A succession planning framework for leadership development of nurse educators in nursing education institutions in South Africa

Abstract

English: Background Within the next five to ten years, an estimated 84% of nurse educators in South Africa will be exiting institutions for retirement, leaving a shortage of skilled, competent nurse educators. Succession planning frameworks are not readily available and applied in nursing education institutions in South Africa. A succession planning framework is essential to maintain leadership continuity and a stable workforce in nursing education institutions in South Africa. A succession planning framework allows for internal grooming of potential successors and guarantees the establishment of a talent pool that are readily available to move into leadership positions whenever vacancies occur. Methods The aim of this study was to develop a succession planning framework for leadership development of nurse educators in nursing education institutions in South Africa. Three research objectives guided this study, namely; (1) to determine the current succession planning processes that are in place for leadership development of nurse educators according to heads of nursing departments in South Africa, (2) to determine the current succession planning processes that are in place for leadership development at NEIs in South Africa according to nurse educators and, (3) to develop a succession planning framework for leadership development of nurse educators in NEIs in South Africa. A mixed methods sequential explanatory design was used to investigate current succession planning practices and processes for leadership development of nurse educators in nurse education institutions in South Africa. The study was guided and informed by Mateso’s (2010) conceptual framework for succession planning and management. The researcher conducted the study in three phases. In Phase one, stratified random sampling was used to select 100 nursing Heads of Department working in nursing education institutions across all nine provinces in South Africa. Data was collected using a semi-structured questionnaire and analysed using descriptive statistical techniques, Statistical System (SAS) STATA program, version 4.1. In Phase two, focus group interviews were conducted. Purposive sampling was used to recruit 20 nursing educators working in nursing education institutions in the Gauteng province. The researcher used content analysis to analyse the transcribed interviews. The data of Phase one and Phase two were integrated and served as introduction to Phase three. In Phase three, purposive sampling was used to recruit 12 stakeholders in nursing education training. A one-day stakeholders meeting was held and the Nominal Group Technique was used as method to guide stakeholders to reach consensus on what concepts to include in the envisaged a framework. Results and findings The results of phase 1 indicated that current succession planning practices are unstructured and succession planning processes are unclear. Thus, there is need for having a formal succession planning for leadership development of nurse educators. Three themes emerged from the qualitative data namely: current succession planning for leadership development of nurse educators, current succession planning and management practices, and barriers to the implementation of succession planning for leadership development. In the nominal group technique participants reached consensus on five fundamental concepts for inclusion in the suggested succession planning framework for nurse educators in NEIs in South Africa. These concepts are as follows: (1) strategic alignment; (2) leadership development involvement and commitment; (3) succession planning process; (4) implementation and, (5) talent management. The outcome of the consensus meeting assisted the researcher to develop a succession planning framework to aid in identifying potential nurse educators for leadership positions and to develop and retain nurse educators to fill current and future leadership positions. Conclusion This study identified the urgent need for a succession planning for leadership development of nurse educators in nursing education institutions in South Africa. The key to prevention of having inexperienced and unskilled leaders within the next ten years when current leaders exit for retirement is awareness of leadership development of nurse educators early in their career. In addition, communication and teamwork between top management and human resource departments plays a crucial role in succession planning and its implementation. Recommendations were made that have a bearing on succession planning for leadership development of nurse educators among stakeholders in nursing education and training, nursing education institutions, executive management and human resource departments, and future studies in leadership development through succession planning.

Sepedi: Tshedimošo ya mathomong Mo mengwageng ye mehlano go ya go ye lesome ye e tlago, go akanyetšwa gore 84% ya barutiši ba baoki ka Afrika Borwa e tla be e tšwa dihlongweng go ya go rola modiro, gomme seo sa tlogela tlhaelelo ya barutiši ba baoki bao ba nago le bokgoni, bao ba nago le bokgoni. Ditlhako tša peakanyo ya tatelano ga di hwetšagale gabonolo le go dirišwa ke dihlongwa tša thuto ya booki ka Afrika Borwa. Tlhako ya peakanyo ya tlhatlamano e bohlokwa go hlokomela tšwelopele ya boetapele le bašomi ba go tsepama ka dihlongwa tša thuto ya booki ka Afrika Borwa. Tlhako ya peakanyo ya tlhatlamano e dumelela go itokiša ka gare ga bao ba ka bago bahlatlami gomme e netefatša go hlongwa ga motheo wa ditalente leo le hwetšagalago gabonolo go hudugela maemong a boetapele neng le neng ge dikgoba tša mošomo di direga. Mekgwa Maikemišetšo a dinyakišišo tše e be e le go hlama tlhako ya peakanyo ya tlhatlamano ya tlhabollo ya boetapele bja barutiši ba baoki ka dihlongwa tša thuto ya booki ka Afrika Borwa. Maikemišetšo a mararo a nyakišišo a hlahlile nyakišišo ye, e lego; (1) go hlaola ditshepedišo tša bjale tša peakanyo ya tatelano tšeo di lego gona bakeng sa tlhabollo ya boetapele bja barutiši ba baoki go ya ka dihlogo tša mafapha a booki ka Afrika Borwa, (2) go hlaola ditshepedišo tša peakanyo ya tatelano tšeo di lego gona bakeng sa tlhabollo ya boetapele ka go NEI ka Afrika Borwa go ya ka barutiši ba baoki le, (3) go hlama tlhako ya peakanyo ya tatelano ya tlhabollo ya boetapele ya barutiši baoki ka go NEI ka Afrika Borwa. Tlhamo ya tlhalošo ya tatelano ya mekgwa ye e hlakantšwego o šomišitšwe go nyakišiša mekgwa ya bjale ya peakanyo ya tlhatlamano le ditshepedišo tša tlhabollo ya boetapele bja barutiši ba baoki ka dihlongwa tša thuto ya baoki ka Afrika Borwa. Dinyakišišo di ile tša hlahlwa le go tsebišwa ke tlhako ya kgopolo ya Mateso (2010) ya peakanyo le taolo ya tlhatlamano. Monyakišiši o dirile dinyakišišo tše ka dikgato tše tharo. Mo Kgatong ya pele, go dira sampole ka go se kgethe go šomišitšwe go kgetha Dihlogo tša Kgoro tša booki tše 100 tšeo di šomago ka dihlongwa tša thuto ya booki go ralala le diprofense ka moka tše senyane ka Afrika Borwa. Datha e kgobokeditšwe ka go šomiša lenaneopotšišo leo le sego la rulaganywa gabotse gomme ya sekasekwa ka go šomiša dithekniki tša dipalopalo tše di hlalošago, lenaneo la STATA la Tshepedišo ya Dipalopalo (SAS), phetolelo ya 4.1. Mo Kgatong ya bobedi, dipoledišano tša sehlopha sa nepišo di dirilwe. Go šomišitšwe go tšea mehlala ka nepo go thwala barutiši ba booki ba 20 bao ba šomago ka dihlongwa tša thuto ya booki ka profenseng ya Gauteng. Monyakišiši o šomišitše tshekatsheko ya diteng go sekaseka dipoledišano tšeo di ngwadilwego. Datha ya Kgato ya pele le Kgato ya bobedi e ile ya kopanywa gomme ya šoma bjalo ka matseno go Kgato ya boraro. Mo Kgatong ya boraro, go dira sampole ka nepo go šomišitšwe go thwala bakgathatema ba 12 ka tlhahlong ya thuto ya booki. Kopano ya letšatši le tee ya bakgathatema e swerwe gomme Thekniki ya Sehlopha sa Leina e šomišitšwe bjalo ka mokgwa wa go hlahla bakgathatema go fihlelela kwano ya gore ke dikgopolo dife tšeo ba swanetšego go di akaretša ka gare ga tlhako ye e akantšwego. Dipoelo le diphihlelelo Dipoelo tša kgato ya 1 di laeditše gore mekgwa ya bjale ya peakanyo ya tlhatlamano ga se ya rulaganywa gomme ditshepedišo tša peakanyo ya tlhatlamano ga di tšwelele gabotse. Ka go realo, go na le tlhokego ya go ba le peakanyo ya semmušo ya tlhatlamano ya tlhabollo ya boetapele bja barutiši ba baoki. Merero ye meraro e tšweletše go tšwa go datha ya boleng e lego: peakanyo ya bjale ya tlhatlamano ya tlhabollo ya boetapele bja barutiši ba baoki, peakanyo ya bjale ya tlhatlamano le mekgwa ya taolo, le mapheko a phethagatšo ya peakanyo ya tlhatlamano ya tlhabollo ya boetapele. Ka thekniki ya sehlopha sa leina batšwasehlabelo ba fihleletše kwano ka ga dikgopolo tše hlano tša motheo tša go akaretšwa ka gare ga tlhako ya peakanyo ya tlhatlamano ye e šišintšwego ya barutiši ba baoki ka di-NEI ka Afrika Borwa. Dikgopolo tše ke tše di latelago: (1) go beakanya maano; (2) go kgatha tema le boikgafo bja tlhabollo ya boetapele; (3) tshepedišo ya peakanyo ya tlhatlamano; (4) phethagatšo le, (5) taolo ya talente. Sephetho sa kopano ya kwano se thušitše monyakišiši go hlama tlhako ya peakanyo ya tlhatlamano go thuša go šupa barutiši ba baoki bao ba ka bago gona bakeng sa maemo a boetapele le go hlabolla le go boloka barutiši ba baoki go tlatša maemo a bjale le a boetapele bja ka moso. Thumo Dinyakišišo di lemogile tlhokego ya ka pela ya peakanyo ya tlhatlamano ya tlhabollo ya boetapele bja barutiši ba baoki ka dihlongwa tša thuto ya booki ka Afrika Borwa. Se bohlokwa go thibelo ya go ba le baetapele bao ba se nago maitemogelo le bao ba se nago bokgoni mo mengwageng ye lesome ye e tlago ge baetapele ba bjale ba etšwa go ya go rola modiro ke temošo ya tlhabollo ya boetapele bja barutiši ba baoki mathomong a mošomo wa bona. Godimo ga moo, kgokagano le mošomo wa sehlopha magareng ga mafapha a taolo ya godimo le a methopo ya bašomi di kgatha tema ye bohlokwa ka peakanyong ya tlhatlamano le phethagatšo ya yona. Ditigelo di dirilwe tšeo di nago le khuetšo go peakanyo ya tlhatlamano ya tlhabollo ya boetapele bja barutiši ba baoki gare ga bakgathatema ka thutong le tlhahlong ya booki, dihlongwa tša thuto ya booki, taolo ya khuduthamaga le mafapha a methopo ya bašomi, le dithuto tša ka moso ka tlhabollong ya boetapele ka peakanyo ya tlhatlamano.

Afrikaans: Agtergrond: Binne die volgende vyf tot tien jaar sal, na raming, 84% van verpleegopvoeders in Suid-Afrika instellings verlaat vir aftrede, wat 'n tekort aan geskoolde, bekwame verpleegopvoeders tot gevolg sal hê. Opvolgbeplanningsraamwerke is nie geredelik beskikbaar en word nie toegepas in verpleegonderriginstellings in Suid-Afrika nie. n Opvolgbeplanningsraamwerk is noodsaaklik om leierskapskontinuïteit en 'n stabiele werksmag in verpleegonderriginstellings in Suid-Afrika te handhaaf. n Opvolgbeplanningsraamwerk maak voorsiening vir interne voorbereiding van potensiële opvolgers en waarborg die vestiging van 'n talentpoel wat geredelik beskikbaar is om na leiersposisies te bevorder wanneer vakatures ontstaan. Metodes: Die doel van hierdie studie was om 'n opvolgbeplanningsraamwerk vir leierskapsontwikkeling van verpleegopvoeders in verpleegonderrigsinstellings (VOI) in Suid-Afrika te ontwikkel. Drie navorsingsdoelwitte het hierdie studie gelei, naamlik; (1) om die huidige opvolgbeplanningsprosesse te bepaal wat in plek is vir leierskapsontwikkeling van verpleegopvoeders volgens hoofde van verpleegdepartemente in Suid-Afrika, (2) om die huidige opvolgbeplanningsprosesse te bepaal wat in plek is vir leierskapsontwikkeling by VOI's in Suid-Afrika volgens verpleegopvoeders, en (3) om 'n opvolgbeplanningsraamwerk vir leierskapsontwikkeling van verpleegopvoeders in VOI's in Suid-Afrika te ontwikkel. n Gemengde-metodes-opeenvolgende-verklarende-ontwerp is gebruik om huidige opvolgbeplanningspraktyke en -prosesse vir leierskapsontwikkeling van verpleegopvoeders in verpleegonderriginstellings in Suid-Afrika te ondersoek. Die studie is gelei en ingelig deur Mateso (2010) se konseptuele raamwerk vir opvolgbeplanning en -bestuur. Die navorser het die studie in drie fases uitgevoer. In Fase Een is gestratifiseerde ewekansige steekproefneming gebruik om 100 verpleegdepartementshoofde te kies wat in verpleegonderriginstellings verspreid oor al nege provinsies in Suid-Afrika werk. Data is ingesamel met behulp van 'n semi-gestruktureerde vraelys en ontleed met behulp van beskrywende statistiese tegnieke, Statistical System (SAS) STATA-program, weergawe 4.1. In FaseTwee is fokusgroeponderhoude gevoer. Doelgerigte steekproefneming is gebruik om 20 verpleegopvoeders te werf wat in verpleegonderriginstellings in die Gauteng-provinsie werk. Die navorser het inhoudsontleding gebruik om die getranskribeerde onderhoude te ontleed. Die data van Fase Een en Fase Twee is geïntegreer en het as inleiding tot Fase Drie gedien. In Fase Drie is doelgerigte steekproefneming gebruik om 12 belanghebbendes in verpleegonderrigopleiding te werf. n Eendag-belanghebbendesvergadering is gehou en die nominale groeptegniek is as metode gebruik om belanghebbendes te lei om konsensus te bereik oor watter konsepte in die beoogde raamwerk ingesluit moet word. Resultate en bevindinge: Die resultate van Fase Een het aangedui dat huidige opvolgbeplanningspraktyke ongestruktureerd is en dat opvolgbeplanningsprosesse onduidelik is. Daar is dus 'n behoefte aan formele opvolgbeplanning vir leierskapsontwikkeling van verpleegopvoeders. Drie temas het uit die kwalitatiewe data na vore gekom, naamlik: huidige opvolgbeplanning vir leierskapsontwikkeling van verpleegopvoeders, huidige opvolgbeplanning en bestuurspraktyke, en hindernisse tot die implementering van opvolgbeplanning vir leierskapsontwikkeling. In die nominale groeptegniek het deelnemers konsensus bereik oor vyf fundamentele konsepte vir insluiting in die voorgestelde opvolgbeplanningsraamwerk vir verpleegopvoeders in VOI's in Suid-Afrika. Hierdie konsepte is soos volg: (1) strategiese belyning; (2) leierskapsontwikkelingsbetrokkenheid en -toewyding; (3) opvolgbeplanningsproses; (4) implementering en (5) talentbestuur. Die uitkoms van die konsensusvergadering het die navorser gehelp om 'n opvolgbeplanningsraamwerk te ontwikkel om te help met die identifisering van potensiële verpleegopvoeders vir leierskapsposisies en om verpleegopvoeders te ontwikkel en te behou om huidige en toekomstige leierskapsposisies te vul. Gevolgtrekking: Hierdie studie het die dringende behoefte aan opvolgbeplanning vir leierskapsontwikkeling van verpleegopvoeders in verpleegonderriginstellings in Suid-Afrika geïdentifiseer. Die sleutel tot die voorkoming van onervare en ongeskoolde leiers binne die volgende tien jaar wanneer huidige leiers aftree, is bewustheid van leierskapsontwikkeling van verpleegopvoeders vroeg in hul loopbaan. Daarbenewens speel kommunikasie en spanwerk tussen topbestuur en menslike hulpbronafdelings 'n deurslaggewende rol in opvolgbeplanning en die implementering daarvan. Aanbevelings is gemaak wat betrekking het op opvolgbeplanning vir leierskapsontwikkeling van verpleegopvoeders onder belanghebbendes in verpleegonderrig en -opleiding, verpleegonderriginstellings, uitvoerende bestuur en menslike hulpbrondepartemente, en toekomstige studies in leierskapsontwikkeling deur middel van opvolgbeplanning.

IsiZulu: Esizindeni Seminyaka emihlanu kuya kweyishumi ezayo, kulinganiselwa ukuthi u-84% wothisha babahlengikazi baseNingizimu Afrika bazobe bephuma ezikhungweni ukuze bathathe umhlalaphansi, nokuyinto ezodala ukuntuleka kothisha babahlengikazi abanekhono futhi abawaziyo umsebenzi wabo. Izinhlaka zokuhlela abalandelayo abazothatha izintambo azitholakali kalula futhi zisetshenziswa ezikhungweni zokufundisa abahlengikazi eNingizimu Afrika. Uhlaka lokuhlela abalandelayo abazothatha izintambo lubalulekile ukuze kugcinwe ukuqhubeka kobuholi kanye nabasebenzi abazinzile ezikhungweni zokufundisa abahlengikazi eNingizimu Afrika. Uhlaka lokuhlela abalandelayo abazothatha izintambo luvumela ukulungiselelwa kwangaphakathi kwabangase bathathe izintambo futhi luqinisekisa ukusungulwa kweqembu labanamakhono abatholakala kalula ukuze bangene ezikhundleni zobuholi noma nini lapho kuvela izikhala zomsebenzi. Izindlela Inhloso yalolu cwaningo bekuwukusungula uhlaka lokuhlela abalandelayo abazothatha izintambo ngokuphathelene nokuthuthukiswa kobuholi kothisha babahlengikazi ezikhungweni zokufundisa abahlengikazi eNingizimu Afrika. Izinhloso ezintathu zocwaningo ziqondise lolu cwaningo, okungukuthi; (1) ukuthola izinqubo zamanje ezikhona zokuhlela abalandelayo abazothatha izintambo ngokuphathelene nokuthuthukisa ubuholi bothisha babahlengikazi ngokusho kwabaholi beminyango yabahlengikazi eNingizimu Afrika, (2) ukunquma izinqubo zamanje ezikhona zokuhlela abalandelayo abazothatha izintambo ekuthuthukiseni ubuholi kuma-NEI eNingizimu Afrika ngokusho kothisha babahlengikazi kanye, (3) nokwakha uhlaka lokuhlela abalandelayo abazothatha izintambo lokuthuthukisa ubuholi ngokuphathelene nothisha babahlengikazi kuma-NEI eNingizimu Afrika. Idizayini yokuchaza olandelanayo yasetshenziselwa ukuphenya ukwenziwa kanye nezinqubo zamanje zokuhlela abalandelayo abazothatha izintambo zokuthuthukiswa kobuholi kothisha babahlengikazi ezikhungweni zokufundisa abahlengikazi eNingizimu Afrika. Ucwaningo lwaqondiswa futhi lwaziswa ngohlaka lomqondo lwe-Mateso (2010) lokuhlela kanye nokwengamela abalandelayo okumele bathathe izintambo. Umcwaningi wenza ucwaningo ngezigaba ezintathu. Esigabeni sokuqala, kusetshenziswe amasampula angahleliwe ukuze kukhethwe Izinhloko Zomnyango ezingabahlengikazi ebayi-100 ezisebenza ezikhungweni zokufundisa abahlengikazi kuzo zonke izifundazwe eziyisishiyagalolunye eNingizimu Afrika. Idatha yaqoqwa kusetshenziswa uhlu lwemibuzo oluhleliwe futhi yahlaziywa kusetshenziswa amasu okuchazwa kwezibalo, uhlelo lwe-Statistical System (SAS), inguqulo 4.1. ESigabeni sesibili, kwenziwa izingxoxo zamaqembu okugxilwe kuwo. Ukuthatha amasampula okuhlosiwe kwasetshenziselwa ukuqasha othisha babahlengikazi abangama-20 abasebenza ezikhungweni zokufundisa abahlengikazi esifundazweni saseGauteng. Umcwaningi wasebenzisa ukuhlaziywa kokuqukethwe ukuze ahlaziye izingxoxo ezibhaliwe zisuselwa kokuqoshiwe. Idatha yeSigaba sokuqala neyeSigaba sesibili yahlanganiswa futhi yasebenza njengesingeniso eSigabeni sesithathu. Esigabeni sesithathu, ukuthatha amasampula enhloso asetshenziselwa ukuthola ababambiqhaza abayi-12 abasekuqeqesheni ngokuphathelene nokufundisa abahlengikazi. Kwabanjwa umhlangano wosuku olulodwa wababambiqhaza futhi i-Nominal Group Technique yasetshenziswa njengendlela yokuqondisa ababambiqhaza ukuze bafinyelele ekuvumelaneni ngokuthi yimiphi imiqondo okufanele ifakwe ohlakeni oluphokophelwe. Imiphumela kanye nokutholakele Imiphumela yesigaba 1 ikhombise ukuthi azilungisiwe izinqubo zamanje zokuhlela abalandelayo abazothatha izintambo futhi azicacile izinqubo zokuhlela abalandelayo abazothatha izintambo. Ngakho, kunesidingo sokuba nokuhlela abalandelayo abazothatha izintambo okusemthethweni kokuthuthukiswa kobuholi ngokuphathelene nothisha babahlengikazi. Kuvele izindikimba ezintathu emininingwaneni yokuthola ukuthi kwenzeke kanjani futhi ngobani okungukuthi: ukuhlela abalandelayo abazothatha izintambo kwamanje ngokuphathelene nokuthuthukiswa kobuholi kothisha babahlengikazi, ukuhlela kanye nokwenganyelwa kwabalandelayo abazothatha izintambo kwamanje, kanye nezithiyo ekuqalisweni kokuhlela abalandelayo abazothatha izintambo ngokuphathelene nokuthuthukiswa kobuholi. Eqenjini lokubamba iqhaza ngokulingana kuze kufinyelelwe esivumelwaneni ngokuphathelene nemibono emihlanu eyisisekelo yokufakwa ohlakeni lokuhlela abalandelayo abazothatha izintambo oluphakanyisiwe lwabafundisa abahlengikazi ku-NEI eNingizimu Afrika. Le miqondo imi kanje: (1) ukuqondanisa amasu; (2) ukuzibandakanya nokuzibophezela ekuthuthukiseni ubuholi; (3) inqubo yokuhlela abalandelayo abazothatha izintambo; (4) ukuqaliswa kanye, (5) nokwenganyelwa kwabasebenzi. Umphumela womhlangano wokuvumelana usize umcwaningi ukuba asungule uhlaka lokuhlela abalandelayo abazothatha izintambo kanye nokusiza ekutholeni abangaba abahlengikazi ezikhundleni zobuholi kanye nokuthuthukisa kanye nokugcina abahlengikazi abasezikhundleni zobuholi zamanje nezesikhathi esizayo. Isiphetho Lolu cwaningo luhlonze isidingo esibalulekile sokuba khona kokuhlaka lokuhlela abalandelayo abazothatha izintambo ngokuphathelene nokuthuthukiswa kobuholi kothisha babahlengikazi ezikhungweni zokufundisa abahlengikazi eNingizimu Afrika. Isihluthulelo sokuvimbela ukuba nabaholi abangenalwazi nabangenakhono phakathi neminyaka eyishumi ezayo lapho abaholi bamanje bephuma ngenxa yokuthatha umhlalaphansi ukuqaphela ukuthuthukiswa kobuholi kothisha babahlengikazi ekuqaleni komsebenzi wabo. Ngaphezu kwalokho, ukuxhumana nokusebenzisana kweqembu phakathi kwabaphathi abaphezulu neminyango yezinsiza ezingabasebenzi kunendima ebalulekile ekuhleleni abalandelayo abazothatha izintambo kanye nokuqaliswa kwalo. Kwenziwe izincomo ezinomthelela ekuhleleni abalandelayo okumele bathathe izintambo ngokuphathelene nokuthuthukiswa kobuholi kothisha babahlengikazi phakathi kwababambe iqhaza ekufundiseni nasekuqeqesheni abahlengikazi, ezikhungweni zokufundisa abahlengikazi, kuzikhulu eziphethe naseminyangweni yezinsiza ezingabasebenzi, nasezingcwaningweni zesikhathi esizayo ekuthuthukisweni kobuholi ngokuhlela abalendayo abazothatha izintambo.