Strategies and Processes of Planning Educators and Education Personnel for Sustainable Educational Quality

Global changes demand that educational institutions have competent educators and education personnel who are well planned. The assumption is that the success of education largely depends on the availability of human resources that meet organizational needs. However, problems often arise such as the imbalance between supply and demand, weak job analysis, and inaccurate forecasting of workforce needs. Therefore, this discussion aims to examine the concepts, methods, strategies, and processes of planning educators and education personnel in order to produce professionals who support effectiveness, productivity, and sustainable educational quality.

First, The planning of educators and education personnel is a systematic process to determine workforce needs in line with organizational goals, covering recruitment, utilization, development, and maintenance of potential staff. This planning has three essential dimensions: first, the objective dimension, which is visionary in linking individual, organizational, and national needs; second, the organizational dimension, which emphasizes improving the quality of human resources as the institution's main asset; and third, the requirement dimension, which demands teachers with noble character and professionalism as well as education personnel who meet their competencies. The main benefits of such planning include enhancing effectiveness and productivity, improving information management, forecasting future needs, and providing a foundation for program and career development.

Second, The planning methods for educators and education personnel can be carried out through non-scientific, scientific, traditional, or integrated approaches. Non-scientific methods rely merely on experience or imagination and therefore carry high risks, while scientific methods are more accurate as they are based on data analysis and forecasting. Traditional methods emphasize quantity and skills, whereas integrated methods combine strategic vision with techniques such as expert estimates, historical comparison, task analysis, correlation, and modeling. The planning strategy aims to balance the long-term supply and demand of the workforce through strategic reflection, job analysis, labor availability analysis, proactive initiatives, and continuous evaluation and modification. The procedures involve determining the quality and quantity of personnel, collecting and analyzing data, selecting the best alternatives, and disseminating the plan. Forecasting techniques include short-term approaches, such as budgeting, workload, and organizational structure, as well as long-term approaches, such as unit analysis, organizational forecasting, expert opinion, trend analysis, statistics, labor supply projections, and organizational chart utilization.

Third, The process of planning educators and education personnel is a system of policies and strategies designed to balance the supply and demand of the workforce in terms of both quantity and quality. According to Schuler, this process consists of four key stages. First, data collection and analysis, which serve to predict workforce needs based on past, present, and future conditions. Second, the establishment of goals and policies to ensure the availability of competent staff aligned with organizational strategies. Third, programming, which includes recruitment, selection, orientation, placement, and the maintenance of a productive workforce. Fourth, control and evaluation, which involve monitoring implementation, providing feedback, and offering feedforward to adjust policies and improve future planning.

Fourth, Job analysis is a crucial process in PTK planning aimed at outlining tasks, responsibilities, and job qualifications through job descriptions, specifications, and standards. This analysis not only ensures proper workforce placement but also supports job satisfaction, recruitment, training, performance appraisal, and promotion. The methods applied may include interviews, observations, questionnaires, records, or a combination of these techniques. In job design, organizational, environmental, and behavioral aspects should be considered through strategies such as simplification, rotation, job enlargement, and job enrichment. Meanwhile, workforce forecasting serves to predict the quantity and type of personnel needed in the future using models such as status quo, practical, unit, trend, zero-base, bottom-up, ratio, and correlation. Other common techniques include Delphi, extrapolation, indexing, and statistical analysis. With accurate job analysis and reliable forecasting, educational institutions can ensure the availability of professional personnel aligned with the demands of the times.

The planning of educators and education personnel serves as a vital foundation in managing human resources in education. By applying clear concepts, scientific methods, integrated strategies, systematic procedures, as well as accurate job analysis and workforce forecasting, educational institutions can ensure the availability of competent and professional staff who meet contemporary demands. Effective planning not only addresses short-term needs but also anticipates global changes and secures the sustainability of educational quality. Therefore, PTK planning becomes a strategic instrument in building an effective, productive, and competitive education system.

This article is an excerpt from the teaching module for The Human Resources Management Education Course by Lecturer Prof.Dr.A.Rusdiana, M.M (https://digilib.uinsgd.ac.id/96098/1/Bahan%20Ajar-MSDMP%20Segan%20TA%20%202024-2025%20%281%29.pdf )