Job Evaluation School Support Staff Update and next steps The two JE schemes Spring Term 2009

1. Job Evaluation School Support Staff Update and next steps The two JE schemes Spring Term 2009

2. Welcome • Introductions • Purpose - review - update on progress - detail of the JE schemes - what next? Introduction

3. 1.30 – 1.35 Welcome and introduction • 1.35 – 1.45 Review of where we are and what we have been doing • 1.45 – 2.30 The JE schemes • 2.30 – 2.40 Questions • 2.40 – 3.00 Coffee / Tea • 3.00 – 3.30 Answers • 3.30 – 3.50 What happens next? • 3.50 – 4.00 Questions Programme

4. 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

5. 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 has been happening?

6. 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 What is this telling us?

7. National Job Evaluation (NJE) Scheme • majority of school based jobs • Hay • More senior and managerial posts Job Evaluation Schemes

8. 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 Which scheme?

9. 13 factors • Each inter relate • Different levels • Weighted points NJE Scheme

10. Technical, specialist, procedural and organisational • Breadth and depth • Qualifications and experience • Link to person specifications • 8 levels – 20 points per level Factor 1 - Knowledge

11. Analytical, problem solving and judgemental skills • Nature of problems • Nature of information • Development of plans/strategies • 6 levels – 13 points per level Factor 2 – Mental Skills

12. 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 3 – Interpersonal and Communication Skills

13. Dexterity and co-ordination • Precision and speed • Driving and keyboard skills • Consequences of error • 5 levels – 13 points per level Factor 4 – Physical Skills

14. Discretion and decision making • Unexpected and unanticipated problems • Organisation of workload • Proximity to manager • 8 levels – 13 points per level Factor 5 – Initiative and Independence

15. Degree of effort and frequency of demand • Working in a constrained position • Recognised breaks • Weights applied consistently • 5 levels – 10 points per level Factor 6 – Physical Demands

16. Mental and sensory attention • Enhanced and concentrated • Frequency of demands • Work-related pressure • 5 levels – 10 points per level Factor 7 – Mental Demands

17. Behaviour or circumstances • Frequency and intensity • Requirement to respond • Excludes verbal abuse • 5 levels – 10 points per level Factor 8 – Emotional Demands

18. 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 9 – Responsibility for people

19. Supervision, co-ordination or management • Performance Reviews • Areas of activity • Advice, guidance and policy development • 6 levels – 13 points per level Factor 10 – Responsibility for Supervision

20. Cash, cheques, invoices, budgets • Expenditure or income • Accounting v accountable • Advice, guidance and policy development • 6 levels – 13 points per level Factor 11 – Responsibility for Financial Resources

21. 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 12 – Responsibility for Physical Resources

22. Environmental conditions and people-related behaviour • Disagreeable, unpleasant, hazardous • Working outdoors • Other employees • 5 levels – 10 points per level Factor 13 – Working Conditions

23. 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

24. TOTAL JOB SIZE KNOW HOW + PROBLEM SOLVING + = ACCOUNTABILITY TECHNICAL KNOW-HOW MANAGEMENT BREADTH HUMAN RELATIONS SKILLS THINKING ENVIRONMENT THINKING CHALLENGE FREEDOM TO ACT AREA OF IMPACT NATURE OF IMPACT HAY SCHEME - ELEMENTS OF JOB SIZE

25. QUESTIONS?

26. Need to complete:- • Analysis of outstanding returns. • Groupings on common roles and unique jobs. • Audit of overall picture. What happens next?

27. How can we use the information submitted so far? • On going joint discussions. • Review of process • Agree timetable for next stage Next steps

28. Problems of common grouping • No consistent line management • Differences across schools • Need to ensure consistent principles with wider County Council Issues

29. 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 Options

30. 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 Option 2

31. 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

32. 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. The Principles cont.

33. ANSWERS TO WRITTEN QUESTIONS

34. 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. Where do we go from here?

35. QUESTIONS?