Co-curriculum Mgt - Planning, organizing, and managing are the three important functions that must PDF

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Planning, organizing, and managing are the three important functions that must be fulfilled in order to ensure the success of an organization, project or program. The same can be applied or the implementation of a co-curricular activity. The paper is prepared to elaborate the significant roles that ...

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INTRODUCTION

Planning, organizing, and managing are the three important functions that must be fulfilled in order to ensure the success of an organization, project or program. The same can be applied or the implementation of a co-curricular activity. Co-curricular activities can be defined as the series of activities related to a school’s program that are independent from the curricular subjects taught in classrooms which aim at helping to bring about all round development of students (Tahir, Tariq, Mubashira, & Rabbia, 2012). Fauzi et al. (2014) believes that cocurricular activities are complementary to the process of teaching and learning in the classroom and it is part of the curriculum in the education system of Malaysia that will help strengthen the capacity and performance of its students. In ensuring the effectiveness in the implementation of the co-curricular activities, the teacher or individual responsible for the co-curricular management should planned, organized, and managed the activity accordingly. This paper will elaborate the significant roles that these three activities have towards the successful implementation of a co-curricular activity. 2.0 1.1

DISCUSSION AND ANALYSIS Planning

According Omardin (1999) in the management of co-curricular activities in the schools, the scopes and roles played by school manager is the centerpiece and driving force in the implementation. These scopes and roles include the role to plan for the activity in question. Planning is an important attribute of management in achieving the aims and objectives required. In co-curricular management, this process involves the process of making decisions regarding what activity should be developed as well as instructional decisions regarding the learning experiences that will be obtained by the students as a result of the co-curricular activity (Fauzi et al., 2014). Planning plays a significant role in ensuring the effective implementation of a cocurricular activity. This is because, an activity that is unplanned or lacking in proper planning may lose sight of its initial direction and purpose since there is no plan available to help guide the implementation of such activity (Regassa, 2014). As mentioned above, planning helps to clearly define the objectives for the implementation of a certain co-curricular activity. This allows the teachers or individuals involved in the implementation stage to have a clear

direction of what they should achieve at the end of the activity so that all their efforts are focused towards similar results and goals. In this sense, planning has a significant role in the attainment of the objective of the co-curricular activity. 1.2

Organization

The second activity that has a significant role in the implementation of a co-curricular activity is organizing. Similar with planning, organizing is also an important management function that is necessary in project or program planning. Organizing involves the activities need to be taken in order to implement the plan created. In the context of co-curricular management, organizing refers to the process of allocating the available resources to facilitate the implementation process of the activity planned as well as coordinating, integrating, and balancing the activities of the people that will work together during the implementation of the activity (Stretton, 2015). Organizing is integral in the implementation of a co-curricular activity as it allows teacher or individual to match the activity to be implemented with the available resources. These resources may include human, financial, as well as information. Organizing allow the teacher to determine whether there are enough resources available to support the implementation of the activity. This may include the availability of teachers with experience and knowledge relating to the activity and the budget to be allocated. Apart from that, organizing also enables responsibilities between those involved in the implementation process to be shared and divided fairly and equally (Fauzi, 2014). This will promote coordination between these individuals as everyone is aware of their own duties and responsibilities while ensuring that all works can be done more efficiently and effectively in a short period of time (Stretton, 2015). 1.3

Management

Management theoretically can be defined as the process of getting things done with the aim of achieving desired goals effectively and efficiently. It is typically a goal-oriented process which is undertaken to achieve the objectives that have been specified and declared during the initial planning process through proper utilization of available resources (Rao & Srinivasulu, 2013). In short, management is the link that connects the planning stage and the organization stage by utilizing the use of a manager that is responsible to oversee these two stages.

Management is not only an essential function in an organization it also plays a significant role in various other aspects where a team is involve including in the implementation of a new co-curricular activity. This is because, management is the tool that is used to oversee all the work done during the organization stage to ensure that it is done solely for the purpose of achieving the objectives set during the planning stage (Rao & Srinivasulu, 2013). A teacher or an individual for an example can be appointed as the manager who will be responsible in managing and supervising the works of the other member in the team when it comes to the implementation of a co-curricular activity. The manager in question will then play his or her role as the leader that will lead and manage the other team members to ensure that the implementation can be carried out successfully. Through effective management, everyone in the team will have a clear idea on what they need to do, the direction which they should take, and the outcome of their effort. 3.0

CONCLUSION

Co-curricular activities are integral in ensuring the holistic development of the students. Through co-curricular activities, students discover their interests, talents, and skills, while developing important values and competencies that will prepare them for a rapidly changing world. An excellent implementation of such co-curricular activities is therefore vital to ensure that the students will be fully benefited from it. In doing so, an effective planning, organization, and management of the implementation process are necessary to ensure that the activity can be carried out as planned with clear objectives and tasks to be undertaken is clearly enunciate to everyone involves. 4.0

LIST OF REFERENCES

Fauzi, H., Yahya, D., Mohd Sofian, Yaakob, D., Arumugan, R., Ismail, H., & Muhamadul, B. (2014). Co-Curricular Management Practices Among Novice Teachers In Malaysia. Asian Journal Of Education And E-Learning, 02(02), 119-121. Retrieved from http://repo.uum.edu.my/15188/ Omardin Ashaari. (1999). Pengurusan sekolah: Satu panduan lengkap. Kuala Lumpur. Utusan Publication and Distribution Sdn. Bhd. Rao, M., & Srinivasulu, R. (2013). Role of Management in Today’s Changing World Environment and Emerging Challenges of Organizational Behaviour. International Journal

Of Pharmaceutical Sciences And Business Management, 1(1), 72-74. Retrieved from http://ijpsbm.com/docs/papers/september2013/v1i114.pdf Regassa, D. (2014). Practices and Challenges in Implementing Co-curricular Activities in Addis Ababa Preparatory Schools (Masters). Addis Ababa University School of Graduate Studies. Stretton, A. (2015). Management Organizing Function and Activities. PM World Journa, 4(9). Retrieved from https://pmworldlibrary.net/wpcontent/uploads/2015/09/pmwj38-Sep2015-Stretton-organizing-function-generalmanagement-Series-Article3.pdf Tahir, M., Tariq, H., Mubashira, K., & Rabbia, A. (2012). Impact of Co-curricular Activities on Personality Development of Secondary School Students. International Journal Of Humanities And Social Science, 2(18), 139-141. Retrieved from http://www.ijhssnet.com/journals/Vol_2_No_18_October_2012/16.pdf...