[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"page:en-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement\u002Fno-3-of-2017-education-management-service-ems":3},{"id":4,"slug":5,"title":6,"short_title":7,"intro_text":8,"meta_description":8,"seo_title":8,"path":9,"content_type":10,"locale":11,"go_live_at":7,"first_published_at":12,"page_created_at":13,"published_at":12,"edit_url":14,"breadcrumbs":15,"seo":23,"data":31,"children":67,"content_type_view":68,"extra_breadcrumbs":69,"body":71,"body_blocks":82,"related_pages":86},1076,"collective-bargaining-agreement","Collective Bargaining Agreement",null,"","\u002Fen-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement","collective_agreements.collectiveagreementoverview","en_ZA","2025-07-28T16:38:07.792496+00:00","2026-04-02T11:04:14.808892+00:00","\u002Fcms\u002Fpages\u002F1076\u002Fedit\u002F",[16,19,22],{"title":17,"slug":18},"South Africa","en-za",{"title":20,"slug":21},"Work in South Africa","work-in-south-africa",{"title":6,"slug":5},{"title":6,"description":8,"image":24,"canonical":25,"robots":26,"og_type":27,"twitter_card":28,"locale":18,"created_at":29,"last_modified_at":30},"https:\u002F\u002Fwageindicator.org\u002Fmedia\u002Fimages\u002FSocial_media_preview_image_-_2025.2e16d0ba.fill-1200x630.png","https:\u002F\u002Fwageindicator.org\u002Fen-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement\u002F","index, follow","website","summary_large_image","2025-07-28T18:38:07.792496+02:00","2026-04-02T13:04:15.007391+02:00",{"cba":32,"clauses":43,"details":65,"translations":66},{"id":33,"uid":34,"url":35,"name":36,"locale":11,"override_title":8,"title":37,"browser_title":38,"browser_description":39,"text":40},"no-3-of-2017-education-management-service-ems","0f97c588-19fa-11f0-8ecb-f23c91080f70","https:\u002F\u002Fcobra.wageindicator.org\u002Fcountries\u002Fsouth-africa\u002Fno-3-of-2017-education-management-service-ems\u002Fno-3-of-2017-education-management-service-ems\u002F","No-3-of-2017-Education-Management-Service-EMS","ZAF South African Government - 2017","South Africa - ZAF South African Government - 2017","ZAF South African Government - 2017 - Education, research, Public administration, police, interest groups",{"name":41,"data":42},"No-3-of-2017-Education-Management-Service-EMS.html","\n\u003C!--?xml version=\"1.0\" encoding=\"UTF-8\"?-->\n\n\n  \u003Cmeta http-equiv=\"content-type\" content=\"text\u002Fhtml; charset=UTF-8\">\n  \u003Ctitle>New21\u003C\u002Ftitle>\n  \u003Cmeta name=\"generator\" content=\"Amaya, see http:\u002F\u002Fwww.w3.org\u002FAmaya\u002F\">\n\n\n\n\u003Cp>EDUCATION LABOUR RELATIONS COUNCIL\u003C\u002Fp>\n\n\u003Cp>Established in terms of the LRA of 1995 as amended\u003C\u002Fp>\n\n\u003Cp>\u003C\u002Fp>\n\n\u003Ch1>COLLECTIVE AGREEMENT NO. 3 OF 2017 18 OCTOBER 2017 EDUCATION MANAGEMENT\nSERVICE (EMS): PERFORMANCE MANAGEMENT AND DEVELOPMENT SYSTEM (PMDS) FOR\nOFFICE-BASED EDUCATORS\u003C\u002Fh1>\n\n\u003Cp>Education Labour Relations Council\u003C\u002Fp>\n\n\u003Cp>261 West Avenue\u003C\u002Fp>\n\n\u003Cp>CENTURION\u003C\u002Fp>\n\n\u003Cp>0046\u003C\u002Fp>\n\n\u003Ch2>1.PURPOSE OF THIS AGREEMENT\u003C\u002Fh2>\n\n\u003Cp>The purpose of this agreement is to provide a revised framework for managing\nthe performance and development of office-based educators.\u003C\u002Fp>\n\n\u003Ch2>2.SCOPE OF THIS AGREEMENT\u003C\u002Fh2>\n\n\u003Cp>This agreement applies to and binds:\u003C\u002Fp>\n\n\u003Cp>2.1The employer, and\u003C\u002Fp>\n\n\u003Cp>2.2All the educators of the employer as defined in the Employment\u003C\u002Fp>\n\n\u003Cp>of Educators Act, 1998 (as amended) whether such educators are members of\ntrade union parties to this agreement or not.\u003C\u002Fp>\n\n\u003Ch2>3.THE PARTIES TO COUNCIL NOTE AS FOLLOWS\u003C\u002Fh2>\n\n\u003Cp>3.1Schedule 1 of the Employment of Educators Act of 1998 as amended.\u003C\u002Fp>\n\n\u003Cp>3.2ELRC Collective Agreement No 1 of 2008 which dealt with the framework for\nthe establishment of an Occupation Specific Dispensation (OSD) for educators in\npublic education;\u003C\u002Fp>\n\n\u003Cp>3.3ELRC Collective Agreement no 2 of 2009 which dealt with an Education and\nManagement System of office based educators;\u003C\u002Fp>\n\n\u003Cp>3.4The provision on the core duties and responsibilities of educators as\ncontained in the revised Personnel Administrative Measures (PAM) and the job\ndescriptions of office-based educators as adopted by parties to this\nagreement.\u003C\u002Fp>\n\n\u003Ch2>4.THE PARTIES TO COUNCIL THEREFORE AGREE AS FOLLOWS\u003C\u002Fh2>\n\n\u003Cp>4.1That the Performance Management and Development Scheme (PMDS) for office\nbased educators as contained in Collective Agreement 03 of 2002 be replaced by\nthe Education \u003C\u002Fp>\n\n\u003Cp>Management Service: Performance Management and Development System (EMS:\nPMDS) for office-based educators, attached as Annexure A.\u003C\u002Fp>\n\n\u003Cp>4.2That the basis for decisions on rewards and other measures that require\ncertain levels of performance shall be the applicable regulations in terms of\nthe Public Service Act (1994) as amended.\u003C\u002Fp>\n\n\u003Ch2>5.DATE OF IMPLEMENTATION\u003C\u002Fh2>\n\n\u003Cp>This agreement shall, in respect of parties, come into effect on the date it\nis signed in Council.\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-strikes_trigger\">\u003Ch2>6.DISPUTE RESOLUTION\u003C\u002Fh2>\u003C\u002Fdiv>\n\n\u003Cp>Any dispute arising from the application or interpretation of this\ncollective agreement shall be referred to this Council for resolution in terms\nof its dispute resolution procedures.\u003C\u002Fp>\n\n\u003Ch2>7.DEFINITIONS\u003C\u002Fh2>\n\n\u003Cp>7.1“constitution” means the constitution of the Education Labour\nRelations Council.\u003C\u002Fp>\n\n\u003Cp>7.2“Council\" means the Education Labour Relations Council.\u003C\u002Fp>\n\n\u003Cp>7.3“educator” means an educator as defined in the Employment of\nEducators Act, 1998t as amended.\u003C\u002Fp>\n\n\u003Cp>7.4“employer\" means the employer as defined in the Employment of Educators\nAct, 1998, as amended.\u003C\u002Fp>\n\n\u003Cp>7.5“Labour Relations Act\" means the Labour Relations Act No.\u003C\u002Fp>\n\n\u003Cp>66 of 1995, as amended.\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-cbadate_start\">\u003Cp>THUS DONE AND SIGNED AT CENTURION ON THIS THE 18th DAY OF OCTOBER 2017\u003C\u002Fp>\u003C\u002Fdiv>\n\n\u003Ch2>EDUCATION MANAGEMENT SERVICE (EMS): PERFORMANCE MANAGEMENT AND DEVELOPMENT\nSYSTEM (PMDS) FOR OFFICE-BASED EDUCATORS\u003C\u002Fh2>\n\n\u003Ch3>SECTION A INFORMATION RESOURCE PACK\u003C\u002Fh3>\n\n\u003Cp>\u003Cstrong>GLOSSARY OF TERMS\u003C\u002Fstrong>\u003C\u002Fp>\n\n\u003Cp>Annual performance assessment: The final performance assessment or review of\nan employee that takes place at the end of the performance cycle. The result of\nthis particular assessment is the overall annual performance score for the\nemployee.\u003C\u002Fp>\n\n\u003Cp>Assessment instrument: A single performance assessment tool that is used to\nassess the performance of an individual employee in relation to the achievement\nof key result areas and core management criteria as contained in the work plan\nof the performance agreement.\u003C\u002Fp>\n\n\u003Cp>Attribute: An attribute is generally defined to consist of motives, traits\nand self-concept.\u003C\u002Fp>\n\n\u003Cp>Core Management Criteria (CMC): An element of knowledge, skill, or attribute\nthat is directly related to effective performance in a job.\u003C\u002Fp>\n\n\u003Cp>Department: The Department of Education (A Department as defined in section\n1 of the Public Service Act, 1994).\u003C\u002Fp>\n\n\u003Cp>Development: Training and development activities to enhance the employee's\ncompetencies and to improve performance.\u003C\u002Fp>\n\n\u003Cp>Education Management Service: Employees who are office based educators on\nsalary levels 8 to 12.\u003C\u002Fp>\n\n\u003Cp>Executive Authority: Minister or Member of the Executive Council.\u003C\u002Fp>\n\n\u003Cp>Feedback: Objective and timely information by the manager\u002Fsupervisor on the\nemployee's performance against set expectations and standards, understood by\nthe employee, and aimed at improving performance\u003C\u002Fp>\n\n\u003Cp>Grievance rules: The rules for dealing with the grievances of employees in\nEducation, as contained in the Administrative Administration Measures.\u003C\u002Fp>\n\n\u003Cp>Key Result Area (KRA): An area of a job in which performance is critical for\nmaking an effective contribution to the achievement of departmental strategies,\ngoals and objectives\u003C\u002Fp>\n\n\u003Cp>Moderation: The review of employee assessment scores by a committee to\nensure that they are consistent, fair and equitable across the department\nthrough a common understanding of the performance standard required at each\nlevel of the rating scale. \u003C\u002Fp>\n\n\u003Cp>Operational plan(s): This one-year plan is derived from and gives life to\nthe strategic plan by translating the strategic objectives identified in the\nstrategic plan into key result areas and activities with measurable standards,\nfor a particular year for both the Department and components (schools).\u003C\u002Fp>\n\n\u003Cp>Outcome: A broad statement about a specific objective, aim or intent, the\nachievement of which will require one or more specific outputs to be\nachieved.\u003C\u002Fp>\n\n\u003Cp>Output: A concrete result or achievement (i.e. a product, action or service)\nthat contributes to the achievement of a key result area.\u003C\u002Fp>\n\n\u003Cp>Performance: Human performance involves (1) people's behaviour or actions,\nand (2) the outcomes or effects of those actions. Performance is a process in\nwhich resources are used in an effective, efficient and productive way to\nproduce results that satisfy requirements of time, quality and quantity, and\nwhich are the effect or outcome of the actions or behaviour of a performer in\nthe work process.\u003C\u002Fp>\n\n\u003Cp>Performance agreement: A document agreed upon and signed by an employee and\nher or his supervisor, which includes a description of the job, selected KRAs\nand CMCs, a work plan and the employee's personal development plan.\u003C\u002Fp>\n\n\u003Cp>Performance assessment: The measurement, assessment, rating or appraisal of\nemployee performance.\u003C\u002Fp>\n\n\u003Cp>Performance cycle: A 12-month period for which performance is planned,\nmanaged and assessed. It must be aligned to the same period as the\nDepartment’s annual business plan i.e. 1st April to 31st March of the\nfollowing year.\u003C\u002Fp>\n\n\u003Cp>Personal development plan (PDP): A requirement of the performance agreement\nwhereby the important competency and other developmental needs of the employee\nare documented, together with the means by which these needs are to be\nsatisfied and which includes time lines and accountabilities.\u003C\u002Fp>\n\n\u003Cp>Performance indicator: A measure used to gauge the extent to which an output\nhas been achieved (policy developed, presentation delivered, service\nrendered).\u003C\u002Fp>\n\n\u003Cp>Performance management: A purposeful, continuous process aimed at positively\ninfluencing employee behaviour for the achievement of the organisation's\nstrategic goals; the determination of the correct activities as well as the\nevaluation and recognition of the execution of tasks\u002Fduties with the aim of\nenhancing their efficiency and effectiveness; and a means of improving results\nfrom the Department, teams and individuals by understanding and managing\nperformance within an agreed framework of planned goals, objectives, standards\nand support incentives.\u003C\u002Fp>\n\n\u003Cp>Performance standard: Mutually agreed criteria to describe worjun-terms of\ntime-lines, cost and quantity and\u002For quality to clarify the outputs and\nret^ifaj activities of a job by \u003C\u002Fp>\n\n\u003Cp>describing what the required result should be. In this framework,\nperformance standards are divided into indicators and the time factor.\u003C\u002Fp>\n\n\u003Cp>Performance review: A structured and formal, at least half-yearly,\ndiscussion between supervisor and employee to monitor progress, resolve\nproblems and adjust work plans during the performance cycle, thereby providing\nan opportunity for improvement before the annual review takes place. If the\nemployee's performance is unsatisfactory or needs to improve or unsatisfactory,\nthe half-yearly review must be in writing.\u003C\u002Fp>\n\n\u003Cp>Rating: The allocation of a score to a KRA, a CMC and\u002For to overall\nperformance in accordance with the five-point rating scale of the EMS PMDS.\u003C\u002Fp>\n\n\u003Cp>Strategic planning: This is the process by which top management determines\nthe overall strategic direction and priorities, as well as the organisational\npurpose and objectives and how they are to be achieved.\u003C\u002Fp>\n\n\u003Cp>Strategic plan: The end product of strategic planning, setting out the\nmission and vision statements and the medium and long-term strategic objectives\nof the Department. The contents of the strategic plan must be in compliance\nwith the requirements of Chapter 5 of the Treasury Regulations, 2001, and\nChapter 1 Part III.B of the Public Service Regulations, 2001.\u003C\u002Fp>\n\n\u003Cp>Supervisor: An official responsible for the allocation of work, monitoring\nof activities, discussing performance and development, and the performance\nreview and assessment of an employee.\u003C\u002Fp>\n\n\u003Cp>Work plan: A document which is part of the performance agreement and which\ncontains key result areas, associated outputs\u002Factivities and their performance\nstandards and resource requirements. \u003C\u002Fp>\n\n\u003Ch3>1 INTRODUCTION\u003C\u002Fh3>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-newtech_trigger\">\u003Cp>The EMS Performance Management and Development System has been designed for\nuse to assist with performance management of office based educators at national\nor Provincial Education Department.\u003C\u002Fp>\u003C\u002Fdiv>\n\n\u003Cp>Key role-players in the performance management process are identified. The\nterm “component is used as a generic title for any sub-division of a\ndepartment.\u003C\u002Fp>\n\n\u003Cp>The EMS PMDS provides a standardised framework for employee performance in a\ndepartment for office based educator.\u003C\u002Fp>\n\n\u003Cp>Three main levels are involved at:\u003C\u002Fp>\n\n\u003Cp>a)Organisational or Departmental level (Strategic level)\u003C\u002Fp>\n\n\u003Cp>The Executing Authority and the HoD determine the strategic priorities and\noverall key result areas of the department. Objectives are identified for the\npriorities and assigned to components within the department.\u003C\u002Fp>\n\n\u003Cp>b)Departmental level (Operational level)\u003C\u002Fp>\n\n\u003Cp>Components undertake the execution of projects and activities that lead to\nthe achievement of the integrated strategic plans.\u003C\u002Fp>\n\n\u003Cp>c)Employee level (Implementation level)\u003C\u002Fp>\n\n\u003Cp>Each employee develops a performance agreement jointly with her or his\nsupervisor.\u003C\u002Fp>\n\n\u003Cp>Key requirements for the successful implementation of the EMS PMDS are the\nfollowing:\u003C\u002Fp>\n\n\u003Cp>•The institutional framework determines responsibilities for specific\naspects of the EMS PMDS. With the Strategic Plan as a basis, the department is\nable to identify priorities and specific objectives to be achieved by various\ncomponents. Performance Agreements for all employees enable the department to\nassign specific performance objectives and targets to its employees. This also\nenables employees in the department to participate meaningfully in the\nmanagement of their own perferfifianbe.\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-TRAINING_trigger\">\u003Cdiv class=\"cbaClause highlight\" id=\"clause-trainingprogrammes_newtech\">\u003Cp>•Another key requirement for the successful implementation of the EMS PMDS\nis training on the system. Managers, supervisors and employees must be trained\nin the mechanics of the system and areas such as communication, problem-solving\nand conflict resolution in order to manage the system more effectively. The\ntraining of supervisors in particular is of the utmost importance, and this\nshould result in supervisors knowing how to implement the system, ensuring that\nemployees receive adequate training and possess sufficient information to be\nable to fully participate in the processes. This must be done with the support\nand co-operation of the HR unit in a Department.\u003C\u002Fp>\u003C\u002Fdiv>\u003C\u002Fdiv>\n\n\u003Ch3>2 SCOPE AND APPLICATION\u003C\u002Fh3>\n\n\u003Cp>The EMS PMDS applies to all office based educators at national or Provincial\nEducation Department, regardless of seniority or qualification, and who are\nappointed in terms of the Employment of Educators Act, 1998.\u003C\u002Fp>\n\n\u003Cp>As an employee performance management system, the EMS PMDS is not applicable\nto departmental, component or team performance management or assessment.\u003C\u002Fp>\n\n\u003Ch3>3 SOURCES OF AUTHORITY\u003C\u002Fh3>\n\n\u003Cp>The specific sources of authority for employee performance management\nare:\u003C\u002Fp>\n\n\u003Cp>a)The Constitution of the Republic of South Africa, 1996\u003C\u002Fp>\n\n\u003Cp>b)The Employment of Educators* Act, 1998, as amended\u003C\u002Fp>\n\n\u003Cp>c)The Personnel Administrative Measures\u003C\u002Fp>\n\n\u003Cp>d)The Skills Development Act (Act 97 of 1998)\u003C\u002Fp>\n\n\u003Cp>e)The Labour Relations Act (Act 66 of 1995)\u003C\u002Fp>\n\n\u003Cp>f)Promotion of Equality and Prevention of Unfair Discrimination Act, (Act 4\nof 2000)\u003C\u002Fp>\n\n\u003Cp>g)Promotion of Access to Information Act (Act 2 of 2000)\u003C\u002Fp>\n\n\u003Cp>h)Employment Equity Act (Act 55 of 1998)\u003C\u002Fp>\n\n\u003Cp>i)Public Finance Management Act, 1999\u003C\u002Fp>\n\n\u003Cp>j)MMS Performance Management and Development System (1 April 2002)\u003C\u002Fp>\n\n\u003Cp>k)Promotion of Administrative Justice Act, 2000\u003C\u002Fp>\n\n\u003Cp>l)White Paper on Transformation of the Public Service, 1995\u003C\u002Fp>\n\n\u003Cp>m)White Paper on Human Resource Management, 1997\u003C\u002Fp>\n\n\u003Cp>n)White Paper on Affirmative Action, 1998\u003C\u002Fp>\n\n\u003Cp>o)White Paper on Transforming Public Service Delivery (Batho Pele), 1997\u003C\u002Fp>\n\n\u003Cp>p)White Paper on Public Service Training and Education, 1998\u003C\u002Fp>\n\n\u003Cp>q)Treasury Regulations, 2001\u003C\u002Fp>\n\n\u003Cp>r)Relevant collective agreements\u003C\u002Fp>\n\n\u003Cp>s)Relevant directives and departmental policies\u003C\u002Fp>\n\n\u003Ch3>4 GOAL, OBJECTIVES AND PRINCIPLES OF PERFORMANCE MANAGEMENT\u003C\u002Fh3>\n\n\u003Cp>4.1Goal\u003C\u002Fp>\n\n\u003Cp>EMS PMDS as a performance management system is aimed at improving employee\nperformance. The aim of performance management is to optimise every\nemployee’s output in terms of quality and quantity, thereby increasing the\ndepartments’ overall performance.\u003C\u002Fp>\n\n\u003Cp>4.2Objectives\u003C\u002Fp>\n\n\u003Cp>To achieve individual excellence and achievement, the objectives for\nperformance management are to -\u003C\u002Fp>\n\n\u003Cp>a)establish a performance and learning culture in the workplace;\u003C\u002Fp>\n\n\u003Cp>b)improve service delivery;\u003C\u002Fp>\n\n\u003Cp>c)ensure that all employees know and understand what is expected of them;\u003C\u002Fp>\n\n\u003Cp>d)promote interaction on performance between employees and their\nsupervisors;\u003C\u002Fp>\n\n\u003Cp>e)identify, manage and promote employees’ development needs;\u003C\u002Fp>\n\n\u003Cp>f)evaluate performance fairly and objectively; and\u003C\u002Fp>\n\n\u003Cp>g)identify and manage categories of performance that are rated as\n“performance needs to improve\" and “unsatisfactory performance\".\u003C\u002Fp>\n\n\u003Cp>4.3Principles\u003C\u002Fp>\n\n\u003Cp>The key principles underpinning effective performance management are the\nfollowing -\u003C\u002Fp>\n\n\u003Cdiv class=\"cbaClause highlight\" id=\"clause-discrimination\">\u003Cp>a)Departments shall manage performance in a consultative, supportive and\nnon-discriminatory manner to enhance organisational efficiency and\neffectiveness, accountability for the use of resources and the achievement of\nresults.\u003C\u002Fp>\u003C\u002Fdiv>\n\n\u003Cp>b)Performance management processes shall link to broad and consistent staff\ndevelopment plans and align with the department's strategic goals.\u003C\u002Fp>\n\n\u003Cp>c)Performance management processes shall be developmental, and shall allow\nfor recognising competent performance, and for an effective response to\nperformance that is consistently rated as “performance needs to improve”\nand “unsatisfactory performance”.\u003C\u002Fp>\n\n\u003Cp>d)Performance management procedures should minimise the administrative\nburden on both employees and their supervisprS^wRite maintaining transparency\nand administrative justice.\u003C\u002Fp>\n\n\u003Ch3>5 THE PERFORMANCE CYCLE\u003C\u002Fh3>\n\n\u003Cp>Performance management at the employee level is an on-going interactive\nprocess between an employee and her\u002Fhis supervisor about the employee's\nperformance. Face-to-face on-going communication is an essential requirement of\nthe process and covers the full performance cycle. For effectiveness of\noperation the cycle is divided into integrated phases or elements of-\u003C\u002Fp>\n\n\u003Cp>a)Performance planning and agreement;\u003C\u002Fp>\n\n\u003Cp>b)Performance monitoring, developing and control;\u003C\u002Fp>\n\n\u003Cp>c)Performance assessment or appraisal; and\u003C\u002Fp>\n\n\u003Cp>d)Managing the outcomes of assessment\u003C\u002Fp>\n\n\u003Cp>The performance cycle is a 12-month period for which performance is planned,\nexecuted and assessed. It must be aligned to the same period as the\nDepartment’s annual planning cycle i.e. 1st April to 31st March of the\nfollowing year. The probation cycle is however linked to the appointment date\nof employees.\u003C\u002Fp>\n\n\u003Ch3>6 PERFORMANCE PLANNING AND AGREEMENT\u003C\u002Fh3>\n\n\u003Cp>6.1The Performance Agreement\u003C\u002Fp>\n\n\u003Cp>6.1.1Content of a performance agreement\u003C\u002Fp>\n\n\u003Cp>The performance agreement (PA) is the cornerstone of performance management\nat the individual level. All employees are required to enter into and sign\nperformance agreement with their immediate supervisor, preferably within one\nmonth after the start of the new cycle.\u003C\u002Fp>\n\n\u003Cp>The content of a PA must include the following (refer to Annexure A):\u003C\u002Fp>\n\n\u003Cp>a)Employee data such as the Persal number, job title and salary level etc.\nas well as a clear job description of the employee, with emphasis on the main\nobjectives, job purpose and the relevant KRAs and CMCs.\u003C\u002Fp>\n\n\u003Cp>b)A work plan containing the KRAs, outputs, activities and resource\nrequirements. (Refer to Annexure B)\u003C\u002Fp>\n\n\u003Cp>c)A personal development plan (PDP) that identifies the competence and other\ndevelopmental needs of the employee, as well as methods to improve these.\u003C\u002Fp>\n\n\u003Cp>6.1.2Effecting Changes to the Performance Agreement\u003C\u002Fp>\n\n\u003Cp>The employee and his\u002Fher immediate supervisor may agree to alter an existing\nagreement, or enter into a new one during the performance cycle. This is\npermissible under the following circumstances:\u003C\u002Fp>\n\n\u003Cp>a)if the employee changes jobs during the cycle;\u003C\u002Fp>\n\n\u003Cp>b)if the employee is absent from his\u002Fher job for a period of three months or\nmore due to maternity, ill health, study, secondment, travel or any other\nreason that is acceptable.\u003C\u002Fp>\n\n\u003Cp>If it is known to the employee that he\u002Fshe will be absent from his\u002Fher job\nfor a longer period during the cycle prior to the signing of the performance\nagreement, such period of absence should be provided for in the original\nagreement.\u003C\u002Fp>\n\n\u003Cp>Should it be necessary for a new agreement to be signed, such an agreement\nshould take into account the previous work done and new responsibilities to be\nundertaken if any.\u003C\u002Fp>\n\n\u003Cp>A performance agreement without a completed and signed work plan should be\nregarded as invalid and of no use in the performance management process.\u003C\u002Fp>\n\n\u003Cp>6.2The work plan\u003C\u002Fp>\n\n\u003Cp>While the performance agreement is the cornerstone of performance management\nat the individual level, the work plan contains the essence of the performance\nagreement (see the Guide to the Work plan and template in Annexure B). The work\nplan describes what an employee is going to achieve within particular time\nframes, and consists of the following:\u003C\u002Fp>\n\n\u003Cp>6.2.1Key Results Areas (KRAs):\u003C\u002Fp>\n\n\u003Cp>a)These describe what is expected from an employee in terms of his\u002Fher job\ndescription and focus attention on actions and activities that will assist\ncomponents and ultimately the department in performing effectively. In the work\nplan, the KRAs should be broken down into key activities\u002Foutputs, time frames,\nperformance indicators as well as enabling conditions\u002F contextual factors.\nThese are used to indicate how the performance\u002Fachievement of the outputs and\nactivities will be measured. KRAs can cover many different aspects of the work\nsuch as \u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Specific tasks or events which the employee\nshould ensure are achieved;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Levels of performance which the employee should\nmaintain and promote;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.Actions or situations for which the employee is\npersonally responsible for delivering his\u002Fher ‘\"unique contribution\"; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.Duties and responsibilities related to advice\nand support given,\u003C\u002Fp>\n\n\u003Cp>b)Each KRA should be broken down into measurable outputs and\u002For\nduties\u002Fresponsibilities and activities. Each KRA should be weighted (in %)\naccording to the importance it has in the employee's\u002Fmember’s job. The\nweighting of all the KRAs should add up to 100. No individual KRA may be given\na weighting of less than 5% or more than 20%. The weighting should be in\nmultiples of 5.\u003C\u002Fp>\n\n\u003Cp>6.2.2Core Management Criteria (CMCs)\u003C\u002Fp>\n\n\u003Cp>a)These are elements and standards used to describe and assess performance,\ntaking into consideration knowledge, skills and attributes. The CMCs are used\nto calculate 30% of the employee's assessment score. There are 7 CMCs that are\ncompulsory.\u003C\u002Fp>\n\n\u003Cp>b)60% of the weighting has been prescribed for 4 of the 7 CMCs. The\nweighting for the remaining 3 CMCs will be agreed upon between the supervisor\nand the employee.\u003C\u002Fp>\n\n\u003Cp>c)The prescribed weighting for the 4 CMCs for office based educators is\nfixed as follows:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Job knowledge and application (20)\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Leadership abilities (20)\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.Interpersonal relationships (10)\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.Service to stakeholders (10)\u003C\u002Fp>\n\n\u003Cp>d)The weighting for each of the remaining 3 CMCs will be agreed to by the\nsupervisor and the employee. These CMCs are:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Communication\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Acceptance of responsibility\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.Conceptual and analytical skills\u003C\u002Fp>\n\n\u003Cp>e)One way of jointly arriving at decisions on the weighting of a specific\nCMC is to use the factors of impact and frequency.\u003C\u002Fp>\n\n\u003Cp>f)The greater the impact and frequency, the greater the importance that\ncriterion is likely to have on the achievement of effective performance\nresults. The weighting of all the CMCs should add up to 100.\u003C\u002Fp>\n\n\u003Cp>g)No individual CMC may be given a weighting of less than 5% or more than\n20%. The weighting should be in multiples of 5.\u003C\u002Fp>\n\n\u003Cp>6.2.3Calculating the final score\u003C\u002Fp>\n\n\u003Cp>In calculating the final score, each employee must be assessed against both\nKRAs and CMCs. KRAs covering the main areas of work will account for 70% of the\nfinal assessment, while the CMCs make up the other 30% of the assessment\nscore.\u003C\u002Fp>\n\n\u003Cp>6.3Personal Development Plan (PDP)\u003C\u002Fp>\n\n\u003Cp>a)The purpose of the personal development plan is to:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.identify any performance output shortfall in the\nwork of the employee, either historical or anticipated.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.relate this to a supporting CMC shortfall.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.plan and implement a specific set of actions to\nreduce the gap. (The competency gap may relate to any of the CMCs included in\nthis EMS PMDS or any other area of the employee’s knowledge, skill and\nattribute requirement.)\u003C\u002Fp>\n\n\u003Cp>b)The PDP should include interventions relating to the technical or\noccupational \"hard skiffs\" of the job, through e.g.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.appropriate training interventions,\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.on-the-job training,\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.expanded job exposure,\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.job rotation.\u003C\u002Fp>\n\n\u003Cp>c)The employee and the supervisor are required to take joint responsibility\nfor the achievement of the PDP with allocated accountabilities clearly recorded\non the PDP\u003C\u002Fp>\n\n\u003Ch3>7 PERFORMANCE MONITORING, REVIEW AND ASSESSMENT\u003C\u002Fh3>\n\n\u003Cp>7.1Performance monitoring\u003C\u002Fp>\n\n\u003Cp>Performance at the individual level must be continuously monitored to enable\nthe identification of performance barriers and changes and to address\ndevelopment and improvement needs as they arise, as well as to -\u003C\u002Fp>\n\n\u003Cp>a)determine progress and\u002For identify obstacles in achieving objectives and\ntargets;\u003C\u002Fp>\n\n\u003Cp>b)enable supervisors and employees to deal with performance-related\nproblems;\u003C\u002Fp>\n\n\u003Cp>c)identify and provide the support needed;\u003C\u002Fp>\n\n\u003Cp>d)modify objectives and targets; and\u003C\u002Fp>\n\n\u003Cp>e)ensure continuous learning and development.\u003C\u002Fp>\n\n\u003Cp>7.2Performance review and assessment\u003C\u002Fp>\n\n\u003Cp>a)Performance review meetings are an integral part of the monitoring\nprocess. These reviews must take place as often as is practicable and\u002For\nrequired by circumstances. The reviews are necessary to motivate and to reveal\nto the employee areas that need improvement and if required, to modify the\nPA.\u003C\u002Fp>\n\n\u003Cp>b)The supervisor should use all opportunities to discuss the employee’s\nperformance, including meetings, report backs, and informal discussions. An\nemployee’s supervisor shall monitor the employee's performance on a\ncontinuous basis and give him\u002Fher feedback on his\u002Fher performance: at least\nfour times a year - orally, if the employee’s performance is rated as\n‘competent’ and above); and in writing if performance needs to improve and\nunsatisfactory; at least twice during the six months preceding the employee’s\nannual formal performance assessment; and in writing, on the annual formal\nperformance assessment date.\u003C\u002Fp>\n\n\u003Cp>7.2.1Preparations for performance review and assessment\u003C\u002Fp>\n\n\u003Cp>a)The Supervisor\u003C\u002Fp>\n\n\u003Cp>The supervisor should prepare by \u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.reviewing the previous period and objectives and\ntargets for the next period;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.reviewing support needed and drafting training\nand development needs;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.seeking appropriate feedback from relevant\nrole-players to support the process;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.reviewing and updating all relevant\ndocumentation; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">v.identifying interna l\u002Fexternal factors affecting\nthe employee’s performance.\u003C\u002Fp>\n\n\u003Cp>b)The Employee\u003C\u002Fp>\n\n\u003Cp>The employee should prepare by \u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.reviewing previous objectives and identifying\npossible new objectives and targets;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.collecting supporting facts on performance\ndelivered;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.identifying factors that affected his\u002Fher\nperformance;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.identifying support that will be needed as well\nas possible training and development needs; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">v.reflecting on the feedback to be given to the\nsupervisor.\u003C\u002Fp>\n\n\u003Cp>7.2.2Performance review and assessment cycle\u003C\u002Fp>\n\n\u003Cp>a)April - June: This constitutes the period of the first review process.\nFeedback may occur orally if the employee's performance is rated at\n“competent' or above, or in writing if it is rated as “performance needs to\nimprove\" and “unsatisfactory performance\".\u003C\u002Fp>\n\n\u003Cp>b)July - September: ’This is the period of the second review process, and\nconstitutes a “midterm review. Feedback during the midterm review should\nunder all circumstances be in writing. Outcomes of this process should be\nsigned by both parties.\u003C\u002Fp>\n\n\u003Cp>c)October - December: This constitutes the period of the third review\nprocess. Feedback may occur orally if the employee's performance is rated at\n“competent’ or above, or in writing if it is rated as “performance needs\nto improve” and “unsatisfactory performance”.\u003C\u002Fp>\n\n\u003Cp>d)January - March: This is the period of the final process in the cycle and\nconstitutes an “annual performance assessment'. Feedback during the annual\nreview should under all circumstances be in writing. Outcomes of this process\nshould be signed by both parties. The final assessment discussion must take\nplace at the end of the performance cycle and coincides with the end of the\nfinancial year, i.e. March of each year. The assessment score for the\nemployee’s performance is the total of the individual KRA (70%) and CMC (30%)\nassessment scores.\u003C\u002Fp>\n\n\u003Cp>7.2.3Performance review and assessment discussion\u003C\u002Fp>\n\n\u003Cp>a) The review and assessment discussion must enable and\u002For afford \u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.An employee an opportunity to assess his\u002Fher own\nperformance and its contribution to organisational goals and to identify areas\nof improvement;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.the supervisor an opportunity to provide formal\nfeedback on performance over the year and to identify ways of improving what\nwas achieved;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.An employee an opportunity to contribute to,\nand respond to comments regarding his\u002Fher performance and identify issues\nbeyond his\u002Fher control that limit the achievement of results;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.An open discussion between the\nemploy^e-enct-his\u002Fher supervisor in which achievements can be fully recognised\nand ideas for problem solving agreed;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">v.An opportunity for a discussion and agreement on\nan overall assessment score reflecting judgement on the level of achievement\nattained in terms of the performance agreement; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">vi.An opportunity for the supervisor and the\nemployee to agree on areas of personal development.\u003C\u002Fp>\n\n\u003Cp>7.3 Performance assessment instruments\u003C\u002Fp>\n\n\u003Cp>The annual \u002F mid-year assessment instruments applicable to office based\neducators (Refer to Annexure D).\u003C\u002Fp>\n\n\u003Cp>The same assessment instrument is used to assess the performance of all\nindividual KRAs and CMCs, as well as the overall performance of the employee.\nIt is the overall performance assessment score that is to be used as the basis\nof deciding the performance assessment outcome for the employee. The\nperformance review and annual assessment of employees will be based on the\nfollowing ratings:\u003C\u002Fp>\n\n\u003Cdiv class=\"WordSection1\">\n\n\u003Ctable class=\"MsoNormalTable\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\" style=\"border-collapse:collapse\">\n  \u003Ctbody>\n    \u003Ctr style=\"height:41.5pt\">\n      \u003Ctd width=\"72\" style=\"width:53.75pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   background:#DADADA;padding:0cm .5pt 0cm .5pt;height:41.5pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>RATING\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"150\" style=\"width:112.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   background:#DADADA;padding:0cm .5pt 0cm .5pt;height:41.5pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-indent:17.0pt;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>CATEGORY\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"430\" style=\"width:322.8pt;border:solid windowtext 1.0pt;border-bottom:   none;background:#DADADA;padding:0cm .5pt 0cm .5pt;height:41.5pt\">\u003Cp class=\"Egyb0\" align=\"center\" style=\"margin-bottom:0cm;text-align:center;   line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>DESCRIPTION\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:63.85pt\">\n      \u003Ctd width=\"72\" valign=\"top\" style=\"width:53.75pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:14.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">1\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"150\" style=\"width:112.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>UNSATISFACTORY PERFORMANCE\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"430\" valign=\"bottom\" style=\"width:322.8pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-align:justify;line-height:normal\">\u003Cspan class=\"Egyb\">Performance does not meet the standard expected for the\n        job. The review\u002Fassessment indicates that the employee has achieved\n        less than competent results against almost all of the performance\n        criteria and indicators as specified in the Performance Agreement and\n        Work plan.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:77.5pt\">\n      \u003Ctd width=\"72\" valign=\"top\" style=\"width:53.75pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:77.5pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:13.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">2\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"150\" style=\"width:112.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:77.5pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>PERFORMANCE NEEDS TO IMPROVE\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"430\" valign=\"top\" style=\"width:322.8pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:77.5pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-align:justify;line-height:normal\">\u003Cspan class=\"Egyb\">Performance meets some of the standards expected for the\n        job. The review\u002Fassessment indicates that the employee has achieved\n        less than competent results against more than half of the performance\n        criteria and indicators as specified in the Performance Agreement and\n        Work plan.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:63.85pt\">\n      \u003Ctd width=\"72\" valign=\"top\" style=\"width:53.75pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:14.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">3\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"150\" valign=\"top\" style=\"width:112.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:14.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>COMPETENT\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"430\" valign=\"bottom\" style=\"width:322.8pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:63.85pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-align:justify;line-height:normal\">\u003Cspan class=\"Egyb\">Performance fully meets the standard expected in all areas\n        of the job. The review\u002Fassessment indicates that the employee has\n        achieved as a minimum effective results against all of the performance\n        criteria and indicators as specified in the Performance Agreement and\n        Work plan.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:76.8pt\">\n      \u003Ctd width=\"72\" valign=\"top\" style=\"width:53.75pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:76.8pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:14.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">4\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"150\" valign=\"top\" style=\"width:112.3pt;border-top:solid windowtext 1.0pt;   border-left:solid windowtext 1.0pt;border-bottom:none;border-right:none;   padding:0cm .5pt 0cm .5pt;height:76.8pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:14.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>GOOD PERFORMANCE\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"430\" valign=\"bottom\" style=\"width:322.8pt;border:solid windowtext 1.0pt;   border-bottom:none;padding:0cm .5pt 0cm .5pt;height:76.8pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-align:justify;line-height:normal\">\u003Cspan class=\"Egyb\">Performance is significantly higher than the standard\n        expected in the job. The review\u002Fassessment indicates that the employee\n        has achieved better than competent results against more than half of\n        the performance criteria and indicators as specified in the Performance\n        Agreement and Work plan and fully achieved all others throughout the\n        performance cycle.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n    \u003Ctr style=\"height:78.0pt\">\n      \u003Ctd width=\"72\" valign=\"top\" style=\"width:53.75pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:78.0pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:14.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">5\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"150\" valign=\"top\" style=\"width:112.3pt;border:solid windowtext 1.0pt;   border-right:none;padding:0cm .5pt 0cm .5pt;height:78.0pt\">\u003Cp class=\"Egyb0\" style=\"margin-top:14.0pt;margin-right:0cm;margin-bottom:0cm;   margin-left:0cm;line-height:normal\">\u003Cspan class=\"Egyb\">\u003Cb>EXCELLENT PERFORMANCE\u003C\u002Fb>\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n      \u003Ctd width=\"430\" valign=\"bottom\" style=\"width:322.8pt;border:solid windowtext 1.0pt;   padding:0cm .5pt 0cm .5pt;height:78.0pt\">\u003Cp class=\"Egyb0\" style=\"margin-bottom:0cm;text-align:justify;line-height:normal\">\u003Cspan class=\"Egyb\">Performance far exceeds the standard expected of a\n        jobholder at this level. The review\u002Fassessment indicates that the\n        employee has achieved better than competent results against all of the\n        performance criteria and indicators as specified in the PA and Work\n        plan and maintained this in all areas of responsibility throughout the\n        performance cycle.\u003C\u002Fspan>\u003C\u002Fp>\n      \u003C\u002Ftd>\n    \u003C\u002Ftr>\n  \u003C\u002Ftbody>\n\u003C\u002Ftable>\n\u003C\u002Fdiv>\n\n\u003Cp>The annual performance assessment process involves:\u003C\u002Fp>\n\n\u003Cp>a)Assessment of the achievement of results (KRAs) outlined in the work\nplan\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Each KRA must be assessed on the extent to which\nthe specified standards have been met and outputs achieved.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.An indicative rating on the five-point scale\nmust be provided for each KRA.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.This rating must be multiplied by the weighting\ngiven to the KRA as per the performance agreement, to provide a score.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.The rating calculator can be used to add the\nscores and calculate a final KRA score, based on the 70% weighting allocated to\nthe KRAs.\u003C\u002Fp>\n\n\u003Cp>b)Assessment of the CMCs\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Each CMC must be assessed according to the extent\nto which the specified standards have been met.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.An indicative rating on the five-point scale\nmust be provided for each CMC.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.This rating must be multiplied by the weighting\ngiven to each CMC as per the performance agreement, to provide a score.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.The rating calculator may then be used to add\nthe scores and calculate a final CMC score, based on the 30% weighting\nallocated to the CMCs.\u003C\u002Fp>\n\n\u003Cp>c)Overall rating\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.An overall score in accordance with the\nassessment rating is provided as a summary of the outcome of the performance\nreview for KRAs and CMCs.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.The assessment rating calculator may then be\nused to provide a final score based on adding the scores achieved for the KRAs\nand the CMCs.\u003C\u002Fp>\n\n\u003Cp>7.4Moderation\u003C\u002Fp>\n\n\u003Cp>7.4.1Purpose of moderation\u003C\u002Fp>\n\n\u003Cp>The purpose of moderation is to ensure, as far as possible, that supervisors\nare evaluating performance in an equitable and consistent manner across the\ndepartment, with a common understanding of the standard required at each level\nof the rating scale.\u003C\u002Fp>\n\n\u003Cp>7.4.2Structures involved in the moderation proce\u003C\u002Fp>\n\n\u003Cp>a)National level: A single moderation committee will be established.\u003C\u002Fp>\n\n\u003Cp>b)Provincial Level: Each province will establish a moderation committee.\u003C\u002Fp>\n\n\u003Cp>c)District Level: Sub-committees will be established by the provincial\nmoderation committee.\u003C\u002Fp>\n\n\u003Cp>7.4.3Composition of the Moderation Committee\u003C\u002Fp>\n\n\u003Cp>a)National Level:\u003C\u002Fp>\n\n\u003Cp>The national moderation committee will be established by the Director-\nGeneral in consultation with Senior Management. The committee will consist,\namongst others, of the following:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Head of Human Resource Management\n(Chairperson);\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Two (2) representatives from senior management;\nand\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii. EMS PMDS coordinator\u003C\u002Fp>\n\n\u003Cp>b)Provincial Level:\u003C\u002Fp>\n\n\u003Cp>The provincial moderation committee should be established by the Head of\nDepartment (HOD) in consultation with senior management. The committee will\nconsist, amongst others, of the following:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Head of Human Resource Management\n(Chairperson);\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Two (2) representatives from senior management;\nand\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.PMDS coordinator.\u003C\u002Fp>\n\n\u003Cp>c)District Level:\u003C\u002Fp>\n\n\u003Cp>The District Director will be responsible for the establishment of a\nmoderation sub-committee at district level. The sub-committee will consist,\namongst others, of the following:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.District Director (Chairperson)\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Two (2) representatives from the district\nmanagement team; and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.PMDS coordinator.\u003C\u002Fp>\n\n\u003Cp>7.4.4Functions of the Moderation Committee\u003C\u002Fp>\n\n\u003Cp>a)National and Provincial Level:\u003C\u002Fp>\n\n\u003Cp>The functions of the moderation committee will be to:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Ensure that there is compliance in terms of the\napplicable policy\u002Fcollective agreement.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Provide oversight of the EMS PMDS, especially\nensuring that the process for setting performance standards in the PAs is valid\nand objective;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.Detect potential problems in the system (early\nwarning) and advise the Head of the Department accordingly;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.Review overall assessment scores in the\ndepartment to ensure consistency;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">v.Make recommendations regarding actions to be\nconsidered where managers and supervisors do not properly and fairly execute\ntheir responsibilities with regard to assessment and rating in terms of the EMS\nPMDS.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">vi.Submit reports to the DG\u002FHOD on their\nactivities.\u003C\u002Fp>\n\n\u003Cp>b)District level:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Ensure that there is compliance in terms of the\napplicable policy\u002Fcollective agreement.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Responsible for resolving any differences that\nmay arise\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.Identify issues of non-compliance with the EMS\nPMDS collective agreement.\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iv.Submit reports to the provincial moderation\ncommittee on its activities.\u003C\u002Fp>\n\n\u003Cp>Note: The above processes do not take away the right of an employee to\ninvoke formal dispute resolution procedures if aggrieved by the outcome of the\nmoderation committee.\u003C\u002Fp>\n\n\u003Cp>7.4.5Meetings of the committee\u003C\u002Fp>\n\n\u003Cp>a)Depending on operational requirements, the moderation committees\n(National\u002FProvincial) will be required to meet at least twice per performance\ncycle as follows:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.At the end of the performance cycle: to review\nand moderate the overall assessment results of the assessment process to ensure\nconsistency within the department;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.At the start of the new cycle: to monitor the\nresults of performance planning and agreement activities to ensure compliance\nand detect potential problems in the system.\u003C\u002Fp>\n\n\u003Cp>b)The district sub-committee should meet at least twice per performance\ncycle to ensure that employees and their supervisors are complying with all the\nrequirements as required in the EMS PMDS agreement.\u003C\u002Fp>\n\n\u003Cp>c)Additional meetings may be arranged as the need arises \u003C\u002Fp>\n\n\u003Cp>7.4.6Moderation process\u003C\u002Fp>\n\n\u003Cp>The moderation process operates at two levels;\u003C\u002Fp>\n\n\u003Cp>a)At individual level:\u003C\u002Fp>\n\n\u003Cp>The role of the moderating committee is to ensure that supervisors are\nagreeing with their subordinates on work plans and appraising performance in a\nrealistic, consistent and fair manner.\u003C\u002Fp>\n\n\u003Cp>b)At departmental\u002Fdistrict level:\u003C\u002Fp>\n\n\u003Cp>The moderating committee must satisfy itself that departmental plans are\ndeveloped and the EMS PMDS procedures are followed. This will be achieved\nby:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.Ensuring that the supervisors overview the\nperformance management actions and assessment outcomes of their\nsubordinates;\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.Ensuring that scores given across the department\nare valid and authentic, and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">iii.Ensuring that grievances referred to it are\nresolved amicably.\u003C\u002Fp>\n\n\u003Cp>7.4.7Discrepancies encountered during the moderation process\u003C\u002Fp>\n\n\u003Cp>a)If a moderating committee identifies deviations or discrepancies, the\nfollowing steps should be followed:\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">i.refer back and furnish reasons thereof to the\nsupervisor who had agreed to the rating with his or her subordinate(s); and\u003C\u002Fp>\n\n\u003Cp style=\"margin-left:2em;\">ii.This should be accompanied by a request for\nreconsideration of the rating.\u003C\u002Fp>\n\n\u003Cp>b)Unless it is an overall assessment score adjustment that alters the\nassessment scores of all employees (as a group) by the same quantum, a\nmoderating committee may not change an individual employee's assessment score,\nwithout first referring the issue back to the supervisor who made the initial\nassessment, or any moderation sub-committee that might have been involved in\nthe process.\u003C\u002Fp>\n\n\u003Cp>c)A moderation committee must keep detailed minutes of all decisions\nmade.\u003C\u002Fp>\n\n\u003Cp>7.5Disagreements and grievances \u003C\u002Fp>\n\n\u003Cp>In cases of any disagreement between the employee and the supervisor, all\nefforts should be made to resolve such disagreements at that level.\u003C\u002Fp>\n\n\u003Cp>If any disagreements regarding the moderation of the evaluation of an\nemployee must be dealt with in terms of the grievance procedure as stipulated\nin Chapter G of the PAM.\u003C\u002Fp>\n\n\u003Ch3>8. MANAGING PERFORMANCE THAT IS UNSATISFACTORY (RATING OF 1 & 2)\u003C\u002Fh3>\n\n\u003Cp>Supervisors are required to first identify and then, in line with a\ndevelopmental approach, deal with unacceptable performance of employees under\ntheir supervision. The supervisor must comply with the procedural requirements\nof the Employment of Educators Act 1998 and Personnel Administrative Measures -\n“Incapacity Code\".\u003C\u002Fp>\n\n\u003Ch3>9. IMPLEMENTATION GUIDELINES\u003C\u002Fh3>\n\n\u003Cp>The employer will develop guidelines and instruments for the effective\nimplementation and monitoring of the EMS PMDS for office-based educators.\u003C\u002Fp>\n\n\u003Cp>\u003C\u002Fp>\n\n\n",{"cbadate_start":44,"strikes_trigger":48,"newtech_trigger":51,"discrimination":55,"trainingprogrammes_newtech":59,"TRAINING_trigger":63},{"bindId":45,"name":46,"text":47},"cbadate_start","THUS DONE AND SIGNED AT CENTURION ON THI","THUS DONE AND SIGNED AT CENTURION ON THIS THE 18th DAY OF OCTOBER 2017",{"bindId":49,"name":50,"text":50},"strikes_trigger","6.DISPUTE RESOLUTION",{"bindId":52,"name":53,"text":54},"newtech_trigger","The EMS Performance Management and Devel","The EMS Performance Management and Development System has been designed for\nuse to assist with performance management of office based educators at national\nor Provincial Education Department.",{"bindId":56,"name":57,"text":58},"discrimination","a)Departments shall manage performance i","a)Departments shall manage performance in a consultative, supportive and\nnon-discriminatory manner to enhance organisational efficiency and\neffectiveness, accountability for the use of resources and the achievement of\nresults.",{"bindId":60,"name":61,"text":62},"trainingprogrammes_newtech","•Another key requirement for the success","•Another key requirement for the successful implementation of the EMS PMDS\nis training on the system. Managers, supervisors and employees must be trained\nin the mechanics of the system and areas such as communication, problem-solving\nand conflict resolution in order to manage the system more effectively. The\ntraining of supervisors in particular is of the utmost importance, and this\nshould result in supervisors knowing how to implement the system, ensuring that\nemployees receive adequate training and possess sufficient information to be\nable to fully participate in the processes. This must be done with the support\nand co-operation of the HR unit in a Department.",{"bindId":64,"name":61,"text":62},"TRAINING_trigger","\u003Chtml>\n\n    \u003Cdiv class=\"cobra-report\">\n\n        \u003Ch2>ZAF South African Government - 2017\u003C\u002Fh2>\n\n        \u003Cdiv class=\"section general\">\n\n            \n                \u003Cdiv id=\"display-start_date\">Start date: → 2017-10-18\u003C\u002Fdiv>\n            \n            \n\n            \n            \n                \u003Cdiv id=\"display-end_date\">End date: → Not specified\u003C\u002Fdiv>\n            \n\n            \u003C!-- TODO: previous CBA logic -->\n            \u003C!-- TODO: status logic -->\n\n            \n\n            \u003C!-- TODO: transnational_label, includingcountries_label, national_framework_label -->\n\n            \u003Cdiv id=\"display-SECTOR1\">\n                Name industry: → Education, research, Public administration, police, interest groups\n            \u003C\u002Fdiv>\n\n            \u003Cdiv id=\"display-NACE2004\">\n                Name industry: → Regulation of the activities of providing health care, education, cultural services and other social services, excluding social security\n            \u003C\u002Fdiv>\n\n            \u003Cdiv id=\"display-FIRMPRI\">\n                Public\u002Fprivate sector: → In the public sector\n            \u003C\u002Fdiv>\n            \n            \u003Cdiv>Concluded by:\u003C\u002Fdiv>\n\n            \u003Cdiv id=\"display-CBA_MNCOMPA_1\">\n\n                \n                    \n                    \u003Cdiv>\n                        Name company: → \n                        South African Government\n                    \u003C\u002Fdiv>\n                \n                \u003Cdiv id=\"display-CBA_MNCOMPA_1_txt\">\u003C\u002Fdiv>\n            \u003C\u002Fdiv>\n\n            \n\n            \n\n            \u003Cdiv id=\"display-CBA_MEMTRAD4_1\">\n                Names trade unions: → \n\n                \n                    \n                    \u003Cspan>\n                        SADTU - South African Democratic Teachers Union, PEU - Professional Educators Union, NAPTOSA National Professional Teachers' Organisation of South Africa , NATU National Teachers' Union,  SAOU South African Teachers' Union\n                    \u003C\u002Fspan>\n                \n\n                \u003Cdiv id=\"display-CBA_MEMTRAD4_1_txt\">\u003C\u002Fdiv>\n            \u003C\u002Fdiv>\n\n            \n\n            \n\n        \u003C\u002Fdiv>\n\n        \n\n        \u003Cdiv class=\"section training\">\n            \u003Ch3 id=\"display-TRAINING_trigger\">TRAINING\u003C\u002Fh3>\n            \u003Cdiv id=\"display-trainingprogrammes\">Training programmes: → Yes\u003C\u002Fdiv>\n            \u003Cdiv id=\"display-apprenticeships\">Apprenticeships: → No\u003C\u002Fdiv>\n            \u003Cdiv id=\"display-trainingfund\">Employer contributes to training fund for employees: → No\u003C\u002Fdiv>\n        \u003C\u002Fdiv>\n\n        \n\n\n        \n\n        \n        \n        \u003Cdiv class=\"section gender-equality-issues\">\n            \u003Ch3 id=\"display-GENEQ_trigger\">GENDER EQUALITY ISSUES\u003C\u002Fh3>\n         \u003Cdiv id=\"display-eqpay\">Equal pay for work of equal value: → No\u003C\u002Fdiv>\n         \n         \u003Cdiv id=\"display-discrimination\">Discrimination at work clauses: → Yes\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-eqpromotion\">Equal opportunities for promotion for women: → No\u003C\u002Fdiv> \n        \u003Cdiv id=\"display-eqtraining\">Equal opportunities for training and retraining for women: → No\u003C\u002Fdiv>     \n        \u003Cdiv id=\"display-eqofficer\">Gender equality trade union officer at the workplace: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-sexualhar\">Clauses on sexual harassment at work: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-violence\">Clauses on violence at work: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-violenceleave\">Special leave for workers subjected to domestic or intimate partner violence: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-support_disabilities\">Support for women workers with disabilities: → No\u003C\u002Fdiv>\n        \u003Cdiv id=\"display-equalitymonitoring\">Gender equality monitoring: → No\u003C\u002Fdiv>\n             \n         \u003C\u002Fdiv>\n         \n\n        \n        \n\n        \n\n        \n\n    \u003C\u002Fdiv>\n\n\u003C\u002Fhtml>\n",[],[],"collective_agreement",[70],{"title":37,"slug":33},[72],{"type":73,"data":74},"call_to_action_body_block",{"title":75,"description":76,"variant":77,"link":78},"Compare Collective Agreements","Compare the articles of the Collective Agreements from South Africa across sectors, topics and countries","dark",{"title":75,"url":79,"description":75,"rel":80,"type":81},"\u002Fen-za\u002Fwork-in-south-africa\u002Fcollective-bargaining-agreement\u002Fcompare-collective-agreements","follow","internal",[83],{"type":73,"data":84},{"title":75,"description":76,"variant":77,"link":85},{"title":75,"url":79,"description":75,"rel":80,"type":81},[]]