Abstract
M.Ed.
This study was undertaken with the purpose of directing the attention of the manager
(headmaster) on in-service training as a support function to manage change. It is important
to note that this study is motivated within the private sector, but there is no reason why it
cannot be applicable and useful to the headmaster of a school.
Firstly an overview is given of the research and method of research, followed by a
discussion of a few concepts such as school (training) management and in-service training.
A brief outline is given of change as part of life, and therefore as part of any organisation
and its structure. Thereafter motivation as a key function of the manager (headmaster) is
discussed. Managing change is essential for organisations in order to be successful in the
world today. There is no single answer to managing change in our diverse society. An
organisational stucture that accommodates change however, is important. Motivation,
commitment, communication and participation are key words in the management of chYnge.
It is shown that in-service training can be the manager's (headmaster's) right hand when
it comes to managing change. To see change as a crisis is more a perception of our inability to handle it and is not the
character of change itself. Reasons for resistance are many, but lack of information,
knowledge and skill are the core reasons. Change can be seen to be threatening to people's
opportunities, to disturb the way things are normally done and leave one with a feeling of
loss or anxiety. This perception causes the resistance to change. It cannot be ignored and
should rather be shown in a positive light.
In-service training is therefore needed to change the anxiety caused by threat into a positive
feeling through new skills training. The success of implementing change is, to a great
extent, determined by the involvement of all concerned.
In-service training can be seen as a practical method for managers (headmasters) to support
and motivate employees (teachers) in a world characterised by change. Follow-up action
and evaluation, control the success of in-service training which must be practical, relevant and credible. The first training session must have positive results. Therefore the
role of in-service training has to be planned carefully and systematically according to the
employees' individual needs, desires, skills and capabilities, as well as the needs of the
organisation.
It is shown that change does not have to be a threat, but can be an opportunity to develop
both the quality of individual performance as well as improving the functioning of the
organisation. In-service training can and must support the manager (headmaster) in his
task. Co-operation between the manager and training personnel can cause change to be
seen as an opportunity and not as a threat.
As the world changes, people change, society changes and demands for education and
training also change.