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11 August 2021 | Story Dr Cindé Greyling | Photo Supplied
Leading a happy and productive workplace - Susan van Jaarsveld

Susan van Jaarsveld is the Senior Director: Human Resources at the University of the Free State. Since the HR department is the ‘go-to person’ for all employee-related matters, her duties involve managing activities such as recruitment and selection, employee relations, performance management, training and development, and talent management. “As the employees are the most important asset, we have to ensure a happy and productive workplace,” she explains. 

What is the best thing about your job?
You always move between what is good for the UFS and what is good for the employees, and you have to build that bridge and find a good balance. The best part is that you can really make a difference – for an employee or a team – by helping them to let their (hidden) talents come to life and helping them realise their dreams.

What is the best and worst decision you have ever made?
Two of the best decisions I ever made were to have my two amazing children. They have enriched my life and I cannot imagine a world without them in it. I made many bad decisions, but I choose not to dwell on those. In hindsight, many of these bad decisions taught me valuable life lessons and also led me to wonderful new opportunities.

What was/is the biggest challenge of your career?
The biggest challenge throughout my career was to balance my work and home life. This is certainly a challenge that many people, especially women, can relate to. It means constantly feeling guilty. When I was at work, I felt guilty that I’m missing out on important parts of my children’s lives, and I felt guilty when I was spending time with my family and not working. My children are both grown-up now and maintaining a balance between my home and work life has become easier.

What does the word woman mean to you?
Being a woman is complicated, multi-faceted, and often unfair. Womanhood is about strength, love, and compassion; a human being who can be powerful and assertive and kind at the same time.

Which woman inspires you, and why?
I am inspired by South African women, the single mothers who raise their children in difficult circumstances, the ones who make ends meet every day, the CEOs who manage big companies successfully, the ones who are battered and bruised by life and other people but still keep going, the health workers who are carrying us through this COVID-19 pandemic, the ones who stand up against injustice and say, ‘when you strike a woman, you strike a rock’.

What advice would you give to the 15-year-old you?
You are enough! Relax and enjoy life to the fullest.

What is the one self-care thing that you do? 
I exercise regularly, it helps me to stay healthy in body and mind.

What makes you a woman of quality, impact, and care?
I choose to be positive, fair, and caring in everything I do. It is a privilege to be part of the UFS, where I strive to continuously improve the institutional culture, together with a very supporting and competent team. Care (commitment, attraction, retention, excellence) is the acronym that best describes the vision of the HR team; we care and incorporate this into every initiative we undertake. 

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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