November 25th, 2019

Unsatisfactory performer's rights

With numbers of graduate not employed coming to 600,000 as stated, the employed must have been lucky enough to get the job to survive.

With the exception of the government sector group, administrators often have little tolerance for poor performance in the workplace.

Confronting these issues can often be an awkward and challenging process in the fast-paced business.

Once action is taken on ‘certain employees’, the risk of a claim for unfair dismissal, or even discrimination, will befall employers who fails to adhere to the expected process.

Not many cases can be seen to resolve issues with underperforming staff by dealing with the matter informally.

Unsatisfactory performance is covered by competency or poor performance procedures can become apparent in a number of ways.

This may include:

• Poor standards of work, e.g. frequent mistakes, not following job procedures, unable to cope with instructions given.

• Poor ability to cope with a reasonable volume of work to a satisfactory standard

• Poor work attitude, e.g. poor interpersonal skills, lack of commitment and drive.

• Poor and lacking of apparent skill in tasks/method of work required

• Poor administrator development process when an individual is consistently not achieving agreed and realistic set targets/objectives.

The ‘victimized employees’ never had the chance to meet face-to-face with administrators in getting explanations on where they are going wrong, and what support and training that can be given or resolve the problem.

Seldom, the code of practice or formal route which provides the information and guidance to allow employers to deal fairly with staff in performance-related issues are given.

Though each workplace has its own policies, it is just the ‘code’ in itself and is not legally binding.

Thus it is very frustrating to most ‘victim’ that they are facing an unfair action taken on them.

There are a number of ‘bold and brave’ victim who will definitely face the consequences as they know the ‘standard of procedures’ called for.

For employees who think that they had been victimized, it is best to know that:

Before any disciplinary action can be taken against you, necessary investigations to establish the facts and substantiate the poor performance should be done.

An investigation may include a review of appraisal records or work monitoring. If there is an investigatory meeting, this should not in itself result in any disciplinary action.

Should the administrators decide that there is a disciplinary case to answer, you will be notified of this in writing, setting out the nature of the poor performance, the appropriate evidence and its possible consequences (such as being provided with a warning).

Victimized employee should be given details of the time and venue of a disciplinary meeting, together with the right to be accompanied by a work colleague, a counselor representative or an official employed.

Victims should have the right to know whether disciplinary action is justified right after a disciplinary meeting.

In the right practice, employee at fault will be provided with a first written warning, setting out the nature of the poor performance, together with the improvement required and the timescale for such improvement.

Their work should be properly reviewed and monitored during this time. But this is not in implement in our working environment.

Many victims of poor performers were not given a performance improvement plan, a lengthier document specifically detailing what is required to improve and giving timescales.

Many victims of poor undoing was not notify of the consequences of further disciplinary action, which may be a final written warning or a dismissal if the employee is already at the final written warning stage.

Poor and bad administrators will think that they had nailed the problem of poor performance only to find the performance dips again after the written warning has expired.

The said poor performer should be given a lengthened the time frame for improvement and/or extend the length of time that the warning will remain live.

Poor performer should be given and maintain an acceptable performance level for a sustained period, to help protect against allegations of harsh treatment or discrimination.

Poor performer should be notify in writing of their right to appeal any disciplinary sanction, together with the time period for appealing (this is usually up to five working days).

Any appeal should be dealt with as impartially as possible and ideally should be heard by a different administrator than the one who dealt with the original disciplinary procedure and decision. As with the initial disciplinary meeting, your employee has a statutory right to be accompanied at an appeal hearing.

Azizi Ahmad Malaysiakini Letters 25 November 2019

Jangan sesekali ‘membakar jambatan’

MEMBAKAR jambatan merupakan istilah mainan orang politik bagi mengambarkan ‘memutuskan hubungan diantara dua pihak maupun individu’.

Perdana Menteri ke-7 pernah membakar jambatan, menteri paling lama berkhidmat di bawah empat Perdana Menteri, Dr Rais Yatim sinonim dengan ‘membakar jambatan’, dan ramai lagi turut membakar jambatan.

Minggu lepas dua sahabat mendekati saya untuk berbual mengenai isu permasalahan mereka.

Seorang darinya adalah mengenai hubungan peribadi sementara seorang lagi, adalah tentang kerjayanya.

Saya cuba menjadi berguna kepada kedua kawan saya, dan membantu mereka memikirkan ‘perencanaan’ yang sesuai yang boleh membantu menyelesaikan masalah masing-masing.

Saya terfikir bahawa pada mulanya tidak salah seorang daripada mereka berfikir tentang memutuskan hubungan, dan mengabaikan sahaja permasalahan mereka.

Sudah tentu, saya gembira kerana mereka berdua berjaya mengatasi permasalahan mereka dengan cara tersendiri.

Tetapi, ini membuatkan saya berfikir sama ada ia sesuai untuk ‘membakar jambatan’ dengan kawan, rakan sekerja, rakan kongsi perniagaan, pasangan, ahli keluarga, pekerjaan, atau juga perusahaan?

Saya tahu bahawa terdapat keadaan apabila anda akan mempertimbangkan untuk berbuat tidak peduli akan perkara-perkara ini.

Tetapi bilakah anda harus mempertimbangkan untuk ‘membakar jambatan’?

Paling mudah untuk tujuan ‘memutuskan hubungan’ atau ‘membakar jambatan’ adalah dengan kawan, rakan sekerja, majikan, rakan kongsi perniagaan dan pelanggan yang tidak jujur dan tidak setia.

Adalah baik juga untuk menjauhi mereka yang tidak berintegriti.

Seterusnya, saya sering bertanya kepada diri sendiri apakah pekerjaan saya atau orang di sekeliling saya membawa dan memberi kebahagiaan.

Kita akan berfungsi paling baik, apabila kita gembira, kerana masa yang kita habiskan dan akibat di tempat kerja, tidak terkecuali dengan sekumpulan orang tertentu.

Keperluan interaksi yang bermakna adalah untuk membawa kita kepada kegembiraan dan kebahagiaan, secara berterusan.

Jika tugas atau mereka yang bekerja dengan kita hanya dan membawa pada kesedihan, elok sahaja dan sudah tiba masanya untuk kita membawa diri ke tempat lain.

Saya menggunakan penanda aras ini untuk pelanggan saya, dan urusan harian saya.

Nilai yang dibawa oleh seseorang kepada anda adalah ujian seterusnya, sama ada anda perlu ‘menyalakan api ke jambatan itu’.

Saya sentiasa mengingatkan diri saya untuk menghargai orang lain.

Saya menganggap ini sebagai komponen penting untuk menjadi ‘berharga dan bernilai secara peribadi’.

Jadi, tanya akan diri anda jika pekerjaan anda atau seseorang membawa anda nilai yang berkekalan.

Selain membawa kebahagiaan, pekerjaan anda dan orang-orang di sekeliling anda harus menambah nilai kepada kehidupan anda.

Adakah mereka menyokong anda dan menawarkan anda nasihat, atau adakah mereka hanya ada tanpa menyumbang apa-apa kepada anda?

Sekiranya mereka tidak membawa sebarang nilai, sudah tiba masanya untuk mengelakkan diri.

Mungkin kita perlu untuk mengenali ciri-ciri jenis orang, pekerjaan dan pelanggan yang ‘toksik’.

Adakah orang di tempat kerja anda atau orang yang anda tidak suka, selalu bersikap negatif?

Adakah mereka gemar menghakimi orang dan situasi untuk memenuhi keperluan mereka?

Adakah mereka menggambarkan diri mereka sebagai mangsa, sepanjang masa?

Saya mempunyai prinsip peribadi yang sangat berguna sejak bertahun-tahun.

Saya menolak orang, pekerjaan, dan juga pelanggan yang membuat saya berasa lebih negatif daripada positif.

Sikap dan ciri negatif adalah sesuatu yang tidak mempunyai ruang dalam hidup saya.

Saya cadangkan agar anda tidak akan membuka pintu dan memberi peluang untuk ‘sikap dan ciri negatif’ berada dalam diri anda.

Penanda aras seterusnya adalah nilai peribadi anda. Nilai diri anda memacu tindakan dan mengarahkan laluan anda.

Kita boleh menjauhkan diri dari orang lain apabila nilai-nilai yang mereka pamerkan adalah tidak sesuai dengan nilai kita sendiri.

Baru-baru ini saya memutuskan bahawa saya tidak lagi dapat berkawan dengan seseorang yang saya rapat, kerana sikapnya dan kesetiaan beliau terhadap isterinya jauh dari apa yang saya percaya.

Saya tahu bahawa saya tidak perlu bersetuju dengan cara pilihan gaya hidup beliau.

Tetapi, apabila saya mendapati bahawa cara dia memilih untuk menjalani hidupnya, mengganggu saya pada tahap yang sangat mendalam, bukan cuba meyakinkan sebaliknya, adalah lebih bijak bagi saya untuk menjauhkan diri.

Seterusnya ialah sama ada tugas, ketua atau rakan anda memberi sokongan atau cuba menjatuhkan anda?

Melalui pengalaman, kita tahu apa kerja yang kita lakukan, dan orang yang anda berinteraksi dan terlibat mesti memberi peluang.

Sekiranya anda sentiasa merasa tidak senang ketika berada bersama seseorang, atau jika setiap pertemuan dengan ketua anda membuat anda merasakan bahawa anda akan menghadapi lima belas pusingan tinju, maka itu adalah tanda yang pasti bahawa sudah tiba masanya untuk menjauhkan diri dari mereka.

Akhir sekali, tanya diri anda samada rasa hormat diri adalah sebahagian dari kepentingan kesedaran anda?

Beberapa tahun yang lalu, saya mempunyai pelanggan yang menyumbang secara signifikan dalam pekerjaan.

Tetapi selepas berulang kali tidak dihormati oleh ketua mereka, saya menyedari bahawa semangat saya sendiri sedang bergoncang.

Sikap tidak menghormati orang lain datang dalam pelbagai bentuk.

Sungguh pun pelanggan tidak pernah bersikap kasar atau secara terang, mereka sering meminta diberi perhatian sepanjang masa dan tidak pernah memperakui ‘nilai kebolehan dan usaha’ saya dengan sentiasa tidak memberi tumpuan dan perhatian sepenuhnya.

Sungguh pun ia agak menjejaskan prestasi saya, saya mengumpulkan keberanian untuk menghindar dari mereka. Saya tahu saya terpaksa, kerana saya tidak sepatutnya tidak dihormati.

Dan, saya membuat keputusan pada masa ini, bahawa sesiapa yang tidak menghargai saya, tidak lagi mempunyai tempat dalam hidup saya.

Sungguhpun pengalaman memberitahu saya bahawa pepatah untuk “jangan sesekali membakar jambatan”, adalah nasihat yang baik.

Namun, ingat pengecualian peraturan ini, demi kepentingan anda sendiri, beberapa ‘jambatan perlu dibakar.’

Azizi Ahmad  Bebas News Columnist 25 November 2019

Do we need new teaching philosophy to produce quality teachers?

I REFER to the letter “Quality teachers are key” published in The Star Online today.

Every teacher wants to be good, said to be good, and really good. Teachers of Malaysia are guided through the Malaysia Teacher Education Philosophy, or Falsafah Pendidikan Guru (FPG).

FPG outlines the type of teachers aspired by the nation: “Teachers who have a good personal well-being, progressive and scientifically-oriented, ready to uphold the nation’s aspirations and preserve her cultural heritage, promises individual development and maintains a united, democratic, progressive and disciplined society.” (1982).

Elements of FPG analysis come with:

1. Personal wellbeing
– Good personality, well-mannered, disciplined, morally good

2. Progressive and scientifically oriented
– Develop according to the present times with due emphasis on science and technology
– Strive hard in order not to be left behind professionally

3. Ready to uphold the nation’s aspirations
– Comprehends fully the nation’s unique culture
– Endeavour to maximise contribution in order to change nation’s aspiration

4. Sustain nation’s cultural heritage
– Appreciate nation’s unique culture
– Foster sense of pride with respect to our diversified culture
– Nurture patriotism and love for the country

5. Promise individual development
– Teachers role in self-development and pupils holistic development

6. Maintain a united democratic, progressive and disciplined society
– Teachers responsibility as a member of the society to contribute towards nation-building
– Endeavour so that society can fulfil the nation’s aspirations

But what exactly are the qualities that make a good teacher? What are the skills, talents, and characteristics, and can they be taught or learnt?

Teacher quality is defined as teachers engaging in education tasks, with certain characteristics, and being able qualified to conduct teaching activities, arousing students’ interest in learning, and enhancing students’ learning achievements.

Teaching can be quite satisfying for people who do it well. A number of educators will not admit they are the best teacher as they do not know the real numbers of students who loves or like them but should good things happened in the classroom, then by all means we are good teachers.

Teachers are the individuals that prepare the future workforce. High calibre teachers that conduct high-quality teaching by integrating their skills and knowledge into their instructional time are central to improving student outcomes.

But for new reporting teachers, the key challenges start when teachers are asked to put theory and innovative ideas into practice without getting much guidance on how to do it.

Thus, having a high-quality teacher who can bring her/his professional attributes and skills into the classroom is not enough to achieve higher gains in student outcomes.

Without a well-prepared instruction process and strong support, quality teaching is impossible to achieve.

Teacher quality and quality teaching are highly interconnected; one without the other can do little for student success.

Policy strategies should align with a clear vision for talented teacher recruitment, preparation, professional learning, and ongoing evaluation that can significantly improve system performance.

This policy brief will provide background information on interconnection of teacher and teaching quality, discuss key challenges, and propose solutions to for higher outcomes. Teaching quality, teacher quality, innovative ideas.

Although every great teacher has their own special, unique style, and there many writings on universal qualities that are necessary for anyone who wants to teach effectively, whether they want to teach in an elementary school or a university.

Educator or teacher should be have expert communication skills, superior listening skills, deep knowledge and passion for their subject matter, the ability to build caring relationships with students, friendliness and approachability, excellent preparation and organisation skills, strong work ethic, community-building skills and of course provide high expectations for all.

Great teachers may also possess a number of other wonderful qualities (like a sense of humour, personality, flexibility, kindness, leadership, classroom management, a calm demeanour, experience, and the ability to multitask), these are the qualities the best teachers universally possess.

Azizi Ahmad Malaysian Insight Your Insight 25 November 2019