Presentation on theme: "Job Evaluation School Support Staff Update and next steps The two JE schemes Spring Term 2009."— Presentation transcript:
Job Evaluation School Support Staff Update and next steps The two JE schemes Spring Term 2009
Introduction Welcome Introductions Purpose- review - update on progress - detail of the JE schemes - what next?
Programme 1.30 – 1.35Welcome and introduction 1.35 – 1.45Review of where we are and what we have been doing 1.45 – 2.30The JE schemes 2.30 – 2.40Questions 2.40 – 3.00Coffee / Tea 3.00 – 3.30Answers 3.30 – 3.50What happens next? 3.50 – 4.00Questions
Last briefings in the Autumn Term 2008. Overview of role profiles and job descriptions. Information to be submitted by 24 January 2009. Important to feedback to colleagues. Reminder
What has been happening? JE team have been analysing returns Looked at common and unique jobs Grouped together Started to look in detail at some areas Have had returns so far covering 7211Jobs Returns still outstanding from around 50 Schools
What is this telling us? 92 roles were identified as unique in Administration. Based purely on Job Descriptions 73 of these placed in groups 7 were placed in a PA group 12 were considered unique or dual roles
Job Evaluation Schemes National Job Evaluation (NJE) Scheme majority of school based jobs Hay More senior and managerial posts
Which scheme? 3 factors to determine Knowledge level 6 on NJE Head of a discrete function County Council expert Likely that first will be the most relevant for determining school evaluations
NJE Scheme 13 factors Each inter relate Different levels Weighted points
Factor 1 - Knowledge Technical, specialist, procedural and organisational Breadth and depth Qualifications and experience Link to person specifications 8 levels – 20 points per level
Factor 2 – Mental Skills Analytical, problem solving and judgemental skills Nature of problems Nature of information Development of plans/strategies 6 levels – 13 points per level
Factor 3 – Interpersonal and Communication Skills All types of communication and caring skills Purpose to which skills are put Complexity and contentiousness Nature of audience 6 levels – 13 points per level
Factor 4 – Physical Skills Dexterity and co-ordination Precision and speed Driving and keyboard skills Consequences of error 5 levels – 13 points per level
Factor 5 – Initiative and Independence Discretion and decision making Unexpected and unanticipated problems Organisation of workload Proximity to manager 8 levels – 13 points per level
Factor 6 – Physical Demands Degree of effort and frequency of demand Working in a constrained position Recognised breaks Weights applied consistently 5 levels – 10 points per level
Factor 7 – Mental Demands Mental and sensory attention Enhanced and concentrated Frequency of demands Work-related pressure 5 levels – 10 points per level
Factor 8 – Emotional Demands Behaviour or circumstances Frequency and intensity Requirement to respond Excludes verbal abuse 5 levels – 10 points per level
Factor 9 – Responsibility for people Direct impact on well-being of others Assessment of needs/implementing regulations Beneficiaries of our activities Advice, guidance and policy development 6 levels – 13 points per level
Factor 10 – Responsibility for Supervision Supervision, co-ordination or management Performance Reviews Areas of activity Advice, guidance and policy development 6 levels – 13 points per level
Factor 11 – Responsibility for Financial Resources Cash, cheques, invoices, budgets Expenditure or income Accounting v accountable Advice, guidance and policy development 6 levels – 13 points per level
Factor 12 – Responsibility for Physical Resources Information, equipment, land, buildings, stocks and supplies Expensive and very expensive equipment Security of buildings Advice, guidance and policy development 6 levels – 13 points per level
Factor 13 – Working Conditions Environmental conditions and people- related behaviour Disagreeable, unpleasant, hazardous Working outdoors Other employees 5 levels – 10 points per level
HAY SCHEME Brief overview – will apply to much smaller number of posts ‘Weighted factor’ scheme – like NJE scheme Uses the know how score to determine the grade
HAY SCHEME - ELEMENTS OF JOB SIZE KNOW HOWPROBLEM SOLVING ACCOUNTABILITY TOTAL JOB SIZE ++= TECHNICAL KNOW-HOW MANAGEMENT BREADTH HUMAN RELATIONS SKILLS THINKING ENVIRONMENT THINKING CHALLENGE FREEDOM TO ACT AREA OF IMPACT NATURE OF IMPACT
What happens next? Need to complete:- Analysis of outstanding returns. Groupings on common roles and unique jobs. Audit of overall picture.
Next steps How can we use the information submitted so far? On going joint discussions. Review of process Agree timetable for next stage
Issues Problems of common grouping No consistent line management Differences across schools Need to ensure consistent principles with wider County Council
Options Two main options under discussion:- Continue with identical arrangements and applied elsewhere across the County Council which will need :- Agreement on roles at individual school level Agreement on groupings and how they will be facilitated in the absence of common management structures Commencement of completion of job description questionnaires on planned phased basis
Option 2 Use the information submitted to produce core JDQ’s and job descriptions Take job families as a starting point Agree profiles at a school level and seek comments and views on an individual basis Would result in agreement at school level and school specific evaluations but retain consistent framework
The Principles The same Job Evaluation schemes will be used – NJE and Hay. A continuation of work jointly throughout the process All documents will be signed off by all parties H/T, Employee, Trade Union. There will be opportunity for individuals to comment/describe their role and this will be evaluated.
The Principles cont. All profiles/Job Descriptions and outcomes will go through the joint moderating panel. There will be a robust communication strategy for employees and regular briefings. There will be an agreed disputes resolution procedure. The agreed appeals procedure will be used. Job holders will be represented by a Trade Union.
Where do we go from here? On going discussions to agree process Notification to all schools and staff early Summer Term On going work with the Sounding Board group to develop next stages Still aim to start evaluations in the Autumn Further briefings in the Summer term Target completion date still Autumn 2010 at the earliest Developments on the national negotiating body still on going and moving ahead.