The phenomenon of educational development emphasizes that the quality of institutions is highly determined by educators and education personnel who are professional, adaptive, and in accordance with the demands of the times. The assumption is that structured PTK planning is able to ensure the adequacy of the number, quality, and distribution of labor. However, there are still problems in the form of gaps between needs and availability, limited position analysis, and weak forecasting. The purpose of this paper is to describe the concept, method, process, and analysis of PTK planning to support professionalism and improve the quality of continuing education.
Â
First: The basic concept of planning for educators and education is a systematic effort to adjust the needs of the institution to the availability of educators and education personnel. PTK planning is seen as a process that determines the needs of the workforce in terms of quantity, quality, and distribution so that educational institutions are able to run programs according to their goals. This planning involves forecasting, development, implementation, and control activities so that the institution obtains the right manpower at the right time. In HR management, personnel planning includes staffing, recruitment, selection, placement, development, compensation, and professionally arranged dismissals. Its main purpose is to create educators and education personnel who are professional, adaptive, and relevant to the development of science, technology, and society. Thus, the basic concept of PTK planning emphasizes the integration of aspects of quantity, quality, efficiency, and sustainability of education management.
Â
Second: PTK Planning Methods, Strategies, and Procedures. PTK planning methods include status quo methods, practical instruction methods, unit forecasting methods, and trend analysis. The strategy is to put the right people in the right position at the right time. The procedure starts from identifying needs, analyzing positions, and projecting the availability of manpower to determining short-, medium-, and long-term plans. In addition, managerial estimation techniques, computer simulations, and stakeholder participation are used to increase the validity of the plan so that planning is more accurate, effective, and realistic.
Third: Qualifications and Skills of Educators and Education Personnel. The PTK planning process is carried out through sequential stages, namely identification of needs, position analysis, and analysis of labor availability. After that, demand forecasting and procurement planning through recruitment and selection, as well as placement and orientation determination. The next stage is competency development planning, compensation, and performance evaluation. The entire process is run in short-, medium-, and long-term cycles, with ongoing evaluation to remain relevant to the educational organization's strategic goals.
Fourth: Scope of Educator and Education Personnel Structuring activities and position analysis consist of job analysis, job description, and job specification detailing tasks and labor qualifications. Meanwhile, needs forecasting uses trend, projection, and simulation methods. The goal is to ensure the adequacy of manpower, prepare a replacement program, and anticipate the needs of the next five years. The results of the analysis are the basis for compiling the recruitment, training, promotion, and distribution of educators and education personnel.
Summary:
PTK planning is a strategic part of educational human resource management. Through systematic methods, strategies, and procedures, as well as the support of accurate position analysis and forecasting, educational institutions are able to provide professional educators. Thus, PTK planning ensures the continuity of the organization, improves the quality of learning, and adjusts to the demands of the curriculum and society.
This article is extracted from the teaching module of the Human Resource Management Course in Education Part 3, taught by lecturer Prof. Dr. H. A. Rusdiana, MM.
