Pengalaman PrOD di Tiga Sekolah

PENGALAMAN MELAKSANAKAN PrOD (Pembentangan di Seminar Kerja PrOD (IAB) 2011)
Oleh
Abdul Rahim bin Mohd Yunus
Pengetua SMK Sultanah Hajjah Kalsom, Kuantan, Pahang

ABSTRAK

Salah satu cabaran pelaksanaan Program Melonjakkan Kecemerlangan Sekolah Melalui Pembangunan Organisasi (PrOD) yang dijangka dari awal oleh para Konsultan Kanan IAB ialah pertukaran pengetua yang terlibat dengan program latihan ini. Walau bagaimanapun, tidak dapat dinafikan berlaku kesan limpahan dalam bentuk positif apabila program ini tersebar bersama pergerakan pengetua. Setelah menjalani latihan PrOD di bawah kelolaan Institut Aminuddin Baki (IAB) mulai 2008, elemen latihan tersebut telah digunakan dalam beberapa persekitaran yang berbeza. Beberapa elemen yang dapat dijadikan formula kejayaan pembangunan sekolah telah dikenalpasti berdasarkan pengalaman dua kali bertukar sebagai pengetua pada tahun 2009 dan 2011. Kertas ini menghuraikan pendekatan pengetua melaksanakan PrOD di tiga sekolah yang berbeza (Sekolah Model Khas, sekolah harian dan Sekolah Kluster Kecemerlangan). Huraian deskriptif ini ialah aplikasi model dan elemen asas latihan PrOD. Seterusnya, dibincangkan juga kesan pelaksanaan PrOD dan akhirnya beberapa cadangan yang mungkin dapat meningkatkan keberkesanan PrOD di sekolah-sekolah.



A. Pendahuluan
Latihan PrOD Kohort 1 bermula pada 2008 dan berakhir pada tahun 2010. Dalam masa tersebut banyak perubahan telah berlaku dan antara perkara yang dijangkakan ialah pertukaran pengetua (Mary Yap, 2009). Perubahan yang dijangkakan ini juga diharap akan dapat menyebarkan pendekatan pembangunan organisasi dalam acuan PrOD. Ini kerana pelaksanaannya ialah mengikut pengetua yang terlibat. Idealnya, sekolah yang baru diterajui pengetua PrOD asal akan menjadi medan atau ‘frontier’ baru untuk dipertingkat, sementara sekolah yang ditinggalkan diharap akan terus berkembang pembangunan organisasinya.

B. Pendekatan Membangunkan Sekolah Sebelum PrOD
Tiada perkataan “Pembangunan Organisasi” atau “OD” (Organizational Development) disebut-sebut dalam menjalankan tugas sebagai pengetua baru mulai Julai 2005.
“…a fresh principal (a rookie) with a clear mission but very little instructions.”
(Abdul Rahim, 2009)

Usaha mencapai “kecemerlangan sekolah” ialah perkataan yang lebih popular melalui Program PKKP (Peningkatan Kurikulum dan Kemajuan Pendidikan) bagi warga pendidikan di Pahang. Bidang yang ditumpukan dalam PKKP ialah kurikulum, kokurikulum, bina insan, 3K dan pengurusan pejabat. Folio A (Analisis dan Diagnosis) dan Folio B (Program) ialah aktiviti dan dokumentasi yang cuba diusahakan semua sekolah dalam program tersebut. Pengurusan Strategik berdasarkan kursus di IAB juga menjadi “modal” menjalankan tugas.

Pada peringkat awal, perhatian lebih ditumpukan kepada asrama dan akademik. Saya telah memberikan fokus kepada membentuk pasukan pentadbir dan warden asrama terlebih dahulu kerana itu ialah isu strategik ketika itu. Sambil mewujudkan pasukan kerja yang baik di asrama, saya turut menggunakan sepenuhnya Jawatankuasa Pengurusan Sekolah bagi meningkatkan keupayaan perancangan dan tindakan di sekolah.

Orientasi kesedaran kepada penghayatan agama Islam yang menjadi asas kekuatan penting sekolah ini sejak penubuhannya telah kami teruskan. Kami mementingkan mesyuarat dan keputusan bersama yang sangat diperlukankan (Al-Imam Al-Nawawi, 2000) bagi menentukan tindakan dan melaksanakan muhasabah atau refleksi. Ada juga unsur ketenteraan yang saya ketengahkan dalam melaksanakan tugas mendisiplinkan asrama dan menganalisis tindakan (Abdul Rahim, 2009). Telah ada slogan ‘Nothing Personal’ dan ‘Purely Professional’ yang saya tambahkan kepada ‘No Hurt Feelings’ dalam ‘After- Action Review’ ( AAR) pasukan tentera (Townsend & Gebhardt, 2004) .

C. Pendekatan Pelaksanaan PrOD
Sekolah Model Khas:SMK Seri Bentong (2008-2009)
Sekolah yang menempatkan murid Tahap 2 Sekolah Kebangsaan (Tahun 4, 5 dan 6) dan menengah (Tingkatan 1 hingga 5) memerlukan peranan Guru Besar dan Pengetua sekaligus. PrOD memberi fokus pembangunan organisasi melalui kepimpinan serta keberkesanan peribadi.
Kami cuba memanfaatkan proses yang digariskan dalam latihan PrOD bagi memenangi hati dan minda ke arah kesedaran yang merangkumi semua peringkat pemimpin yang digariskan dalam PrOD iaitu pemimpin: atasan, pertengahan, baru dan murid.
Fokus tambahan sebagai modal kami ialah usaha meningkatkan Keberkesanan Peribadi (‘Personal Effectiveness’) yang dirangkumkan dalam 2 sifat pegangan Pemimpin Aras 5 (Level 5 Leaders) iaitu ‘Professional Will’ dan ‘Personal Humility’.

Tindakan Pengetua dan Guru Penolong Kanan Pentadbiran
1. Melakukan refleksi awal melalui analisis SWOT tentang kekuatan, kelemahan, peluang serta ancaman sendiri serta ahli-ahli Jawatankuasa Pengurusan,
2. Mengenalpasti isu-isu strategik kepimpinan,
3. Merangka Pelan Tindakan PrOD Fasa 1 bagi perancangan dan pelaksanaan tahun 2008 hingga 2009,
4. Membina Carta Gantt untuk kawalan dan pemantauan.
Pelan Tindakan Fasa 1 yang dirancangan bersama Guru Penolong Kanan pentadbiran dijelaskan melalui jadual berikut:









Antara inisiatif peribadi Pengetua:
· ‘Monday Sharing’ – perkongsian profesional selepas perhimpunan/mesyuarat,
· Menghadiahkan buku kepada semua Guru Penolong Kanan yang berkisar kepada pembinaan sahsiah serta motivasi professional,
· Melibatkan murid dalam merangka program sekolah, mendapatkan pandangan dan cadangan melalui sesi sumbangsaran (‘brainstorming’)
· Perjumpaan dan latihan khas untuk Exco Asrama dan Pengawas,
· Perjumpaan berkala Pengetua dengan murid mengikut tingkatan,
· Membudayakan penulisan peribadi dalam bentuk esei, anekdot, refleksi, sajak dan bahan pembentangan yang berkaitan tugas. Bahan-bahan ini diterbitkan melalui Arena Seri yang diusahakan pula oleh Pusat Sumber Sekolah. Guru-guru akhirnya banyak memberi sumbangan sehinggalah edisi terakhir (ke-7– Edisi Khas PrOD) ketika saya meninggalkan sekolah,
· Memilih lagu tema profesionalisme (“lagu Pengetua”) - “Ayat- Ayat Cinta” untuk dihurai secara lisan bertulis untuk dihayati oleh warga sekolah,
· Menyampaikan kemahiran membuat nota melalui kaedah MindMap – setiap kali orientasi murid baru dan slot kemahiran belajar untuk guru dan murid,
· Pemeriksaan kerap asrama pada waktu persekolahan dan lewat malam,
· Menyiasat dan menyelesaikan kes-kes pelanggaran disiplin bersama warden dan guru,
· Bertugas menjaga Kelas Tahanan pada hujung minggu dan merangka modul khas “Gerak Seri”,
· Menjadi imam solat berjemaah, memimpin solat hajat dan bacaan surah Yaasin,
· Merangka dan melaksanakan Pakej Induksi Seri Bentong atau orientasi guru baru supaya mereka dapat menyesuaikan diri dengan persekitaran tugas di SMKSB,
· Mengambil bilik asrama dan kelas angkat untuk memulihkan keceriaan,
· Menghantar murid yang sakit ke klinik atau hospital,
· Membuka peluang semua guru, staf dan murid memberi pendapat secara bertulis atau lisan serta “mendengar” sebarang aduan,
· Memilih tugas paling sukar dalam pembahagian kerja pasukan.

Selain itu, aktiviti seperti menulis surat kepada diri sendiri yang dinamakan Visi Peribadi, maklum balas yang dipanggil ‘Ticket to Leave’ dan refleksi kendiri dapat diselesaikan tanpa perlu mengambil masa yang lain. Saranan oleh PrOD ini menjadi cara yang amat berkesan dan mudah untuk mendapat maklumbalas segera dari semua guru. Selain pihak pengurusan dapat menilai aktiviti sekolah, guru juga terlibat dalam proses membangunkan sekolah.
Menawarkan bengkel dan membentangkan strategi menangani cabaran dalam bilik darjah,
Menetapkan standard minimum untuk aktiviti atau hasil kerja seperti dokumentasi, pelaporan dan keceriaan,
Memberi peluang dan menonjolkan guru-guru untuk pengendalian program di peringkat daerah dan negeri seperti Kem Kepimpinan Asrama, Karnival Sekolah Rancangan Khas dan seumpamanya,
Membantu PPD untuk melatih GSTT dengan menyediakan modul asas; dengan bantuan guru-guru Seri Bentong yang juga bertindak sebagai penceramah dan fasilitator,
Membudayakan penyediaan dokumentasi bagi setiap aktiviti sekolah,
Menjadikan aduan pelanggan sebagai alat rangsangan, membangkitkan emosi dan akhirnya menjadi asas penyatuan dan tindakan secara rasional. Saya mewujudkan rasa kurang selesa berada di zon selesa. Mewujudkan krisis dalam bentuk ini adalah pendekatan tentera yang digunakan dalam pemasaran perniagaan: “The best strategy is the courage to attack yourself” (Ries & Trout, 1986). Krisis dan ‘self-attack’ dalam bentuk terkawal juga saya gunakan dalam menguji Jawatankuasa Pengurusan dan Guru Penolong Kanan.
Penegasan yang diulang-ulang kepada guru:
Menganggap murid sebagai anak-anak sendiri. Jika tidak dapat mencapai tahap anggapan tersebut guru-guru disarankan membayangkan apa yang diharap jika anak-anak mereka sendiri berada di tempat murid-murid,
Murid adalah amanah oleh Allah dan kita akan dipersoalkan tentang amanah,
Kerja membina sahsiah serta mengajar kebaikan, kecemerlangan serta menjauhi kejahatan dan keburukan ialah “kerja Nabi” yang diamanahkan bagi penerusan umat yang berjaya di dunia dan akhirat .

Sekolah Harian:SMK Bukit Rangin (April 2009-Ogos 2011)
Saya ialah pengetua lelaki pertama di SMKBR; sekolah harian luar bandar (diasaskan pada 2001) tanpa asrama yang muridnya melebihi 1100 orang. Latar belakang murid serta guru yang bertugas di pinggir bandar besar menyediakan cabaran yang berbeza. Isu utama ialah masalah disiplin murid . Isu strategik yang dikenalpasti ialah kehadiran tahunan murid ke sekolah yang tidak pernah mencapai 90%.
Keadaan tersebut turut memberi kesan kepada keputusan pelajaran Bahasa Malaysia di peringkat SPM yang tidak pernah mencapai kelulusan 100%. Rekod juga menunjukkan bahawa kehadiran murid dalam peperiksaan SPM juga tidak pernah 100%.
Guru-guru amat prihatin akan kecemerlangan tetapi terganggu dengan masalah disiplin; khususnya kekasaran/sikap agresif murid, tidak cakna sebahagian penjaga/ibu bapa dan kegagalan mengawal tingkahlaku murid.
Langkah awal yang kritikal bagi menentukan perubahan di SMKBR:
1. Mendapatkan maklumbalas dari guru melalui ‘Ticket To Leave’ – 2 soalan sahaja bagi mengenalpasti pandangan , isu tersembunyi (keluhan, harapan, masalah ),
2. Bertindak menangani masalah disiplin yang serius secara tegas dalam kelembutan,
3. “Terbuka dan mendengar” melalui bersemuka dan saluran elektronik,
4. Memastikan kehadiran dilihat dan dirasai – pemimpin tempatan (Tok Empat,Tuan Imam, Yang Berhormat), agensi kerajaan (Pondok Polis, Klinik),
5. Membina keyakinan bahawa guru sebenarnya ‘in-charge’, diamanahkan dan mesti menerima “sumpahan” atau tanggungjawab sebagai orang berilmu,
6. Meletakkan guru dan murid ditempat masing-masing melalui penegasan dalam perhimpunan rasmi, perjumpaan dan taklimat,
7. Membina pasukan pengurusan yang “berbeza”.

Langkah susulan:
1. Mesra murid melalui sentuhan peribadi, memastikan perjumpaan dengan kumpulan murid secara terancang,
2. Menekankan standard minimum dalam dokumentasi,
3. Meyakinkan guru bahawa masih ada ruang membaiki prestasi sekolah dan keluar dari keselesaan (waktu balik, jadual kokurikulum, mesyuarat)
4. Menghurai potensi akademik melalui data,
5. Meningkatkan unjuran kecemerlangan akademik daripada zon selesa dan ‘play safe’,
6. Memastikan data digunakan untuk membuat keputusan; bukan andaian,
7. Meneliti latar belakang murid, memahami status sosio-ekonomi, mengutamakan kebajikan dan mempromosi bantuan untuk mereka (Cakna Pengurusan , Bantuan Hari Raya, Bantuan Anak Yatim)
8. Melaksanakan Program Pasca PMR secara terancang, terkawal dan relevan dengan keupayaan murid,
9. Mengaktifkan forum maklumat, perbincangan dan maklumbalas melalui blog sekolah (smkbrangin.blogspot.com) yang dibangunkan sebagai salah satu aktiviti Pasca PMR,
10. Membina rangkaian sahabat dengan sekolah berdekatan dan sama “liga” dan bekerjasama dalam program kecemerlangan akademik,
11. Menggunakan hubungan baik dengan SBP dan menumpang program kecemerlangan,
12. Membina kerjasama erat dengan UMP, Kolej Matrikulasi, UIAM, Kolej Shahputra, UiTM dan
13. Mempromosi komitmen sekolah melalui orientasi SK dan lawatan ke rumah murid,
14. Menggerakkan perubahan melalui Matriks ERRC saranan ‘Blue Ocean Strategy’,
15. Menyesuaikan pelbagai tindakan meningkatkan kecemerlangan SMKBR melalui pengalaman PrOD di SMKSB.


Sekolah Kluster Kecemerlangan (SKK):SMK Sultanah Hajjah Kalsom (Ogos 2011-Sekarang)
SMK Sultanah Hajjah Kalsom Kuantan atau lebih dikenali sebagai SHAKS dinobatkan pada 2011 sebagai SKK Kohort 4. Hampir 100% daripada 568 muridnya tinggal di asrama Sekolah Rancangan Khas negeri Pahang ini. Tugasan di sini menyamai SMKSB; dengan cabaran yang makin “besar, berbulu dan manakutkan”. Statusnya membawa jangkaan di luar kebiasaan pada pandangan komuniti pendidikan setempat, negeri dan kebangsaan.

Pelaksanaan perkara asas PrOD di sini perlu disegerakan dan ada tanda-tanda yang menunjukkan boleh diserap lebih cepat. Hubungan melalui blog SMKBR dengan warga SHAKS (guru, murid dan bekas murid) sebelum saya bertugas di sini telah membantu; di samping hubungan lama sebagai rakan setugas di SMK Abdul Rahman Talib, Kuantan era 80-an hingga 2005 dengan lebih 10% gurunya turut menjadi aset. Reputasi mendahului kedatangan saya di SHAKS seperti juga di SMKBR.

Perkara yang telah dilaksanakan setakat ini:
1. Memulakan pengenalan aspek keberkesanan peribadi pemimpin hadapan (G11), pemimpin pertengahan (Ketua-Ketua Panitia, Penyelaras, Setiausaha, Ahli-Ahli Jawatankuasa Induk), pemimpin baru (guru baru berkhidmat di SHAKS dan guru novis) dan pemimpin murid (Pengawas Sekolah, Asrama, AJK Tertinggi semua peringkat),
2. Mendapatkan maklumbalas awal melalui ‘Ticket To Leave’ - guru dan murid,
3. Sedapat-dapatnya mempraktikkan ‘professional will’ dan ‘personal humility’ dalam semua keadaan.

D. Formula Keberkesanan/Kejayaan & Potensi Yang Perlu Dimanfaatkan
1. Kesedaran Profesional
· Peribadi –persepsi terhadap kepimpinan, yang dipimpin,
· Pasukan Pengurusan Mantap (‘A-Team’)/Kumpulan Pemikir (‘Think-Tank’)
· Mengoptimumkan peranan Guru Kaunseling Sekolah
2. Menentukan fokus melalui proses Pengurusan Strategik
· Analisis persekitaran
· Mengenalpasti isu strategik
· Bertindak segera dan jelas (“Must be done and must seen to be done”)

3. Pelan Tindakan
4. Mendokumentasi proses
5. Menulis anekdot atau catatan pengalaman
6. Mengubah pandangan guru, murid dan staf sokongan
· Tenang dan mesra dan (‘cool head and warm heart’)
· Menepati kata dan janji
· Melatih guru dan murid melalui kepercayaan dan pengupayaan (‘empowerment’ – ‘letting go so that the others can get going’)
· Mendekati , menghormati dan mendahulukan murid

7. Mengubah pandangan ibu bapa atau penjaga
· Membantu & memudahkan urusan
· Menghormati & mengutamakan pelanggan sebagai tetamu

8. Memanfaatkan latihan dan apa yang ada dalam kawalan
9. Mengusahakan dan mengesan tanda-tanda kejayaan awal (‘small gains’)

E. Kesan Pelaksanaan PrOD
1. Pengiktirafan komuniti setempat, daerah, negeri dan kebangsaan terhadap sekolah,
2. Peningkatan keyakinan peribadi dan penglibatan di peringkat daerah, negeri,
kebangsaan dan antarbangsa,
3. Peningkatan kecemerlangan akademik (‘acid test’ Rujuk Jadual) dan kokurikulum


TAHUN (Fasa PrOD)


SEKOLAH

PEPERIKSAAN

GPS

ANUGERAH




2008




SMKSB




UPSR




1.08 (dari 1.16-2007 dan
1.29-2006)
Menerima
6 Anugerah:
Prestasi Cemerlang, Anugerah
PKKP Akademik & Anugerah Gading Bersilang Yayasan Pahang




PMR




1.40 (dari 1.36-2007 dan
1.46-2006 )
Menerima
5 Anugerah:
Anugerah PKKP Akademik JPNP & 4 Anugerah Gading Bersilang Yayasan Pahang


SPM


3.05 (dari 3.3-2007,
3.42-2006 dan
4.51-2005)
Anugerah Menteri
Besar Pahang Keputusan SPM SRK 2008
(Terbaik selepas SKK –SMART sekolah ‘benchmark’




2009




SMKBR

PMR


2.41 (dari 2.47-2008)

Hadiah Kecemerlangan PPD &JPN

SPM

4.91 (dari 4.89-2008)

Hadiah Kecemerlangan PPD &JPN
Lulus 100%



2010




SMKBR



PMR




2.25
Hadiah Kecemerlangan Menteri Besar Pahang Sekolah Menengah Luar Bandar Terbaik PMR 2010


SPM


4.92
Anugerah Kecemerlangan Akademik Keseluruhan Peperiksaan SPM &
3 Anugerah Kecemerlangan Mata Pelajaran
Peningkatan Kualiti , 10 mata pelajaran meningkat

4. Menjadi ‘benchmark’ dan rakan kongsi daerah, negeri dan antarabangsa,
5. Dicalonkan Anugerah ASAT, ASC, Kluster(SMKSB) kecemerlangan dan dicadangkan sebagai SRK (SMKBR)

F. Cadangan Meningkatkan Keberkesanan
1. Rangkaian dan jaringan sekolah “Prodian” – hubungan ‘benchmarking’, kelompok,
2. Khidmat ‘coaching dan mentoring’ inisiatif IAB/JPN di sekolah,
3. Senarai semak pelaksanaan elemen,
4. Buku panduan/’handbook’,
5. Perkongsian maya – blog, portal,
6. Latihan asas – ICT untuk Pentadbir, Pengurusan Projek, Pengurusan Konflik,
7. Kajian yang dibentangkan dan tindakan susulan,

G. Penutup
Pelaksanaan PrOD menuntut komitmen peribadi serta stamina kerohanian, mental dan fizikal. Sebagai peneraju kita diamanahkan dengan ilmu dan tanggungjawab. Menyedari keupayaan individu yang terbatas, inisiatif memotivasi dan mempengaruhi staf dan murid amat penting agar kesan pembangunan bukan sahaja kekal tetapi terus meningkat walaupun peneraju PrOD yang asal telah bertukar. Kepekaan pasukan kepada keberkesanan aktiviti atau program mesti ditingkatkan. Amat perlu di teliti sejauh mana kesan atau tinggalan PrOD di sekolah-sekolah rintisnya; sama ada yang masih diterajui pengetua asal atau diganti pengetua baru. Penyampaian elemen asas latihan PrOD yang paling penting iaitu keberkesanan peribadi patut dipastikan pada tahap paling mengesankan bukan sahaja kepada peserta kohort tetapi juga untuk pentadbir sekolah dalam semua kursus pengurusan organisasi pendidikan di IAB.


Rujukan
Abdul Rahim bin Mohd Yunus (2009) Best Practices of Organizational Development Program (PrOD)
in SMK Seri Bentong. Kertas pembentangan di Seminar Malaysia-Oman, di Hotel Empress Sepang.

Al-Imam Al-Nawawi (2000) Terjemah Al-Azkar, Pustaka Antara:Kuala Lumpur.

Perunding Kanan Institut Aminuddin Baki (2008) Program Melonjakkan Kecemerlangan Sekolah Melalui Pembangunan Organisasi (PrOD). Institut Aminuddin Baki.
Mary Yap Kain Ching (2009) A New Thinking Towards Improvement Through Organization Development. Kertas pembentangan di 14th International Convention On Thinking, Kuala Lumpur.

Townsend, Patrick L.dan Gebhardt, Joan E. (2004) How Organizations Learn: Investigate, Identify, Institutionalize. Viva Books Private Limited: New Delhi.
Ries, Al dan Trout,Jack (1986) Marketing Warfare. Harper Collins:New York.

Memori Pengetua Pahang 2011: MEMADAM API ATAU MEMBINA BANGUNAN

Memori Pengetua Pahang 2011: MEMADAM API ATAU MEMBINA BANGUNAN

Malam Hujan Lebat

Ketika berdiri di hadapan pohon sebesar paha yang merintangi jalan, sedikit pun aku tidak terfikir betapa banyak pengajaran Allah sediakan malam ini. Malam hujan lebat dengan ribut petir. 

Beberapa detik sebelumnya aku membrek kereta yang dipandu hampir 55 km/j. Anak-anakku menjerit apabila terlihat pokok yang aku langgar. Aku menekan butang 'hazard light' dan keluar dalam hujan yang lebatnya berkurangan. Sebuah kereta Toyota Wish berhenti di belakang dan turut menyalakan lampu kecemasan. Dia memeriksa bahagian hadapan keretaku dan membuat rumusan pantas. "Kena sikit depan tu". Aku seboleh-bolehnya tak mahu memeriksa kereta dalam keadaan cemas begitu. 

Tebing jalan yang sedikit tinggi itu barangkali tak mampu bertahan akibat curahan hujan dan tiupan angin. Pohon balak muda yang menyembah jalan basah itu terlalu berat untuk kederat aku dan pemandu Wish tadi mengalihnya. Beberapa kenderaan yang dipandu laju terpaksa mengalah.Lorong dua hala yang boleh dilalui 3 kereta itu hanya boleh meloloskan satu kenderaan. Sebuah motosikal membrek cemas di sebelah keretaku. Seorang penunggang motosikal dari arah bertentangan turun untuk membantu. Lori 1 tan mendekat perlahan dan berhenti apabila kami bertanya "Ada parang?". 

Kami sefahaman nampaknya apabila semuanya cuba mengawal lalulintas dan mengalih halangan di jalan Semambu yang sibuk. Jam ketika itu baru beberapa detik melewati 8.30 malam.

Aku dan orang yang turun dari kenderaan untuk membantu semuanya berpakaian gelap. Hari malam dengan hujan begini menambah pelbagai risiko. Aku dapati parang yang dipinjamkan pemandu lori itu cukup membantu. Parang panjang berbentuk sabit itu aku hayun keras menakik dahan-dahan sebesar lengan. Aku cuma ingat yang aku memotong 3 dahan dan mula mengah. Pemandu Wish pula tak dapat banyak memotong dahan kerana parang pendua yang kecil bukan lawan pokok tumbang yang juga berserabut dengan pokok-pokok menjalar yang keras. 

Tidak disangka-sangka, bantuan datang dalam bentuk sebuah jengkaut yang muncul dari lorong perumahan berdekatan. Tak pernah aku rasa begitu gembira melihat jengkaut.Pemandunya mengisyaratkan dengan tangan agar aku mengundurkan sedikit kereta.Tampang gergasi besi yang gagah itu begitu meyakinkan serta melegakan. Dengan sekali sodok sahaja, pokok yang tumbang itu dikesampingkan ke tebing yang tadinya seakan mengkhianati kehidupannya.

Aku, pemandu Wish,pemandu lori, pemandu jengkaut dan penunggang motosikal mengangkat tangan saling mengucap terima kasih. Kami tiada banyak komen. Kami cuba menyelesaikan masalah gangguan awam sedapat mungkin dan Allah membantu. Dalam waktu kurang 15 minit semuanya selesai. 

Aku mula membuat refleksi:
1. Betapa bersyukur tiada kejadian lebih buruk. Aku mungkin terlanggar terus pokok tumbang dan dilanggar dari belakang oleh kenderaan lain:Lori,bas, lori simen, lori tayar 16? Korban malam ini selain sedikit waktu makan malam kami hanyalah sekeping plat nombor kereta, (Syukurlah pada Allah dengan sekolah yang kita dapat),
2. Kami cuba menyelesaikan masalah tanpa mengira siapa, asalkan dapat memberi bantuan. Aku mengingat semula bahawa malam ini semangat 1Malaysia jelas dizahirkan. Penunggang motosikal, keturunan India, pemandu jengkaut; keturunan Cina, aku dan pemandu Wish:keturunan Melayu. (Dapat jadi modal aku bercerita kisah benar kepada murid), 
3. Pentingnya memandu perlahan dalam keadaan hujan, lebih-lebih lagi waktu malam. (Utamakan keselamatan di sekolah),
4. Aku patut lebih berhati-hati. Sebelum melanggar pokok tumbang, sekurang-kurangnya dua kereta memberi isyarat lampu. Aku tafsirkan isyarat itu sebagai: "Rendahkan lampu kenderaan.Silau!" Aku silap tafsir. (Masalah di sekolah jangan ditafsir buta-buta. Sahkan!),
5. Untuk menyelesaikan masalah, kita perlu memahami keadaan. Kita mesti memahami risiko dan mengambil tindakan yang tepat.(Sekolah mesti amalkan pendekatan ini),
6. Dapatkan pertolongan jika perlu. Jangan tunggu hingga terlambat atau sehingga di luar kawalan. (Murid, guru, staf dan diri kita sendiri boleh dibantu jika kena cara/pendekatannya), 
7. Kemalangan dan kematian boleh berlaku bila-bila masa. Sedarkah kita? Sediakah kita dengan risiko lanjutannya? (Masalah di sekolah adalah pakej dan jodoh kita. Sedia fizikal, mental, rohani dan hadapi),
8. Allah sentiasa menguji kita. Kesukaran itu banyak hikmatnya. Anakku Ainul kata:"Banyak dosa ni". Aku kata:"Tiap kesusahan itu ujian dan peringatan dan Allah nak hilangkan/balas dosa kita."(Kalau murid tak dengar cakap dan nasihat kita di sekolah, adakah kerana kita tak patuh suruhan Allah?),
9. Penunggang motosikal itu berkata: "Mujur tak hempap kereta, saya ingat kena. Abang mesti orang banyak sembahyang." Alahai...Terkedu juga aku sebab dia yakin dengan balasan Tuhan. Cuma "sifir" kami saja yang berbeza. Muka "cap ayam" yang banyak dosa ni tak ada sekelumit hak pun untuk menghitung tukaran ('barter trade')demikian. (Jangan hitung jasa di sekolah, teruskan usaha),

Malam hujan lebat menyaksikan aku buat pertama kalinya mengajar anak-anakku sujud syukur kerana dihindarkan dari musibah yang tidak terkira kebarangkalian buruknya.

Malam hujan lebat meninggalkan aku mencari-cari pengajaran yang boleh membantu aku menjadi pemimpin sekolah yang tak dapat digoncang keyakinannya.

Tempat Jatuh Lagi Dikenang –Pemimpin Sekolah Belajar Dari Pengalaman

TEGAS

Kelmarin muridku menghantar mesej: “Janganlah tegas sangat”. Aku senyum membacanya. Memang sejak dulu apabila bertegas, akan ada muridku yang mengakui takut. 

Di SMART dulu, ada murid-murid (sampai kini) yang mengingat aku sebagai ‘strict’ dan garang. Aku memang diberi kuasa merotan oleh semua pengetuaku. Anak-anak kenalanku juga ada yang “takut” dan “segan” nak mengadu atau melapor tentang masalah di sekolah. Selalunya sampai melalui ibu bapa.

Ada muridku di Seri Bentong bertanya melalui anak-anakku sama ada aku “tegas macam tu ke di rumah?”. Anak-anakku menganggap soalan sedemikian “kelakar” kerana mereka lebih mengetahui.

Tapi aku juga dikenali oleh sebahagian besar murid dan ibu bapa sebagai cikgu yang “selalu senyum” dan mudah dibawa berbincang. Sentiasa menyambut salam dan menegur murid di mana-mana. Selalu menggosok belakang dan meletak tangan di bahu murid di koridor atau kantin. Rakan-rakan setugas juga ada yang menganggap demikian. ‘Cool’. Murid yang menghantar mesej itu tadi juga pernah menulis komentar selepas aku mengendalikan sesi pertemuan bersama semua murid Tingkatan 5:"Macam bapa dengan anak la pulak.."

Bahkan di Seri Bentong dan Bukit Rangin kini ada ibu bapa yang menganggap aku sebagai pengetua yang “baik sangat” dengan konotasi condong ke arah “terlalu lembut” dengan murid . Maksudnya mudah kesian, mudah percaya, mudah beri muka. Aku senyum lagi.

Kaunselor Badaludin dari SMART dulu ketika merumus aktiviti Kembara di Bukit Pelindung pernah berkata, “Saya ingat Haji ni personaliti biru tapi rupanya ada juga emas” (sistem personaliti 1970-an dimodelkan Don Lowry).

Kem Kepimpinan Pengawas SMART yang kami (Team Gurkha/Flying Squad) kendalikan memang menjadi legasi tahun-tahun 1990-an. Muridku yang seorang ini bercerita (setelah tamat persekolahan) bahawa pengalaman paling teruk yang diingati dalam kem ialah dia terlalu takut (“I was so scared. I was trembling.”) Manakan tidak, aku bertempik sakan apabila ada “kesilapan” dalam kumpulan. Mereka tak sempat berfikir panjang kerana semua aktiviti yang dirancang penuh dengan “hambatan masa”. Watakku sering menukar ‘mood’ peserta menjadi serius.

Aku berpendapat bahawa:

1.Pandangan orang tentang diri kita boleh berbeza. Bergantung kepada sisi yang mereka nampak. Bergantung kepada pengalaman bersama kita. 

2.Suasana berbeza menuntut watak yang berbeza. 

3.Ada kerugian juga apabila hanya satu watak kita selaku pemimpin dilihat orang lain.Halangan atau ‘barrier’ komunikasi boleh berlaku

4.Jujurlah melahirkan emosi mengikut suasana. Kawal jugalah supaya tidak keterlaluan dan tidak padan bagi seorang pemimpin.

Aku menjawab mesej di awal catatan: “Tegas adalah salah satu pakaian cikgu”.                               Dia bertanya pula: “Mahal tak pakaian tu?” 

Aku jawab dengan satu perkataan: ‘Priceless’. 

Memang tegas itu tak ternilai harganya jika kena pada tempatnya bagi seorang pemimpin

MENDAKI BUKIT RANGIN

MONDAY, MAY 30, 2011

      Beberapa hari lalu saya membaca buku baru Timbalan Pengarah Pelajaran Pahang,              Encik Yahya Zainal Abidin - "Mendaki". Saya alami pendakian tersendiri di SMKBR.

     Hari akhir sebelum cuti kami bertemu semua murid Tingkatan 3 dan 5 di ruang terbuka. Kelas dalam cuti mulai 30 Mei hingga 3 Jun telah dijadualkan. Penerangan telah dibuat. Surat makluman untuk penjaga telah dikirim lebih awal. Pada pertemuan Jumaat itu, saya mengajak semua murid untuk datang dan mengingatkan bahawa guru-guru sanggup untuk datang. Maka murid mesti lebih sanggup untuk datang demi kebaikan dan kemajuan sendiri.

     Saya menyatakan akan menghubungi penjaga dan pergi ke rumah jika murid tak hadir. Saya ada jangkaan bahawa akan ada murid yang tak akan hadir. Tiada kebangaan jika betul dalam jangkaan begini.

     Hari ini, 30 Mei 2011, saya mengambil masa beberapa jam cuba enjejak/menghubungi murid-murid bertuah dalam jangkaan.

           Saya menyemak 3 fail Tingkatan 5.
           Merujuk 3 buku Rekod Kedatangan Murid.
           Mencatat 29 nama murid yang tidak hadir.
           Saya mendail lebih 40 nombor telefon.
           Menjejak kasih bersama Zul ke 4 rumah selepas jam 8.30 pagi.
           Saya miss makan tengah hari.
           Saya masih di pejabat mendail hingga jam 6.00 petang.

     Ada yang sedang tidur, ada yang keluar bertuala sahaja, ada yang pagi-pagi lagi dah keluar untuk "ambil kawan" tapi tak muncul di kelas! Ada yang ibu bapa tak tahu menahu tentang kelas. Ada yang tahu tapi tak dapat membangunkan anak dari tidur. Ada yang tak tahu ke mana perginya anak.

     Nombor-nombor telefon dalam Buku Rekod Kedatangan bukan semuanya mudah dibaca. Nombor tulisan tangan boleh "menipu" mata. Salah dail. Salah baca. Salah nombor. Nombor tiada dalam perkhidmatan. Nombor dah bertukar tuan. Tak dapat dihubungi. Nombor di luar kawasan.

     Ada murid sakit dan ada di rumah. Ada yang pergi medical appointment . Ada yang iringi bapa untuk medical appointment. Ada yang ikut keluarga "keluar", hantar abang, kakak. Ada yang pesan pada kawan. Kawan tak pesan pada cikgu. Ada yang pesan pada cikgu, tak ada catatan dan makluman. Ada yang lupa hari dan ada yang lupa jam. Macam-macam ada!

     Encik Wahab komen:”Budak-budak sekarang bertuah dapat guru-guru prihatin.”
     Encik Mahmudin kata:"Bos jadi operator (telefon) hari ni".
                                        "Ini pasal NKRA la, kena jaga ranking".

     Entahlah, yang saya tahu cikgu-cikgu Bukit Rangin memang dah lama kerja kuat. Sebelum NKRA pun. Bukit Rangin memang menjanjikan pendakian yang mencabar. Itu saya dah tahu dari awal lagi sejak tiba di sini.

Antara "Baik" & "Memuaskan"

Dilema selepas peperiksaan awam. Dilema antara "baik" dan "memuaskan" ini tidaklah kerap berlaku. Namun, ruang "kelakuan" murid yang tercatat dalam sijil berhenti sekolah boleh menimbulkan pelbagai dilema melibatkan pelajar, guru, GPK HEM, Pengetua, PIBG dan ibu bapa/penjaga.


Senario:
Murid bermasalah pembelajaran kerana hilang tumpuan akibat pelbagai masalah peribadi, guru, keluarga dan persekitaran sosial. Sampai ke satu tahap, mereka hilang kawalan diri: pemarah,celupar,tidak memperdulikan peraturan dan arahan,bertingkahlaku musnah yang menimbulkan ketakutan rakan (malang) dan guru (lebih malang bagi sekolah).Usaha memulihkan keadaan murid menjadi sukar walaupun dengan bantuan ibu bapa. Kegagalan siapa? Tiada gunanya mencari kesalahan tetapi refleksi dan analisis amat perlu bagi usaha yang akan datang perbincangan lain).

Kesan:
1. Guru merekod maklumat disiplin (ada sekolah yang mempunyai sistem 'merit-demerit' yang mantap) dan akhirnya membawa kepada keputusan GPK HEM dan/Pengetua bagi meluluskan catatan sama ada:"amat baik", "baik", "memuaskan", "sederhana" atau yang seumpamanya (barangkali tiada sekolah yang menyediakan pilihan "tidak baik", "tidak memuaskan" atau "buruk").

2. Murid tidak gembira, ibu bapa tidak puas hati, guru rasa bersalah dan PIBG dirujuk untuk membantu.(Jika demikian, saya fikir ini proses demokrasi yang amat sihat. Tiada serangan (maki-hamun) peribadi walaupun di Dewan Rakyat itu dah biasa berlaku).

Dilema 1: Patutkah guru/GPK HEM/Pengetua bertindak demikian? Jika jawapannya "patut", barangkali alasanya ialah:

1.1 Murid telah diingatkan berulang-ulang kali tentang kesalahan serta keperluan bertingkahlaku positif, perbincangan serius telah dilakukan melibatkan murid, ibu bapa, guru kaunseling dan pengurusan sekolah, amaran telah diberikan dan ... penghujungnya:tiada perubahan sikap/tingkahlaku murid,

1.2 Guru/Sekolah bersikap jujur dan tegas (berintegriti)melaksanakan tugas melapor (harapnya juga jujur dan tegas mengambil langkah memulihkan),

1.3 Sijil ini ialah dokumen sah dan rasmi yang sepatutnya memberi gambaran benar; bahkan tepat tentang diri murid. Sebagaimana nama dan nombor kad pengenalannya benar dan tepat,demikian jugalah yang lain-lainnya; hatta tandatangan di hujung sijil itu. Tiada pemalsuan, kepura-puraan atau penipuan. Tiada yang lain melainkan yang benar belaka. Jika kelakuan tidak "seindah" yang tercatat pada sijil, siapakah yang sebenarnya "tertipu" dengan catatan sekolah?

1.4 Sijil ini tinggi nilainya dan mesti terpelihara demikian kerana sijil ini ialah maruah dan identiti sekolah,

1.5 Murid mesti diajar hingga ke hujung persekolahan dan ke "luar pagar sekolah" bahawa: nilai kelakuan/akhlak mesti diambilkira di dunia dan lebih berat lagi nanti di akhirat (bagi yang beriman kepada hari akhirat),

1.6 Sekolah mesti bersedia melayan/menimbangkan/menerima permohonan maaf secara rasmi murid-murid serta menukar catatan yang kurang baik kepada yang lebih baik.

Jika jawapanya "tidak patut", pertimbangannya mungkin:

1.7 Murid masih mentah dan kurang mengerti, maka mereka patut diberi peluang menyedari kesalahan serta menyedari bahawa sekolah inginkan yang terbaik buat mereka walaupun kelakuan mereka kurang disenangi. Apabila memikirkan semula dan membanding kelakuan sebenar mereka dengan yang tercatat, akan timbul rasa keinsafan.

1.8 Biasanya keputusan mereka mereka tidaklah memberangsangkan. Tidak perlu ditambah "penderitaan" ke atas mereka,

1.9 Sekolah bukan institusi menghukum tetapi mendidik,

1.10 Murid akan faham bahawa sekolah tetap memberikan harapan untuk murid membina keyakinan diri yang positif serta mendoakan kesudahan yang baik,

1.11 Adalah lebih baik/mulia melupakan dan memaafkan kesilapan sesama manusia, lebih-lebih lagi murid kita sendiri,

1.12 Sekolah tidak perlu "susah-susah" memikirkan langkah selanjutnya yang perlu/akan diambil jika timbul persoalan/permohonan/rayuan menukar catatan daripada sesiapa pun,

1.13 Sekolah tidak berniat untuk menggunakan sama sekali catatan kelakuan yang lebih rendah selain "amat baik" dan "baik",

1.14 Sekolah patut mengeluarkan/membatalkan/membuang ruang "kelakuan" dari sijil berhenti sekolah pada masa akan datang.

Dilema 2::Bagaimanakah guru tingkatan menentukan kriteria "baik" dan "memuaskan"? Ini pula barangkali disebabkan:

2.1 Sekolah tiada sistem yang jelas sebagaimana peruntukan terperinci pemarkahan kegiatan kokurikulum yang memberi wajaran A,B,C dan seterusnya. Bagi sekolah yang sedia mantap sistem merit-demerit pun ada guru (bukan semua)masih berkira-kira memberikan catatan bagi murid yang bermasalah disiplin serius,

2.2 Rasa hati pendidik yang sensitif menjadikan mereka berbelah-bahagi kalau-kalau catatan tersebut akan menjejaskan peluang/permohonan melanjutkan pelajaran. "Kalaulah budak ni anak aku, apa perasaan aku?" (dilema berganda),

2.3 Keadilan. Kalau murid kurang baik kelakuannya diberi "baik",maka murid yang baik akan sepatutnya (adil) mendapat "amat baik" dan jika murid lebih baik kelakuannya, mahu di letakkan di dalam kategori mana? Mungkin guru patut/boleh membuat catatan tambahan yang mennjelaskan tentang "sopan santun","budi bahasa", "menghormati orang", "sedia membantu", "bekerjasama", "ramah mesra", "menjadi contoh/model" dan seumpamanya.Bagi pelajar yang layak sekadar "baik"; maka tinggalkan ruang kosong tanpa catatan tambahan.

2.4 Perkataan "memuaskan" itu tidaklah negatif dan subjektif bunyinya bagi sesetengah orang.Jika seseorang melakukan sesuatu mengikut arahan yang dikehendaki, itu sudah memenuhi kehendak/"memuaskan" hati. Jika ditambah perkataan "sangat"/"amat" di pangkalnya, itu sudah lebih daripada "baik". "Memuaskan" memberi makna semacam memenuhi kehendak/keperluan/syarat/kelayakan yang diperlukan;bukanya negatif. Kerana puas hatilah maka kita katakan kelakuan itu "memuaskan".Bahkan ada guru yang mempertahankan bahawa "memuaskan" itu lebih baik daripada "baik". Yang tiada pertikaian ialah kata "sederhana" yang memberi konotasi 50-50."Memuaskan" tentunya lebih baik daripada "sederhana". Rasanya orang tak terkeliru dengan hadis Nabi s.a.w. yang menyatakan sebaik-baik pekerjaan itu yang "sederhana/pertengahan",

Hujungnya:Pengajaran/Refleksi
1. Dilema seharusnya mengajar kita menimbang dengan lebih rasional.

2. Dilema "baik" dan "memuaskan" mencabar minda kita mencari jalan memotivasikan murid agar bukan sahaja menjadi "baik" tetapi "HEBAT" (mengambil pelajaran daripada Jim Collins:"Good to GREAT",

3. PIBG mesti berperanan agar adab belajar dan amalan berakhlak mulia dipromosikan besar-besaran dan membekas ke akar umbi persatuan (ibu, bapa, guru),

4. Cantiknya jika ibu bapa membawa terus anak-anak dan meminta mereka merayu sendiri, meminta maaf serta menyatakan sokongan atas usaha sekolah mendidik murid.

5. Cantik juga jika sekolah membuka peluang dan "terbuka luas" kepada rundingan dan kesepakatan sosial dalam menangani dan mendepani tingkahlaku anak warisan bangsa.

Final Mentoring for the Final Phase of PrOD

Here we are, at final phase of PrOD training/mentoring/. After 2 years of sharing loads of professional experiences and practices spirit and hopes are still high among PrODians. We had our share of joy, fun, ups and downs and one of the best part of our training is friendship.

The Tower - our spirit is higher.

Our Scoreboard

Lively session on PLC

Listening & reflecting

Our ever-listening Senior Consultant with Mr OBO.

Ready for action

Handiwork for Gallery Walk

Abstract of Paper Presented @ Malaysia-Oman Seminar 2009

ABSTRACT

Moulding A New Breed of School Leaders Through PrOD

Asruddin Abas

Principal Of SMK Seri Damai, Kuantan, Pahang

Managing schools nowadays is a very challenging task that need strong dedication, undivided commitment and better preparation. It is a tough job and only the best can mould and change to the school that one leads to achieve success in all aspects.

This paper will discuss the program developed by a group of senior consultants at Institut Aminuddin Baki (IAB), in which 40 schools principals were chosen to be the first batch of PrOD ( Producing Excellent Schools Through Organizational Development).

This program started in 2008 and it was given 3 years to see positive changes in the schools led by these 40 principals through the PrOD program. By 2010, it is hope that the schools will transform to be a better schools in all aspects such as academic results, co-curricular activities, school’s environment, positive work attitude etc.

This paper is going to focus on what have been done by IAB and senior consultants and how the progress is going to be monitored. It is believed that this program will gain its momentum by 2010 and all the participants will have the chance to bring forward changes in their respective schools and train their subordinates to have and practice positive attitudes in making their schools an example of a success story.

PrOD is designed through blended approach of workshops, seminars, discussions, benchmarking trips and consultations to give first hands experiences and information through sharing of valuable insights of tackling common schools’ problems, instill and maintaining confidence, developing positive mind set and preparing the participants with tools that will help them in transforming the schools that they lead. This paper will also explain how this program will be able to breed a new set of school leaders that is going to fulfill the Malaysian Ministry of Education Mission and Vision.

Catatan Cikgu:April 2008


Menulis tetap mengasyikkan , sama ada puisi atau prosa; aku cuba merakam perasaan dan melihat kejadian dari kaca mata pencerita dan mengambil pendekatan menyuarakan ‘critical voice’.

Buku-buku bacaanku banyak juga pengaruhnya. Melihat kepada cara penulisan buku pengurusan dan pendidikan Barat, aku sering memikirkan bahawa kita patut ada karyawan dan profesional yang menulis dengan cara kreatif dan inovatif. Dalam profesion pendidikan, penulisan guru kita kian bertambah Meskipun demikian, jumlahnya masih belum boleh dikatakan memenuhi selera besar agenda pendidikan.

Di barat, guru disebut juga sebagai ‘reflective practitioner’ atau pengamal reflektif kerana sifat guru yang mesti sentiasa berfikir menilai tindakan. Bahkan amalan sedemikian memberi faedah yang luas terutamanya apabila mereka bersedia berkongsi amalan dan pengalaman melalui laman web, blog, serta pelbagai seminar, simposium dan persidangan.

Mereka bersemangat dan bangga berkongsi inovasi atau dapatan menarik dalam pengajaran dan pembelajaran di sekolah. Perkongsian mereka termasuklah pendekatan teoritikal yang kompleks sehinggalah kepada cara membimbing pelajar menyelesaikan tugas serta menyediakan nota dan buku skrap; mereka mencatat dan sedia berkongsi. Kita juga mencatat, tetapi selalunya hanya di ruang “refleksi” dalam buku rekod mengajar; itupun jika kita digesa melakukannya oleh guru besar dan pengetua.

Di negara kita, walaupun telah melalui banyak perubahan melalui usaha pihak Kementerian Pelajaran Malaysia (KPM) seperti usaha BPG, PPK, IAB, serta Majlis Pengetua Kanan, PKPSM, MGB dan seumpamanya; masih banyak ruang peningkatan yang boleh dilakukan. Perkembangan penyebaran kaedah dan pelaksanaan kajian tindakan (‘action research’) di sekolah-sekolah yang semakin meningkat menjanjikan perkembangan positif dalam agenda memartabatkan profesion perguruan. Perkongsian amalan-amalan terbaik (‘best practices’) yang mencakup semua aspek amalan perguruan memang sedang dikongsi dan disebarkan.

Aku pernah terfikir bahawa semua Pengetua dan Guru besar patut ada catatan dalam bentuk buku log sebagaimana seorang kapten kapal menulis dalam ‘captain’s log’. Hal, isu, kejadian, keputusan serta kesannya yang signifikan terhadap sekolah bukan sahaja mempunyai nilai reflektif profesional yang tinggi tetapi juga mempunyai nilai sejarah sekolah yang unik, dapat dikongsi dan dimanfaatkan oleh warga pendidikan.

Persoalannya adalah sejauh mana kita cukup sensitif atau cakna terhadap keperluan sikap reflektif? Berapa ramaikah dalam kalangan warga pendidik kita berminat membaca prosiding seminar, kolokium dan persidangan ataupun jurnal pendidikan tempatan atau luar negara? Berapa ramai pula yang tahu serta mempunyai akses bahan-bahan sedemikian?

Pendedahan melalui pelbagai program dan aktiviti menyeluruh di semua peringkat akan dapat merealisasikan sifat reflektif guru yang tidak dapat dinafikan kepentingnnya. Pada pandanganku jika tugas kita mengajar dan menyeru kepada kebaikan dan kebenaran, kita memang menjalankan tugas nabi dan rasul. Profesion yang amat mulia! Adakah kita menilai atau memuhasabah amalan keguruan kita secara jujur?


Catatan Cikgu:Mei 2008

Melatih Guru Sandaran Tidak Terlatih? Encik Amirullah Bidin, Ketua Unit Pengurusan Sekolah, PPD Bentong begitu bersungguh-sungguh mahu berbincang tentang modul latihan bagi kumpulan yang ”hidup semula” pada tahun 2008 apabila pembekuannya ditarik balik. Kesedaran bahawa semua guru (terlatih mahupun tidak terlatih) yang mengajar di sekolah mesti mahir atau ”dilihat mahir” memang sudah tersebar. Barangkali ungkapan pelaksanaan undang-undang bahawa ”Keadilan bukan sahaja mesti dilaksanakan tetapi mesti juga dilihat (proses) pelaksanaannya” membawa isu profesionalisme yang senada .

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Kes 1: Seorang penjaga pelajar mengadu rasa tidak puas hati terhadap seorang guru. Aduan disampaikan kepada pegawai PPD itu mengandungi butiran bahawa guru tersebut ”tidak pandai mengajar”, anaknya ”tidak faham” pengajaran, guru ”kurang memberi latihan” dan ”tidak memeriksa latihan”.

Kes 2: Dalam majlis perjumpaan berkala pelajar kelas peperiksaan bersama pengetua, seorang pelajar yang mewakili rakan-rakan sekelasnya bangkit meminta supaya ”ditukar” seorang guru tertentu dengan guru lain kerana mereka ”tidak seronok” belajar. Apabila ditanya, alasan mereka pelbagai: ”Kami tak faham”, ”Cikgu tak mesra”, ”Tak macam Cikgu A dan C mengajar” dan ”Cikgu tak kisah kami faham ke tak”.

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Cara pihak pengurusan menjawab aduan dan rungutan dengan cara yang profesional memerlukan perbincangan lain. Isu yang jelas daripada kedua-dua kes tersebut ialah para pelanggan menyuarakan rasa tidak puas hati.

Ibu bapa dan pelajar mengadu tentang “kekurangan” guru di sekolah-sekolah; bahkan berani menyuarakan bahawa mereka tidak yakin dan mendesak pihak sekolah atau PPD atau JPN menukar guru yang kurang mahir atau kurang pengalaman. Kita sebagai guru tidak perlu kecil hati, jauh hati atau rasa apa-apa “hati” lain lagi kerana ibu bapa dan pelajar, seperti kita juga sentiasa membanding-banding.

Walau bagaimanapun, sebagai manusia biasa, di samping kecil hati dan sebagainya yang bersifat negatif, defensif, submisif atau escapism, kita sebagai guru (manusia luar biasa) mesti bangkit dengan suara hati yang reflektif terhadap amalan dalam bilik darjah. Tepuk dada tanya profesinalisme dan integriti. Profesion yang amat mulia ini memerlukan personel yang besar hatinya!

Thompson (2007) mengutarakan pandangannya tentang soalan bagaimana menjadi guru yang terbaik yang kita mampu? Jawabnya amat mudah iaitu jadi pelajar! Memang kadang-kadang apabila baru bergelar guru (juga yang sudah lama) kita lupa untuk menjadi pelajar yang terus belajar. Kata-kata orang Minang: ”Yang setitis jadikan lautan, yang sekepal jadikan gunung, alam terkembang jadikan guru” amat patut direnungi.


Catatan Cikgu:November 2008:

”Selamat Mengembala, Menjawab, Mengasah dan Berkayuh”

”Murid kami dah nak exam tapi tak nampak bersungguh pun!” Keluhan cikgu-cikgu kita yang begini sudah semacam klise. Masam ”baunya” dan menimbulkan rasa tak selesa. Demam cikgu tak kebah-kebah bimbangkan ’exam” anak murid sejak awal tahun.

Apatah lagi apabila melihatkan keputusan percubaan yang menggerunkan macam menuruni ’roller coaster’ di taman tema. ”Kalaulah tak naik tadi”. ”Kalaulah jatuh terpelanting”. ”Kalau mati macam manalah anak-anak...” Segala macam kalau (”sejenis pokok yang tak pernah berbuah”) ni tak ada gunanya. Ketika itu, jika berlaku hanya ada dua kemungkinan:OK atau TAK OK.

”Kalaulah tak mengajar kelas exam – dah terlambat (tak berbuah)

”Kalaulah result jatuh merudum (bunyi pun dah ’doom’ dalam Bahasa Inggeris yang bermaksud bala, bencana, kesusahan, maut, kemusnahan, tragedi ).

...Sambungan Catatan Cikgu: 8 dan 9 November 2009!

Cikgu-cikgu tetap takut berdepan pelbagai kemungkinan tetapi masih berharap. Biasanya apabila takut, cikgu sibuk mencari jalan. Kelas tambahan (siang, malam, hujung minggu), konsultasi semasa rehat, klinik, ICU, bimbingan, motivasi, modul, lonjakan/lompatan/pecutan akhir, tips, solat hajat, doa, ’supplement’ atau makanan tambahan untuk minda – vitamin, kismis, madu, kurma, jus, air ( segala yang boleh ditelan, dimamah, di minum, berbiji dan berair), motivasi, mohon restu, rehat minda dan macam-macam lagi (tersekat nafas menyebutnya) adalah sebahagian usaha cikgu yang orang ramai tahu tapi tak nampak besar dan serius.

Bagi cikgu-cikgu ni, ’hope is not a method’ - macam judul buku yang ditulis oleh Gordon Sullivan, seorang jeneral bersara tentera Amerika apabila menjelaskan betapa profesional, objektif, strategik serta berkesannya organisasi tentera yang dianggap ”organisasi yang paling berkesan sepanjang zaman” .

Cikgu-cikgu memang kreatif dan profesional mencari jalan yang bukan dari andaian tetapi melalui pemerhatian, data, dan fakta . Memang ada segelintir yang mencari alasan untuk tidak bersungguh-sungguh tetapi itupun setelah ”nampak” bahawa usahanya tidak mendatangkan hasil. Sebahagiannya mendapati anak murid sukar, payah, liar atau tak mahu diajar.

Jika kita membuat refleksi secara jujur, barangkali akan jelas bahawa anak murid ada yang ”terperangkap” di dalam lubang yang mereka gali setelah usaha ”gali lubang-tutup lubang” menemui kegagalan. Bungkus!

Mereka tak mahu berada dalam situasi begitu tetapi keadaan memaksa dan menyeksa. Mereka nak releks, lepak, bahkan mencipta pelbagai escapism tetapi kenyataan yang pahit (’brutal truth’) iaitu mereka mesti menghabiskan sekolah dengan kejayaan akademik atau berdepan dengan stigma seorang yang ”kurang atau tak cerdik”, ”tak pandai”,”tercicir”, ”terlingkup”, ”kantoi” dan segala yang hodoh dan hina pada mata dunia materialistik. Itu pun ada yang mengambil jalan macam Aiman: tak kisah...

Mereka telah lama terkena dos hiburan yang berpanjangan, keseronokan palsu yang ditayang dan dijaja saban hari melalui pelbagai media dan bahan maklumat yang sedikit sebanyak meracun minda atau sekurang-kurannya ”melarikan tumpuan” terhadap matlamat sebenar hidup dan kehidupan. Memang semua itu jadi ’escapism’ mereka dalam alam persekolahan yang menyeksakan.

Ramai pelajar lelaki (berdasarkan survey mudah) telah menonton bahan lucah era multimedia yang bisa ”mencopot jantung kakek-kakek”. Ada yang seawal tahap satu sekolah rendah! Dari mana diperolehi? Jangan marah. Kebanyakanya dari bilik ayah dan abang! Ada juga dari kawan.

Budak lelaki manakah yang tak terangsang rasa ingin tahu dan terus mencarinya jika ada peluang? Budak lelaki manakah yang akan tahan godaan apabila bahan-bahan begini begitu mudah bertukar tangan melalui telefon 3G, begitu mudah dibeli/dimuat turun dari kedai telekomunikasi. Telefon bimbit dan laptop adalah antara bahan yang masuk senarai utama untuk dimiliki (jika mampu). Di sekolah bahan-bahan lucah tersebar melalui ’pen-drive’, ’SD card’, ’micro-SD’ dan media simpanan maklumat yang seumpamanya.

Itupun belum lagi ditambah dos masalah rumahtangga ibu bapa mereka, masalah kemiskinan, keluarga berpecah, penderan mental, fizikal (dan seksualnya sekali bagi yang malang). Jadi jika ramuannya sudah demikian, apakah yang dapat kita harapkan daripada mereka?

Bayangkan pula masyarakat sekeliling yang bersifat nafsi-nafsi , kau-kau, aku-aku, tanpa peduli; jauh sekali cakna akan jalan atau hala yang benar serta jelas. Kita seperti sedar akan penghujung atau kesudahan jalan murid-murid sedemikian tetapi setakat manakah yang cikgu dapat lakukan untuk membantu?

Masyarakat memang tidak kedekut juga memuji guru. Cuma harapan dan bebanan yang dipikul oleh guru zaman moden ini amat berat. Hanya yang cekal dan yakin akan pertolongan serta ganjaran hari akhirat akan terus ”bertongkat paruh” . Bersaksilah bahawa yang sebahagian ini akan berjaya!

Saya ada kes pelajar-pelajar perempuan yang ”dimandikan” guru perempuan serta disuruh berwuduk dan solat (dalam keadaan bersuci) buat pertama kali dalam usia 15 belas tahun. Juga ada yang mengajar berwuduk yang betul pada usia 17 tahun! Ada murid-murid lelaki dan perempuan Muslim yang tak pernah mandi hadas walaupun dah lama baligh dengan bangganya (macam iklan Naruto).

Nanti sekejap. Adakah ini seperti akan menghala kepada menuding jari, salah-menyalah (bukan sayang menyayang nyanyian Jamal dan Sarah)? Tidak sama sekali.

Semua orang ada peranan. Pelajar sendiri, ibu bapa, guru, anggota masyarakat, alim ulama, NGO, media massa, PPD, JPN, KDN, KPM dan kerajaan memang ada sumbangan dan peranan untuk membiar, melihat (sahaja), buat-buat tak nampak, melarikan diri, mengurang, mencegah, mengubat, merawat, mencari jalan dan terus mencari jalan melepaskan siksaan jiwa murid atau pelajar; yang apa pun orang kata, tetaplah mereka itu budak-budak.

Atas nama budak dan murid (yang bermaksud berkehendak) itulah yang bakal banyak berdiri menjawab persoalan tentulah ibu bapa dan guru. Atas nama budak berwarganegara Malaysia pula tentulah pihak-pihak yang lebih atas bakal menanggung dan menjawab. Terjemahan dari hadis yang masyhur daripada Nabi Muhammad s.a.w. yang lunak bercampur serius dan tegas saya petik dari buku kecil ”Jadilah Seperti Muhammad s.a.w.”:

Abdullah bin Umar memberitakan “Saya mendengar Rasulullah s.a.w. berkata, Setiap orang daripada saudara-saudara sekalian adalah pengembala dan setiap orang ditanya berkaitan pengembalaannya. Pemimpin ialah pengembala dan ditanya berkaitan pengembalaannya. Lelaki ialah pengembala ke atas keluarga dalam rumahnya dan ditanya berkaitan pengembalaannya. Perempuan ialah pengembala di dalam rumah suaminya dan anak-anaknya serta ditanya berkaitan pengembalaannya. Pekerja pula ialah pengembala harta majikannya dan ditanya berkaitan pengembalaannya. Jadi, setiap orang antara saudara-saudara sekalian ialah pengembala. Semuanya akan disoal berkaitan pengembalaannya.”

(Direkodkan oleh Bukhari & Muslim)

Selamat mengembala dan menjawab soalan. Tarikh soalan dikemukakan tak dapat dipastikan walaupun peperiksaan itu pasti lepas mati nanti. Cuma soalannya dah lama bocor. Bagi yang suka mengejar soalan-soalan bocor, haa.. inilah masanya untuk bersedia.

Berbalik kepada hal cikgu-cikgu. Siapapun tak berani menyatakan bahawa menjadi guru dalam zaman ini ialah kerja mudah. Barangkali menimbangkan secebis senario di atas pun ”bahang” kerja guru dah terasa.

Itupun seperti kata Cikgu Hamedah Wok Awang, ”lebih mudah mengasah mata parang”. Bagi sekolah yang terpaksa ”mengasah belakang parang” pula apa hal? Bukan sekolah pilihan. Bukan sekolah rancangan. Bukan sekolah projek. Bukan sekolah elit. Bukan sekolah itu dan ini yang hebat dengan kejayaan dan kecemerlangan.

Selamat mengasah, cikgu-cikgu.

Cuma jangan terkeliru dan salah anggap bahawa sekolah-sekolah yang berjaya serta hebat itu mudah mengembala murid. Allah sahaja yang tahu susah senang, jerih perit serta usaha yang dilakukan. Macam tengok itik atau angsa berenang begitu mudah dan tenang; hingga melahirkan idea puisi dan lagu yang indah-indah . Bagai meluncur, menggelungsur di permukaan air.

Hakikatnya, kalau ada lensa kamera di bawah air, tahulah kita bahawa kaki haiwan cantik itu berkayuh bagai nak rak! Macam tak ada esok. Macam nyawa mereka menjadi taruhan.

Selamat berkayuh sahabat-sahabat.

PrOD's Full Paper Presented @ Malaysia-Oman Seminar

Best Practices of Organizational Development Program (PrOD)

in SMK Seri Bentong

Presenter:

Abdul Rahim bin Mohd Yunus
Principal of SMK Bukit Rangin, Kuantan, Pahang.

Abstract:

PrOD, the Malaysian version of school organizational development program was launched in 2008. The program is based on a model created by a team of Senior Consultants of Institut Aminuddin Baki (IAB), Ministry of Education. The pilot program involves 40 secondary schools from all over Malaysia, using andragogical approach with the blend of workshops, syndicate discussions, benchmarking trips, and on-site consultations. The implementation of the ambitious program is supposed to be in three phases until 2010. This descriptive paper focuses on the experience of Seri Bentong Secondary School in Pahang (Seri Bentong) in implementing the program. PrOD seek out to bring about the necessary changes in the organization starting with strong moral imperative to shape personal effectiveness at all levels of leaders in schools: top leaders, middle leaders, emerging or new leaders and students’ leaders. The chemistry of a unique program (PrOD) put into action in a unique school setting of a Special Model School which consist of primary and secondary students (between 10 and 17 years old) proved to present a unique experience. This paper also discusses critical factors underlying the early positive impact of PrOD in Seri Bentong.

Introduction

Institut Aminuddin Baki (IAB) launched a new initiative in the country’s education to enhance the performance of schools in line with the Education Development Master Plan. The initiative by IAB is aimed at improving the performance of the schools involved; using a model of organizational development created by a team of highly resourceful IAB’s Senior Consultants. Simply called PrOD (for Program of Organizational Development) the program is under the supervision of Educational Leadership Assessment Centre, IAB. The concept paper of PrOD was introduced during the International Conference on Educational Innovation (ICEI) at Legend Hotel, Kuala Lumpur on 6-8 May 2008.

A model created by a team of IAB’s Senior Consultants showed a clear domain of organizational development initiative. Definition of organizational development by Michael Fullan was used because it is more relevant with the school context. Basically school organizational development must be systematically planned to achieve the level of self-analysis and the much-needed change. The focus of change is on procedures, processes, norms, normal and non-formal structures based on concepts and methods of behavioral development. The main target of organizational development is to fulfill individual needs (quality of life) and to enhance the function and impact of the organization. (Perunding Kanan Institut Aminuddin Baki, 2008).

The main purpose or core of the model of organizational development for Malaysian schools is students’ achievement. The eight domains in focus are:

• Leading and managing change

• Building capacity

• Personal development

• Leadership

• School management system

• Knowledge management

• Culture and values

• Team relationship

(Perunding Kanan Institut Aminuddin Baki, 2008).


The three-year plan (2008 to 2010) of PrOD involves 40 schools for the first cohort.. The coaching program systematically used syndicated discussion, professional dialogues on best practices, lectures, case study, benchmarking trips, action planning, and followed by consultations visit by IAB’s Senior Consultants. Phase 1 of the program started on 2008 and the main theme was on personal development and leadership. The Second Phase starts on 2009, based on the PERFORM Model by Blanchard.

This descriptive paper is based on my experience as the former principal of SMK Seri Bentong (Seri Bentong). My Senior Assistant of Administration and I were trained for PrOD since 2008 and we tried our best in making PrOD an accepted and trusted new entity in school. Even though I was transferred back to my hometown in 2009, thus unable to complete the planned program, PrOD is still “alive” in Seri Bentong. Based on the initial design, all principals involved in the program will implement PrOD in the new schools they were assigned to. The beauty of this design is that PrOD’s message will cut across the nation and eventually helping other schools to develop for the better.

School Background

SMK Seri Bentong (opened on 1997) is a rural Secondary School with many faces. At state level it is a Special Program School, a controlled school under the Pahang State Education Department. The enrolment of students is controlled and so that only selected students with medium (3 A’s) to excellent (5 A’s) results can enter. All excellent students in the primary school public examination in Pahang who were not selected to study in Boarding Schools will be placed in the 23 such controlled schools. (Sekolah Menengah Kebangsaan Seri Bentong, 2009).

At national level, Seri Bentong is a Special Model School since year 2000 which consist of primary (Year 4 to 6) and secondary students (Form 1 to 5). The age of students between 10 and 17 years old under one roof proved to present a unique education experience and challenges. So, this blend of primary and secondary school is under the administration of one principal. Under this Special Model School project, we have 6 classes for the primary school students. The maximum classes (so far) for the secondary school students is 18 for the Form 1 to Form 5 students.

Privileged for admission are rural students with low socio-economic status from a few districts of the state; namely Bentong, Temerloh, Raub, Kuala Lipis and some time ago from Cameron Highlands.

There are only 11 such schools in Malaysia and 4 of them are in State of Pahang. The main idea is for the primary school students to be self-dependent and matured earlier through interactions with secondary school students. It is also hoped that after 8 years in such schools, the students will excel in various aspects; academic and co-curricular activities, socially and emotionally resilient and competitive.

Initially, with 100% of the students staying in the hostel, Seri Bentong will have some advantages because of the controlled setting similar to the Boarding Schools.

Challenges Facing Special Model School

Every year, Seri Bentong will need 60 students for Year 4. They will receive full aids and a special grant for hostel fees from Pahang State Foundation. However, the quota of 60 new students every year were never met. Some of the problems noted are:

1. Some of the students cannot adapt to the hostel life due to the emotional attachment to their families,

2. Parents are reluctant to part with their children at such a tender age. Hostel is not an ideal setting for their children’s education,

3. Teachers and administrators in primary schools did not encourage students to apply for admission due to the lack of information on the purpose of Special Model School,

4. Competition (Red Ocean) among primary schools. Schools want to keep their best students to maintain, improve or better their records of straight A’s students in public examination,

5. The stress on academic achievement ranking at district and state level and the role of mass media in recognizing excellent schools have brought about some level of discomfort among school administrators. They might be grilled over the unachieved target (read:ETR-‘Expected Targeted Result’); hence will not encourage their best brains to transfer to other schools.

Accepting the reality threatening the concept of Special Model School after exercising our environmental scanning, by 2007, Seri Bentong started to reposition itself. While maintaining our status, we took some bold steps to promote our school as a centre of excellent rural students by making all the feeder schools our strategic sharing partners. We did some outreach sessions in Bentong District Education Office for headmasters of primary schools and centralized briefings in other schools and districts.

However, the aim of maintaining our students for the whole 8 years proved to be a challenge because after achieving all A’s in public examinations (Year 6 and Form 3), they will be offered to Boarding Schools and Colleges or Technical Secondary Schools.

Realistically, we must accept the fact that they deserve better schools of their choice and our capacity of producing excellent students earlier than expected (after 3 to 5 years) is a comforting thought. It is an accepted norm that we will lose at least one class of students or more after Form 3 public examinations. We will have our share of “brain drain” but it is “success” to us especially when we will have many satisfied customers and stakeholders.

Before PrOD: Searching for Recipes I was assigned to this school in July 2005 as a fresh principal (a rookie) with a clear mission but very little instructions. Being a principal in Seri Bentong means a never-ending quest for the right recipes because of the unique status of the school and also the higher expectation of performance compared to other daily schools. I have to be observant and to be able to enhance my professional awareness to handle all situations in school.

“Awareness is a priority because it drives what we are in a position to affect and control, versus those issues or realities about which we are unaware, which tend to exert control over us.”
(Kohn & Connell, 2005).

Realizing the need of forming a team and later developing the members (Maxwell, 2001), I spend almost 6 months “blending” into the environment and trying to be visible to all, as much as I can. With a strong support from the School Management Committee, I was able to pull together a team of young, dedicated wardens in early 2006 to focus on the “fortress” of the school: the hostel.

The newly formed team agreed on some very important points or issues:

1. We must improve the quality of hostel life before we can improve the academic performance of the school,

2. The principal is a hostel team player and will be regarded as one; not to be left out in any situation,

3. There should be no barrier in communication and everyone is free to voice out for the benefit of the hostel,

4. All necessary disciplinary actions on the students misbehaviour will be taken according to rules and regulations and must be properly documented.

Later we realized that we have agreed on very strategic issues that set the steady pace of developing the fortress that seemed impregnable at first glance. We made a right decision on “conquering” the hostel because that was and is the place where all our students spend most of their schooling time.

Approach on improving the basic physical needs or facilities and assuring the students and parents that the rules and regulations of the hostel are for the benefit of all parties eventually won the hearts of many students and gained some parents’ confidence in the school system. I still think that our approach was a “fertile soil” for the seed of PrOD that came on 2008.

Some other very important aspects that set the tone of the school were PKKP, military approach on management, and Islamic leadership.

PKKP

Program “Peningkatan Kurikulum dan Kemajuan Pendidikan” (PKKP) is Pahang State Education Department’s gold mine for improving school performance. This Curriculum Improvement and Education Development Program is mainly focused on strategic planning for academic excellence but at the same time stressed on co-curricular activities, human development, office management, cleanliness and physical conduciveness, and security. Headcount analysis for every student is still used since it was first introduced in the 90’s. In Seri Bentong, school activities are within the framework of PKKP. The concept of Collaborative, Participative and Ownership (CPO) for continuous improvement embedded in PKKP is definitely complementary and in line with PrOD.

Military Management

Soldiers and army organization always fascinate me since my childhood days. During my secondary schooling for 7 years in all-boys boarding school, I picked up some aspects of military discipline. As a teacher, I taught history up to the A Level and had information on military campaigns from all over the world. Under the IAB’s Twinning Program for my second degree I was also exposed to some materials and books including “Art of War” by Sun Tzu and “Marketing Warfare” by Al Ries and Jack Trout which was inspired by “On War” written by General Karl von Clausewitz. Some strategies were tested and proved to be effective in the battlefields as well as in the hostile corporate world. Military organizations are most effective organizations in the world (Sullivan & Harper (1996).

So, in search of new recipes mentioned, I was (some way or another) influenced by war and military approaches:

1. Tun Perak was a headman in Kelang when the Sultan of Malacca summoned him to fend off the Siamese military invasion. He took with him his followers and their families to defend Malacca in the 15th century. The rational: warriors going to war to defend their families will fight fearlessly. I transferred all my children to study in Seri Bentong by 2006 and encourage (even challenged) all teachers to bring in their children. Surely we want our “flesh and blood” to excel, so in the process we will definitely exercise special care for all “our children” or students.

2. During meetings, I tried to familiarize and convince teachers with “After Action Review” (AAR) as an effective feedback technique and “Investigate, Identify Institutionalize” method which are practiced by the military (Sullivan dan Harper,1996 and Townsend and Gebhardt, 2004). Basic questions asked are “what happened and why?”. I added in “Nothing personal” and “Purely professional” to cushion the impact of such direct questions and to maintain focus. Not as easy as it sounds and even harder to “swallow” for some people. According to Townsend and Gebhardt, the army use the phrase “No hurt feelings” for the same purpose.

One of my friends in the State Education Department did not really approve of my use of the word “war” when referring to our work but I am attracted to the serious approach spurred by “lives at stake” in case of failed military missions. I went even further to use “battlefields” as a metaphor for classrooms when I conduct orientations for my new teachers. To win every battle we must have winning strategies. Our enemies: Ignorance or lack of knowledge, not our students!

The sense of mission and urgency to accomplish missions by the military earned salutes from the business and corporate world. Even in di Malaysia, Ministry of Defense tops the list of “Star Rating” for public sector management and administration. Undisputed victor.

Islamic Leadership

Naturally the approach of leadership and management was based on Islamic perspective since the motto of Seri Bentong is “Iman, Islam, Ihsan” since its establishment in1996. I referred to Paradigm of Prophet Muhammad’s Leadership (1999) on three elements of leadership: “Syura”, Justice and Freedom of View (based on ‘adab’). I tried to emphasize on special personal qualities of all Messengers of Allah: “Siddiq”, “Amanah”, “Tabligh” and “Fatanah” which we must try to emulate in order to succeed in this world and the hereafter. Those qualities are fit for the status of “khalifah” or ruler of this world as well as the status of “’abd” – the humble servant.

Our Management Committee was formed on the basis of “syura” which value all views of its members and any interested individual or party in the development of the school. Committee members are seriously directed to make sound decisions at the school’s highest level. Hopefully, the skill and experience of decision-making through consensus will be a great help if any of its members were to be a school principal in the near future.

Reminders or “tazkirah” on glad tidings and threats from Allah and Prophet Muhammad (pbuh) regarding responsibilities of leaders and teachers’ role as “murabbi”, “muallim” and “muaddib” will certainly turn any discussion into a more serious mode.

Our “musolla” or “surau” has always been the centre of daily hostel activities. All students must attend daily congregational prayers. Most announcements of events are made in the “musolla”. We lead congregational prayers and take turns to deliver “tazkirah” daily between Maghrib and ‘Isyak prayers. The scheduled “tazkirah” will have the principal, senior assistants, chief warden and wardens pick their own topics to motivate and guide students. The practice of personal and leadership development through religious means has always been our most valued asset in Seri Bentong. Later, PrOD enhanced our effort to be more focused and detailed.

PrOD: Practice and Experience of Seri Bentong

To some extent, organizational development was practiced in Seri Bentong even before we were chosen as one of the school for PrOD. The big difference was the focus on moral imperative for leaders at all levels (from the student leaders up to the principal). Quest for professional will and personal humility was not easy but in the process of bringing out the best inside us we brought about awareness and changes not only to our school but also to the district and state level.

PrOD sharpened our focus to be more sensitive and alert of our responsibilities. We were sure that we were on the right track in winning hearts and minds of all members of the school community. All materials or in put for training in IAB became topics of our discussions at all levels of leaders suggested by PrOD: top leaders , middle leaders, new or emerging leaders and student leaders.

Whenever asked on what was really working for us in the first phase of PrOD (2008), I would single out the aspect of “Personal Effectiveness” summed by two leadership qualities of Level 5 Leaders:

Self-effacing, quiet, even shy-these leaders are a paradoxical blend of personal humility and professional will. They are more like Lincoln and Socrates than Patton or Caesar”.
Collins, 2001)

Williams (1997) cited that being humble as an ingredient for great leaders. I was glad that combined with professional will, personal humility changed the way we see ourselves as leaders in school. Quite interesting too (for me) that Collins mentioned that those exceptional leaders are more like statesman and philosopher (Lincoln and Socrates) than Patton (a general) and Caesar (conqueror/empire builder; leaders with military background!

Principal and Senior Assistant of Administration

As leaders in school, my Senior Assistant of Administration and I had first-hand experience on PrOD. We worked on the buy-in process among teachers, non-academic staff and students without much stirring of the “nest”. Of course we had some skeptics and critics out of primary fear of having to put extra effort or unwilling to “go the extra mile”.

The concept of personal effectiveness is always interesting and easy to mention but the process can be long, uncomfortable and even painful to some people. Sacrifices will surely be in order because we are talking about changes of thinking, perception, habits, and practices. So, on our relationship as principal and senior assistant, I put it in this “simple” way: she will assist me in all tasks stated in my work procedure manual. I will have to rely on her “seniority” to assist me. I expected her to be my right hand (in Malay Language, Senior Assistant is “Penolong Kanan”: literally translated as “Right Assistant”). She must be regarded and seen as a senior in ranking among teachers and must be able to correct me if I make mistakes; loyalty without blindness. I will not exempt her of any task unless on unexpected circumstances (it was not that “simple” at all!).

We did environmental scanning and assessment using SWOT analysis on strengths, weaknesses, opportunities and threats on ourselves, Management Committee and all other levels of leaders. We identified strategic issues of leadership and drafted an action plan of PrOD for Phase 1. Gantt Chart was put up as a tool for controlling and monitoring the progress of PrOD implementation throughout 2008 to 2009.

One of the most important task of a school principal is to protect instruction time (teaching and learning) from interruptions. Classroom supervision is very important to ensure that the basics of schooling is happening: teachers are teaching and students are learning. I set a new personal target to fully supervise at least one class a day. Early assumption that full supervision was hard to do proved to be wrong because in one week, I was able to supervise six classes. That figure was hard to achieve before, even for the period of one month .

I made it a habit to buy books as gifts to all my senior assistants because I believe I can spark their interest in personal and profesional development. After all, reading was always promoted to all teachers and students.

Other personal efforts inspired by PrOD training were:

• Meetings and training sessions for Hostel Executive Committee and Hostel Prefects,

• Scheduled discussions with students by forms,

• Writings in form of essays, anecdotes, self-reflections, poems and presentations related to duties. Most of them were published in School Resource Centre Newsletter. Soon teacher and students contributed their writings as well and in 2008 we published 7 editions of Arena Seri (the last one before my transfer was a special edition on PrOD),

• Choosing a professional theme song (students called it Principal’s Song) - “Ayat- Ayat Cinta” (Signs of Love) with verbal and written interpretation for all to ponder upon. Until now, students will cheer whenever they hear it because they can relate to it. I “twisted” the literal meaning to remind them of teacher’s love and responsibilities,

• Handling workshops and talks on MindMap for teachers and students,

• Frequent day and late-night checks on the hostel,

• Investigating and handling students’ disciplinary cases together with wardens and teachers,

• Taking charge of Students’ Detention Classes called “Gerak Seri” with special module consist of reading project, poem-memorizing, and small DIY projects,

• Adopting dormitory and classroom to maintain conduciveness,

• Sending sick students to clinic or hospital whenever wardens were engaged to other tasks,

• Opening channels for discussions and written suggestions from students (bottom up). Some students came up with frank and mature suggestions on improving hostel life and academic initiatives,

• Always choosing or volunteering for the hardest tasks in team projects,

Management Committee

As the school main team or the school think-tank, this G12 committee will meet on every Wednesday. G12 members are the principal, three senior assistants, coordinator for primary students, master teacher, four senior teachers (heads of departments) and two school counselors, Experts on team building agreed that a team “works best at somewhere between 15 and 20 people.” (Meier, 1995). We were close to that number but confident with our strength.

I tried to put the best person in the committee and entrusted them with various tasks and responsibilities; not solely based on positions. It will take some time before the team will function at its best (Maxwell, 2001), so we need fine-tuning from time to time. For any project or program we exercise borderless management. We can work under the charge or instructions of any team member.

Even though decisions are through consensus, we stick by the rule of making decisions based on right information or facts. Wrong information will lead to wrong decisions and management will end up with problems. We need to be thorough, fair, and rational.

“I have no data yet. It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.”
(Sherlock Holmes: “A Scandal in Bohemia”, Doyle (2000)

Standard “package” for input other than the usual meeting agenda were:

• Instructional Leadership,

• Prophet Muhammad’s Leadership Paradigm,

• Ministry of Education’s Work Ethics,

• 12 Pillars (of Civil Service),

• Status report of current situation compared to our vision and mission,

• Raising sense of urgency through interpretations of data,

• Ability and capacity of multi-tasking.

We took to task on raising the need to be responsible and also to satisfy the needs of stake holders. Awareness of teachers and students on this issue must be clear. We have to accept the brutal truth that only excellent outcomes are expected of us. This serious reflection has always been a strong base for this committee.

Minutes of the meeting was standardized and we had 19 to 21 meetings each year. School counselors became our “State Secretary” and they were trained to produce the minutes within 3 days after a meeting.

Based on current or upcoming issues, this committee will not only meet its usual members but sometimes Heads of Panel for certain subjects, chairperson of units or secretaries will be called to the meeting to inform, enlighten, to brief or debrief us on activities. In a nutshell, our meetings will review delivery systems and processes on a regular basis.

We agreed on a decree or ethics for this management team. In forming a strong team, I believe the 11-point Vows of Management Initiatives tabled on 2008 had shown tremendous positive impact on seriousness of working and becoming our source of internal motivation. One of the highlights of the initiatives is to put professional attitude before personal attitude.

PrOD managed to bring forth some new ideas tailored for schools’ needs. Recommended books like :”The 360º Leader”, “21 Irrefutable Laws of Leadership”, “Good to Great”, “Blue Ocean Strategy”, and “6 Habits of Highly Effective Leaders” and many more became my personal collection of books that I shared with the members of the management team and teachers .

PrOD convinced us that with higher position we must be prepare to lose more personal rights. On seeing that, people will work with leaders. We don’t need special treatment because of the position but we have to be there to sacrifice and stand up for others. Our G12 did just that. Most of them are on the higher grade of service with special allowance. They were willing to donate more than 10% of the allowance every month for the welfare of students from poor families, orphans, partial sponsor of learning trips, and entertaining visitors and guests. Personally, I was impressed by their commitment to see our school gaining “the extra mile”.

G12 meetings were regarded as the dynamo for school activities. Power of personal influence of G12 members were dominant in getting units and departments to move on. PrOD brought this team closer on the basis of responsibility and a conscious choice. The team is capable of performing even in the absence of the principal. It is not a perfect team but I am proud to be a part of the team that sees and seizes the opportunity to improve.

Teachers

We started introducing PrOD to teachers in stages, starting from basic information and activities. Since 2006, we have our “Monday Sharing” on alternate Mondays for teachers to share information and conducting professional in-house training and motivation. On other Mondays we just have ten minute-sessions of reflections and housekeeping. These sessions instilled some sense of respect to views of others and readiness to listen. So, getting the PrOD message across was not a problem. We assured the teachers that there will not be any big changes but awareness of our responsibilities towards our “children” was a critical issue.

Activities conducted for personal development are:

• “Personal Vision” - writing letter to ourselves which can be quite an emotional experience to some teachers,

• Documenting analysis (SWOT) on leadership environment. Before PrOD, the last analysis documented was on the year 2006 for academic aspect. All personal reflections are put in writing and it was clear to us what we are capable of, barriers and other aspects that may influence our personal effectiveness,

• “Ticket to Leave” – getting written feedbacks on activities and programs,

• Celebration and recognition of teachers’ achievement (Datuk Mary Yap, Senior Consultant of IAB always remind us to “celebrate in style”),

• Induction package for new teachers – to familiarize them with the workplace. Facilitators involved are from the Management Committee, non-academic staff and teacher with special duties such as Media Teacher or ICT Coordinator. Newcomers will be briefed on customers’ expectations, school facilities and duties. The package is simply information on operation at “ground zero”; including “things that they did not teach you at teachers’ training colleges or university”.

• Promoting professional discourse - sharing of books and book reviews on teaching and organizational changes: “Thank You Teacher” “Minute Motivation for Teachers”, “Good to Great” and “Our Iceberg is Melting”. Our last book review was on early 2009 - “Good to Great” by Jim Collins.

• Workshops on best practices – our last one was checklist for event management; “presented” to me on my last day of duty in Seri Bentong.

• Brainstorming sessions for academic activities – for “stronger sense of unified purpose” (Holliday, 2005). The best example was on English Language which required every member of the session to come up with at least 5 activities that can enhance students performance. One week later, I received a list of 42 suggestions - the best so far. Most of the suggestions were implemented and some are still running,

• Work slogan - “Our Job Is (like) The Prophet’s Job”. The slogan was meant to motivate teachers so that we may achieve the elusive level of “ikhlas” and full commitment. In certain cases, teachers were low on motivation due to “students’ attitude towards learning” – a cliché whenever we discuss of their declining performance and unruly behaviour. We stressed on “du’a” and “munajat” (prayers) among teachers and also to reflect on our sins (to repent) so that we can work with clear conscience and conviction. With true intention (“‘azam”), hard work, and “du’a”, just like the way of all prophets, then we will surrender everything (“tawakkal") to Allah. We must continue our job of educating students as an ‘amanah’ (questionable in the hereafter) and hoping for our own share of benefits only from Him.

• Workshop on facing or handling challenges in the classroom – using the metaphor of battlefields in a war which was later developed into a one day-workshop to train Untrained Temporary Teachers at district level. Our team were appointed as lecturers and facilitators,

• Setting minimum standards or requirements for activities, documentation and reports. All activities must be documented systematically but we leave it to the creativity of teachers and students on the part of presentation,

• Suggesting and promoting teachers - to contribute to programs and activities at district and state level,

• Crisis and “self-attack” – We use customers’ complaints (with facts and figures) to stimulate emotion and sense of urgency among teachers. Data and its’ presentation can influence emotions and can change our way of thinking and behaviour Kotter (2006). Crisis and self-attack are military approach and used in business marketing management. “The best strategy is the courage to attack yourself” (Ries & Trout, 1986). I prefer a “controlled and healthy dose” of both to test teachers; especially my Management Committee.

Curriculum/Academic

Curriculum leadership is a responsibility of every teacher, not just the principal. PrOD recognized the exposure to Instructional Leadership concept and in Seri Bentong all the eight senior middle leaders in G12 were assigned as Form Managers. Almost all of us (counselors not included) were senior subject teachers and must be able to take charge of curriculum matters. At first, the role of these managers was vague (I was fond of referring to professional football team manager as an example) but we agreed on some guidelines of duties:

• In charge of the respective classes on curriculum planning and all the supporting activities (seminars, motivation, extra classes, consultations with parents),

• Review and analyze data and performances: data on fingertips,

• Coming up with ideas and suggestions on improvement or well-being of the team; not just reporting,

• Initiating discussions with form teachers and subject teachers on students’ overall behavior (mood, motivation, communication)

• Helping to create conducive environment for teaching and learning and at the same time creating the early sense of urgency to perform well.

In 2008 the team managers were as follows :
Year/Form Manager
Year 4 Senior Assistant of Students Affair
Year 5 Senior Teacher of Humanities
Year 6 Coordinator of Primary Students
Form 1 Senior Teacher of Technical & Vocational
Form 2 Senior Teacher of Science & Mathematics
Form 3 Senior Assistant of Co-curricular
Form 4 Senior Assistant of Administration
Form 5 Senior Teacher of Languages

During academic consultation with parents and students, all teachers are required to be well prepared to answer, explain, and suggest professionally. It was easier said than done because on occasions teachers tend to be defensive in explaining reasons of students’ poor performance. We will explain the “attitude problems” of students only when parents asked for it. Students with serious attitude or discipline problems will have closed door consultation with the principal and the discipline coordinator. We won many hearts that way.

We also tried to improve our approach towards consciousness of academic excellence (internally and up to the district level) through:

• “Harapan Seri” ( Seri’s Hall of Fame) – display of photos and results of excellent students in internal and public examinations,

• Seniors’ Guidance Program - after their public examination Form 3 student will be tutors for Form 2 students,

• Strengthening the repositioning of our Primary School – preparing standardized materials for outreach program and sending our compliment letters to feeder schools on their ex-students’ excellent performance (with photos) for their effort to prepare strong foundation for their students; enabling them to excel in Seri Bentong. Copies of the letters were sent to the District Education Office.

• Offering our school as venue for district’s academic program with complete school facilities and hostel accommodation.

Students’ Affair and Hostel

The most important and busiest affair in school needs ideas and support from teachers and students. PrOD raised our commitment of developing the school through:

• Perfect Prefects - aimed to build a strong team to help the school and to become the role-model. Sessions for training were planned, including crowd control, communication, report-writing, and management of activities,

• Hostel orientation throughout the year in form of physical training during weekends conducted by students leaders under teachers’ supervision; with pep talks,

• “Qiamulail” and monthly religious talk,

• Brainstorming sessions - students come up with their own suggestions on activities other than those prepared for them . This sessions will enable the school to see the development of the hostel through the eyes of students. Students just love it. Some of their ideas were accepted, such as “Mind Rest”, “Explorace”, “Boys-Free Night” (girls’ idea of their own “talent time” which kept the boys wondering what that was all about) and study trips. We won more hearts.

• “Excellent Exco Program” for students’ representatives – leadership training in school and at district level,

• “Hostel Fellowship” which saw all teachers having their own foster dormitory,

• “Character Building Module” basically to inculcate Islamic moral values so that we have a special breed of hostel students which involved “usrah” sessions, “halaqah” for recital and memorizing the Holy Quran, al-Ma’thurat, Asma ul-Husna, and other basics of “’ibadah”,

• Recognition of students’ achievement in all areas during assemblies, meetings, announcements, reports in the newsletter, school magazine, web site and display boards,

• Sharing success stories with ex-students on their efforts to succeed in colleges and universities. Students learn easily from their friends,

• Drafting and amending hostels’ rules, regulations and procedures to prevent or minimize disruptive behaviour and to create more conducive “second home”,

• Setting up teachers’ own fund under Staff Club to help students who need financial aid (before getting government loan or scholarship) to further their studies (we have students from broken and poor families).

Early Impact of PrOD

PrOD opened new hope for Seri Bentong towards the next level of excellence. It has been a catalyst and booster for us to be more sensitive to our working environment, to be more objective, focused and at the same time being realistic. On-site organizational development really works because the training given are applicable to our school setting.

Our state Head of Quality Assurance Sector promoted PrOD at state level and received warm welcome from our education community. The sharing of input during PrOD’s seminar had spilled over boundaries of districts. That is already an early “praise” for PrOD.

Seri Bentong showed early signs of success of PrOD when teachers tried their best:

• We were the benchmark to an education team of Northern Corridor Economic Region (NCER) for a proposed project of a Special Model School (they intended to enroll students at the age of 9)

• Chosen as one of the place for school management visit by Oman’s officer from Ministry of Education and a group of Oman principals,

• Nominated for Excellent School Award by District Education Office and later represented Pahang at national level in the Rural School Category,

• Offered to be a nominee for Cluster School of Excellence by State Education Department,

• Receiving various awards at district, state and national level.

It is too early to conclude that PrOD had directly responsible for the record-breaking achievements in academic excellence in 2008. The School Average Grades (SAG) for public examination: 1.08 (our best SAG so far) for our primary school students, 1.42 for the Form 3 (not the best ASG but maintained 100% passes for two consecutive years and had increased straight 9A’s students from 2 to 15). SAG for Form 5 was 3.05 ( the best SAG - improved over the period 3 of years). We were just one step below our benchmark: SMK Abdul Rahman Talib Kuantan – a Cluster School of Excellence.
The rest is history.

Teachers are working more confidently with students to achieve excellence amidst the raising demands from stakeholders. I am confident that if PrOD Phase 2 is launched, with application of “Six Paths Framework” and “ERRC Grid” of Blue Ocean Strategy, the impact might be better and greater.

Critical Factors

The early positive impact of PrOD in Seri Bentong was due to:

1. Efforts and readiness of the school,

2. The principal was highly visible,

3. Openness, responsiveness and sensitivity at district and state level; especially on the part of Head of Quality Assurance Sector, who participated and supervised the process,

4. Continuous support from Pahang State Foundation in form of financial aid and moral support,

5. Financial allocation for In-House Training by the Ministry of Education – fully utilised,

6. Most teachers (43 out of 52 – 84.31%) were between the age of 30 and 40; experienced and productive in service,

7. An able team of management; united, committed to task, ready and quick to learn, able to work under pressure,

8. Good to excellent rural students as young as 10 years old in a controlled environment of rural hostel,

9. Strong and supportive Parents’ and Teachers’ Association (PTA),

10. Strong support of the community: District Office, Public Works Department, Royal Malaysian Police, Fire Department, Drug Rehabilitation Centre, Health Centre, politicians, and excellent help from Institut Aminuddin Baki, Community College, and International Islam University in profesional guidance for teachers and students,

11. Good ICT facilities- well-maintained SchoolNet and wireless connectivity.

Conclusion

Based on our experience and sharing among schools involved in PrOD, Seri Bentong had tried its’ level best in a unique setting of a Special Program and Special Model School. The whole process of planning, implementation and control showed positive early results in the first year. Seri Bentong had experienced part of the whole program and we are proud of PrOD.

What’s Next?

“When we finish one product-development program, we raise our heads and look around and see what to invent next.”
(Ed McCracken, Harvard Business Review, November-December 1993).

I am sure that IAB, as a highly resourceful institution of leadership training, will continue to come up with other great ideas for schools.

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