to as Mosoge & Pilane, 2010).
• Mosoge & Pilane 2014 Performance management: the neglected
imperative of accountability systems in education. (Referred to as Mosoge
& Pilane, 2014).
Mosoge and Pilane (2010) indicate that performance management is often used
interchangeably with performance measurement and performance evaluation. Note the
argument presented here to show that these concepts are different. Note especially the

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 Study unit 4

explanation of ‘performance” and “management’. Further study carefully the concepts

associated with performance management. You should be able to differentiate between
these concepts and the concept of performance management.
Mosoge and Pilane (2010) proposes a rational model of performance management is
presented as a process that follows sequential steps. Practically, however, these phases
do not follow a strict sequence. The reading section covers the first three phases of
performance management. As you will note, all phases are important to carry out as they
all lead to evaluation phase and prepares the teacher for this eventual evaluation (which
is dealt with in study section 4.3). None of these phases should be neglected. Reality in
schools, however, as captured in research, shows that not all the phases receive equal
attention.
Mosoge and Pilane (2014) argue that in the IQMS (Education Labour Relations Council
(ELRC), 2003) was introduced to South African schools as a measure to hold schools
accountable. The challenges included the “integration of disparate appraisal activities,
formative and summative evaluation, into one instrument.” Another challenge was the
linking of the IQMS with pay progression that distorted its developmental purpose and
value (SADTU, 2011). In this way, performance management did not receive due
attention in the implementation of the IQMS.” Furthermore, the IQMS implementation
was met with teacher resistance who viewed the IQMS accountability system as a
“tough-on-schools” policy to shift blame on teachers for the ills of education (Smith &
Ngoma-Maema, 2003).
“The introduction of the IQMS consequently took the form of a power-play between
unions and the government. However, because of the public outcry over the poor
academic results of Grade 12s (Mogonediwa, 2008), the South African government had
no option but to go ahead with the implementation of the IQMS.”

4.3 The process of staff developmental appraisals

Guiding remarks
The new developmental type of appraisal in schools differs markedly with the previous
way of evaluating educators, which consisted of mainly of what was popularly known as
“panel inspection”. This defunct approach to appraisal was judgemental and contributed
little to the development of teachers. As indicated in the previous study section,
performance management precedes and follows staff appraisals. In fact, appraisals form
the last phase in the performance management process. All action taken in the planning,
guiding and feedback phase prepares the teacher for the eventual and inevitable
appraisal.
Staff appraisals, though viewed with some fear by teachers (as it is with every employee),
is a necessary action that achieves accountability in schools. The concept accountability
closely follows quality assurance in that it determines whether quality education has
taken place. Obviously, the school is expected by the community (whose children
populate the schools) and the state (as the employer) to produce quality education. This
is important in South African schools because many schools do not produce good pass
rates (judging by the Matric results). In the South African school system use is made of
developmentally-orientated accountability system known as Integrated Quality
Management System (IQMS).

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 Study unit 4

Study material
Now, read, study and reflect on information provided in the following sources:
• Department of Education (South Africa). 2002. The national policy on
whole-school evaluation. Uploaded on eFundi.
• Kempen, M. & Steyn, G.M. 2016. Proposing a continuous professional
development model to support and enhance professional learning of
teachers in special schools in South Africa.
The then Department of Education indicates 9 key elements of the policy on whole-
school evaluation. Study these key elements together with the following section that
deals with the responsibilities at different levels.
As you study the discussion of the IQMS, focus on the structures for implementation
(p.50) and reflect on whether these structures perform as required in your school,
especially linking this section with the previously discussed phases of performance
management. Note that the IQMS involves three sub-systems. Why do you think these
sub-systems are important and how do they link with each other? Lastly study with a
critical mind the given challenges and recommendations.

4.4 Change as a development tool

Guiding remarks
According to Kempen and Steyn (2016:32) continuous professional development models
for teachers “are mostly ineffective in bringing about the required change in the teaching
practices of teachers”. The purpose of this study unit is to raise awareness and solutions
to this conundrum to “bring about change in teachers’ practice and knowledge it is
important to design more innovative ways of effectively raising teachers’ competence.”
Van der Merwe (2016:43-57) agrees with Kempen and Steyn in that CPD is indeed about
change in one-self, as a professional teacher, and change to the school.

Study material
Now, read, study and reflect on information provided in the following source:
Van der Merwe, H.J. 2016:43-57. Managing and leading organisational change in
schools in An Educator’ Guide to School Management-Leadership Skills (Chapter 3).

Reflection
As a person who has attended workshops you should give more information from your
experience about the usefulness of these workshops. Seminars and conferences are
rarely used in education except for the once-in-while conference or seminar. Again,
note why (and give more reasons) seminars and conferences are not as effective as
internal modes such as coaching and mentoring.
The Department of Education uses the cascade model to deliver training and change
in schools. Think of how these problems can be overcome or at least how the effects
thereof can be reduced by studying Van der Merwe and Kempen and Steyn’s
solutions and proposed CPD models.

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 Study unit 4

4.5 Formative assignment Study Unit 4: Continuous

Professional Development
Develop a Continuous Professional Development policy for your school, based on
evidence from the literature and legislation. Consult the following documents, and add
another three that will enhance your proposed policy.
• SACE
https://www.sace.org.za/assets/documents/uploads/SACE%20HANDBOOK%20I
NNER.pdf
• Mosoge, M.J. & Pilane, M.W. 2014. Performance management: the neglected
imperative of accountability systems in education. South African Journal of
Education, 34(1):#834.
• Department of Education (South Africa). 2002. The national policy on whole-school
evaluation. Uploaded on eFundi.
• Kempen, M. & Steyn, G.M. 2016. Proposing a continuous professional
development model to support and enhance professional learning of teachers in
special schools in South Africa.

Question 4.1
Find a recent (2018-2021) article on Performance Management or policy on IQMS. The
chosen article must relate to the South African education system. Attach your article to
Assignment 2.
Analyse the document according to the statements below:
1. Planning for performance is a neglected aspect in the management of schools.
2. Mentoring and coaching are but two sides of the same coin.
3. Eduators’ embrace performance appraisals.
4. My school adheres to the legal framework for continuous professional development
of teachers in South Africa. https://www.sace.org.za/pages/about-professional-
development-and-research

Question 4.2
1. Give reasons why accountability systems are important in the school.
2. How can you counteract the fear associated with the implementation of IQMS?
3. Give a critical appraisal of the IQMS as an accountability system. What are its
positive features? What are its problems? How do you propose to solve these
problems?
4. Compare your article with Chapter 3 authored by Van der Merwe’s (2016)
proposed continuous professional development model and apply such a model to
your school’s IQM-processes.

Question 4.3
1. Analyse Kempen and Steyn’s “Dynamic Collaborative Networking Model (DCN
model)” and how it will enhance your school’s CPD plans.
2. Differentiate between each of the following pairs of concepts:

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 Study unit 4

2.1 Training and development

2.2 On-site and off-site training
2.3 Mentoring and coaching (Prinsloo, 2016:261)

This concludes Study Unit 4, continuous professional development in education. Study

Unit 5 offers an overview of career management skills.

36
 Study unit 5

Study unit 5
CAREER MANAGEMENT SKILLS

Study time
The recommended time allocation to complete this study unit successfully is + 25
hours.

Study outcomes
After completing this study unit, you should be able to explain and apply career
management principles and models:
• concepts career, career choice, career path.
• career management objectives and principles.
• elements of career management.
• factors influencing the career management.
• the career management process.
• stages of career management.

Study material
This study unit is based on:
• Neary, S., Dodd, V. & Hooley, T. 2015. Understanding career
management skills, findings: from the first phase of the CMS Leader
Project. Derby: International Centre for Guidance Studies, University of
Derby.
• Meyer, M. & Kirsten, M. 2008. Introduction to human resource
management, p. 87-97 (uploaded on eFundi).

5.1 Concepts career, career choice, career path

Guiding remarks
Career management is a relatively new human resource management function and
forms part of the utilisation and development of human resources in an organisation.
Career management essentially is concerned with managing individuals’ careers and is

37
 Study unit 5

intended for line managers and human resource management practitioners. Therefore
this study unit introduces you to the concept of career management.

Study material
• Neary, S., Dodd, V. & Hooley, T. 2015. Understanding career
management skills, findings: from the first phase of the CMS Leader
Project. Derby: International Centre for Guidance Studies, University of
Derby.
• Meyer & Kirsten, 2008 p. 87-88 (uploaded on eFundi).

Reflection
The definition of career management indicates that in planning the advancement of
individuals within an organisation, there should be a balance between an individual’s
needs and organisational needs . Can you think of instances where individuals’ needs
may be in conflict with organisational needs? Write about 5 such instances below.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Do you think career management is possible at schools? Why?
At school, who do you think should be tasked with career management?

Study the following

An understanding of the following concepts will help you make informed decisions on the
questions above:

A job, career, career choice

A job refers to a regular activity performed in exchange for payment or a position in which
one is employed. A job usually has specific working hours.
A career, according to the Merriam-Webster dictionary, is a field for or pursuit of
consecutive progressive achievement especially in public, professional, or business life
or a profession for which one studies, and which is undertaken as a permanent calling.
Thus, a career can be viewed as a progression in a field may involve many jobs along
the way. Example of careers include careers in medicine, law, teaching, and stock
broking. A prerequisite for a career is usually some specialised training (Hurley, 2010;
Poyner, 2010).
A career choice refers to choosing a career and is determined by an individual’s
preferences, orientation and aspirations as well as economic conditions and sociological
factors such as family and education (Swanepoel, Erasmus, Van Wyk & Schenk, 1998).
Most people find themselves in occupations that would not have been their choice of
careers in the first place. However, they decide or choose to make careers of those
occupations. This most probably, more often than not, leads to conflicts between
individual’s needs and organisational needs. It is not unheard of, for instance, for people
to be in the teaching profession and still study for other careers, which results in lack of

38
 Study unit 5

commitment and dedication to teaching. It makes sense therefore, that career

management should be part of an organisation’s human resource management
activities.

5.2 Elements, objectives and principles of career

management skills

5.2.1 Career management skills

Guiding remarks
Career management is not a once-off event. Organisations have goals they want to
achieve and thus must have career management systems. A career management
system refers to an organisation’s employees’ career development. Such a system may
consist of numerous career management programmes. Career management
programmes encompass numerous objectives.

Study material
• Neary, S., Dodd, V. & Hooley, T. 2015. Understanding career
management skills, findings: from the first phase of the CMS Leader
Project. Derby: International Centre for Guidance Studies, University of
Derby.
• Meyer & Kirsten, 2008 p. 87-88 (uploaded on eFundi).
Clearly, a career management programme involves:
• helping employees to assess their own strengths and weaknesses or challenges;
• set priorities and specific career goals;
• provide information on various career paths and alternatives within the
organisation; and
• offer emplyees reviews of their progress towards these goals by managers who
have received training in condcuting such assessments.

5.2.2 Elements of career management

A bird’s eye view is offered on Val Matta’s blog: Self-awareness, environmental
awareness, plan, and work-life balance.

Study material
• Neary, S., Dodd, V. & Hooley, T. 2015. Understanding career
management skills, findings: from the first phase of the CMS Leader
Project. Derby: International Centre for Guidance Studies, University of
Derby.
• Meyer & Kirsten, 2008 p. 87-88 (uploaded on eFundi).

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 Study unit 5

• https://careershift.com/blog/2014/11/4-elements-of-career-management-
you-forgot/

5.2.3 Objectives of career management

Study material
• Neary, S., Dodd, V. & Hooley, T. 2015. Understanding career
management skills, findings: from the first phase of the CMS Leader
Project. Derby: International Centre for Guidance Studies, University of
Derby.
• Meyer & Kirsten, 2008 p. 87-88 (uploaded on eFundi).

Reflection
Having studied and understood the objectives of career management, do you still hold
your views about the possibility of career management at school? Why?
Career management, being a process, takes place in terms of principles informing
how it should unfold. Study both documents to ensure that you understand career
management principles.
Based on the principles of career management, which other HRM
functions/components do you think are crucial for career management to be
implemented successfully? How?

5.3 Factors influencing career management

Study material
• Neary, S., Dodd, V. & Hooley, T. 2015. Understanding career
management skills, findings: from the first phase of the CMS Leader
Project. Derby: International Centre for Guidance Studies, University of
Derby.
• Meyer & Kirsten, 2008 p. 87-88 (uploaded on eFundi).

Reflection
Reflect on the factors influencing career management as detailed in the two
documents and comment on the status of career management in education.

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 Study unit 5

5.4 The stages and process of career management

Study material
• Neary, S., Dodd, V. & Hooley, T. 2015. Understanding career
management skills, findings: from the first phase of the CMS Leader
Project. Derby: International Centre for Guidance Studies, University of
Derby.
• Meyer & Kirsten, 2008 p. 87-88 (uploaded on eFundi).

Reflection
Having studied the stages of career management, what is opinion on the possibility
of implementing career management in education. Is it feasible? Why?
Have you grasped, with insight, Study Unit 6? Just to make sure, revisit the outcomes
of this unit and make certain that you are comfortable with the aspects covered in this
section. For any uncertainties, please review the relevant section(s) and be prepared
for a discussion and problem-solving during contact sessions, eFundi or individual
emails at the earliest opportunity.

5.5 Formative assignment Study Unit 5: Career

management skills
Write a career plan for yourself, based on Study Unit 5. Use a framework from a
recently pulised article to inform your Career Plan.
The career plan needs to comply with strict academic requirements (see Study Unit
1).

This concludes Study Unit 5. Study Unit 6 will deal employee wellness and safety.

41
Study unit 6

Study unit 6
EMPLOYEE WELLNESS AND SAFETY

Study time
The recommended time allocation to complete study unit 6 successfully is
approximately 20 hours.

Study outcomes
On completion of this study unit you should be able to:
• Describe what is meant by employee wellness.
• Critically discuss the legislative framework governing workplace health
and safety.
• Understand and gain insight of promoting and maintaining employee
wellness.
• Describe the nature and importance of employee assistance programmes.

Study material
This study unit is based on (on eFundi):
• Study guide
• Anon. 2014. Employmee health and wellness interventions
• Michaels, C.N. & Greene, A.M. 2013. Worksite wellness: increasing
adoption of workplace health promotion programs. 14(4):473-9.
doi:10.1177/1524839913480800
• Rothman, S. & Pienaar, J. et al. 2009. Employee health and wellness in
South Africa? The role of legislation and management standards. SA
Journal of Human Resource Management. DOI:10.4102/sajhrm.v7i1.144
• Meyer, M. & Kirsten, M. 2008. Employee wellness. p. 87-88 (uploaded on
eFundi).

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 Study unit 6

6.1 The concept employee wellness

Study material
• Michaels, C.N. & Greene, A.M. 2013. Worksite wellness: increasing
adoption of workplace health promotion programs.
• Meyer & Kirsten, 2008 Employee wellness (uploaded on eFundi).
Employee wellness and safety are important considerations in organisations today.
Employee wellness indicates that the employer cares for employees. An employee who
is well and feels safe at the workplace, is more likely to perform better, than an employee
who is unwell. It is thus essential that organisations strive to improve and maintain
employee wellness.
Note that employee wellness implies a holistic approach to looking after the physical and
psychological state of health and wellbeing of employees in the organisation, which
means providing a safe working environment.
Make sure that you can formulate a clear definition of employee wellness. Prepare
thoroughly in advance for feedback during contact classes for purposes of discussion.

6.2 The legislative framework governing workplace

health and safety

Study material
• Meyer & Kirsten, 2008 Employee wellness (uploaded on eFundi).
• Study Unit 2.
• Rothman, S. & Pienaar, J. et al. 2009. Employee health and wellness in
South Africa? The role of legislation and management standards.
• Log onto the internet and download the webpage of The South African
Labour Guide [https://www.labourguide.co.za/health-and-safety/1446-
overview-of-the-ohs-act]
After reading the above section note and know the following:
Section 24 of the Bill of Rights (Constitution of the Republic of South Africa) enshrines
right of everyone to an environment that not harmful to their health or wellbeing. Apart
from this provision, the Occupational Health and Safety Act (Act 85 of 1993) makes
provision for the health and safety of people at work, the protection of people against
threats to their health and safety arising from the activities of people at work and the
establishment of advisory council for occupational health and safety and related matters.
While the Act covers many aspects of health and safety in the workplace, the
establishment of health and safety committee and representatives can be regarded as
being relevant to education and schools.
The OHSA (85 of 1993) makes the following provisions for the achievement of its
objectives:
• The establishment of an Advisory Council for Occupational Health and safety.

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Study unit 6

• Every employer must provide and maintain, as far as is reasonably practicable, a

working environment that is safe and without risk to the health of his/her
employees, as well as other people affected by the operations of the business.
• Every supplier or manufacturer of items used in a workshop must ensure that such
items do not pose a safety or health risk.
• Every employer must inform his/her workforce of hazards at the workplace.
• Every employee must:
Ε take reasonable care for the health and safety of himself/herself and of other
persons who may be affected by his/her acts or omissions.
Ε carry out any lawful orders given to him/her and obey the health and safety
rules and procedures laid down by his/her employer.
Ε report any unsafe or unhealthy situation which comes to his/her attention;
and
Ε report any incident which may affect his/her health, or which has caused an
injury to himself/herself.
• The appointment of health and safety representatives where more than twenty
employees are employed.
• The establishment of one or more health and safety committees in respect of each
workplace where two or more health and safety representatives have been
appointed.
• Occupational diseases must be reported to the chief inspector.
• A wide range of act of omission and commission are declared offences and can
incur criminal penalties.
The Compensation for Occupational Injuries and Diseases Act (COID act) (30 of 1994)
makes provision for “compensation for disablement caused by occupational injuries or
diseases sustained or contracted by employees in the course of their employment, or for
death resulting from such injuries or diseases …” This COID Act therefore, provides for
compensation to dependants of an employee, should he/she die because of an accident,
injury or disease in the workplace. The Act provides for compensation to dependants
without their having to prove fault on the part of the employer or any person (on the
absence of fault on the employee’s part).

6.3 Promoting and maintaining overall employee

wellness

Study material
• Michaels, C.N. & Greene, A.M. 2013. Worksite wellness: increasing
adoption of workplace health promotion programs. 14(4):473-9.
doi:10.1177/1524839913480800
• Rothman, S. & Pienaar, J. et al. 2009. Employee health and wellness in
South Africa? The role of legislation and management standards. SA
Journal of Human Resource Management. DOI:10.4102/sajhrm.v7i1.144
• Meyer, M. & Kirsten, M. 2008. Employee wellness. p. 87-88 (uploaded on
eFundi).

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 Study unit 6

6.4 The nature and importance of employee

assistance programmes

Guiding remarks
Employee assistance programmes (EAP) are aimed at rehabilitation and thus offered to
troubled employees who need professional treatment for different kinds of personal
problems such as substance dependence, abuse or addiction, marital problems, etc).

Study material
• Michaels, C.N. & Greene, A.M. 2013. Worksite wellness: increasing
adoption of workplace health promotion programs. 14(4):473-9.
doi:10.1177/1524839913480800
• Rothman, S. & Pienaar, J. et al. 2009. Employee health and wellness in
South Africa? The role of legislation and management standards. SA
Journal of Human Resource Management. DOI:10.4102/sajhrm.v7i1.144
• Meyer, M. & Kirsten, M. 2008. Employee wellness. p. 87-88 (uploaded on
eFundi).

Reflection
Having studied the importance of employee wellness, especially during the times of
Covid-19, you must reflect on, have a greater understanding and knowledge of what
employee wellness is. Furthermore please know which legislation directs employee
wellness, and what teachers’ and their eployers’ responsibilities are to ensure
employee wellness.
Have you grasped, with insight, Study Unit 6? Just to make sure, revisit the outcomes
of this unit and make certain that you are comfortable with the aspects covered in this
section.

6.5 Formative assignment Study Unit 6: Employee

wellness and safety
The report needs to comply with strict academic requirements (see Study Unit 1).

Question 6.1
Develop a policy on employee wellness and safety for your school based on the study
sections discussed above, and refer to the relevant articles, and add at least one recently
published article to the list uploaded on eFundi.

Question 6.2
Critically discuss the legislative framework governing workplace health and safety to
ensure employee wellness. Your discussion must include references to the above
articles, chapters, and at least one recently published article to the list uploaded to
eFundi.

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Study unit 6

Question 7
Summarise by providing a narrative story of not more than two pages, on the impact
of various study units in the ONWB 624 module, had on your own career and
development.

Closing remarks
Congratulations on completing this module. We hope you have acquired the knowledge,
skills and competence to tackle your job more efficiently in managing people at work.
The module, however, is not a panacea in human resource development. As you studied
your prescribed and additional sources you realised that not all topics and issues have
been dealt with in this module. This is because of time constraints and obviously your
capacity to deal effectively with all the knowledge presented in the module. Still, we
believe that the areas covered in this module and the skills you have learned while
dealing with the assignments and activities of this module will enable you to become a
more effective manager (principal or human resource specialist) at work.
Our greatest desire is that you will transfer the skills you have acquired in studying this
module, to new situations and problems that you meet in the future.

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