Promotion Questions and Answers Part 11

REVIEW OF SCHEME OF SERVICE AND JOB DESCRIPTIONS FOR THE TEACHING PERSONNEL IN THE GHANA EDUCATION SERVICE.
1.0 BACKGROUND
The job content evaluation using thirteen compensable factors that under lied the introduction of the Single Spine Salary Structure of the Public Service in Ghana exposed some of the difficulties in the management of the teaching employees in the Ghana Education Service. The final report of the consultant to Government on the job evaluation and placements in the Ghana Education Service has this to say "The job titles in the GES are particularly problematic as the person holding the same job title may be a class teacher, a headmaster or a circuit supervisor" (page 34 sections 5.3 of the report).The implication of this for pay administration is that the jobs rather than the titles had to be evaluated and placed at their appropriate levels using the rank- in- jobs approach which has its own difficulties. Principal Superintendent who is a circuit supervisor believes that He/she should be paid higher than the Principal Superintendent who is a headmaster in a basic school without any scientific basis other than that, the District Education Office where the work is located is higher in status than the school. It is instructive to note that the job titles carried by teachers in the Ghana Education Service which is translated to a twelve (32) level career structure or Scheme of Service, is Person-Based and not Job -Content Based. Movement on the Career Structure is based on experience and qualifications which are only portions of the job. The choice of the Person- Based Structure was to allow for easy progression to avoid frustration among the teaching staff However, the use of a Person Based Career Structure as a frame work to conduct job-content evaluation using the same number of compensable factors could lead to wrong scores which may not reflect the actual worth of the job performed by the job holder. This position was echoed by the World Bank team of expert who reviewed the job Evaluation carried out in the public sector for the introduction of the Single Spine Salary Structure particularly for teachers and nurses. The team argued that it is not easy to measure the soft factors in teaching and that using the same condensable factors for all public sector employees could place teachers at a disadvantage.
The new Education Act requires that Diploma teachers who graduate from Colleges of Education will have to undergo another program to be certified and licensed as professional teachers. By this decision, the current scheme of service for the teaching staff has to change to accommodate the innovation. This requires that the union goes out of its comfort zone to elk out a new scheme of service that will address this felt need.
A Pay Policy is being fashioned out by the Fair Wages and Salaries Commission to guide pay administration of the public sector. The policy proposes that jobs in the public sector should be grouped into bands based on job descriptors.
The new Pay Policy further proposes that progression beyond any of the boundaries shall be by promotion only upon meeting the minimum requirements of the band in terms of qualification, responsibility, effort and working environment. Furthermore, the banding will allow limited grade drifting within the bands up to the boundaries of the bands.
The current placement of GES teaching staff on the Spine does not conform to the banding grade ranges because of the negotiated job values earned out between the unions in the GES and the Fair Wages and Salaries Commission before the migration of GES staff unto the new grade structure. The difficulties and challenges associated with the implementation of the Single Spine particularly in the areas of the scheme of service, job titles and job descriptions necessitated that a committee was put in place to develop a technical paper to address the identified difficulties.
1.1 MEMBERSHIP OF THE COMMITTEE
Membership of the committee is as follows:
1. Mr. Adjei Mensah , Chairman
2. Mr. B.K.Osei-Member and Lead Discussant
3. Mrs Ossei-Agyekum-Member
4. Mr. M.V.V.K.Demanya-Member
5. Mr. Jacob Anderson-Member
6. Miss Abena Gyamera-Member
7. Mr. John Nyaogbe-Member
8. Mr. Thomas Baafi - Member
9. Miss Gifty Apanbil-Member
10. Mr. Samuel Manteaw - Member (GES)
11. Mr. Timothy Dugbartey
12. Mr. Ahenakwa-Quarshie-Secretary.
METHODOLOGY/APPROACH
The Committee adopted both the lecture and group discussion approach in carrying out its assignment. The lectures were on the theoretical underpinnings of job descriptions and scheme of service.
3.0 DATA USED
The committee used the current collective agreement for the caching employees of GES which includes the Scheme of Service, a career progression matrix, proposed structure of the Ghana Education Service, samples of job descriptions a teacher, tasks definition for the teaching employees of the GES prepared by the Ghana Education Service Council and the approved placements of the teaching staff job the Single Spine Salary structure.
4.0 THEORETICAL BASIS FOR JOB DESCRIPTION
The committee noted that a job description should be a report that outlines the duties, responsibilities and other conditions such as working environment and tools and equipment used in performing a job. The usefulness of such a report should include the following:
1. It should provide the basis for establishing training needs so that all job holders are trained to be competent in carrying out the entire task within the job.
2. It should provide the basis for the preparation of job and person specifications which outlines the knowledge, skills, aptitudes and personal qualities required by a job holder to perform the job to an acceptable standard.
3. It should provide the basis for a critical survey of the organizational structure of an institution. If the organizational structure is not properly demarcated, a job description should be able to highlight the problem areas.
4. It should set out what is expected of an employee and how his or her performance would be measured.
5. It should help in fashioning out a job grading system.
5.0 OUTLINE OF A JOB DESCRIPTION
The committee noted that a good job description should have the following outline:
1. Job Title
2. Brief Summary of the job or the job purpose
3. Reporting relationships
4. Work Activities
5. Tools and equipment used
6. Work environment including contacts
7. Performance Standards
8 Personal Requirements for the job
9. Personal attributes and attitudes (Person specification)
Examination of the tasks definition of the GES teaching staff produced by the GES Council and which was made available to the Committee for its work only touched on the various tasks for the different jobs. The document, in the view of the committee, could not pass as job descriptions. One cannot use that document as the basis for job content evaluation for the teaching staff. New job descriptions would have to be written for the various jobs bearing in mind the components outlined above.
6.0 THEORETICAL BASIS FOR SCHEME OF SERVICE
The committee noted that a scheme of service technically defines the various grades and levels within an organization and the competencies and practices which are required for employees to move through the career ladder. A scheme of service should not only be a strategy for growth and development of employees but also identify goals and opportunities. Furthermore, a scheme of service should help individual employees identify their training needs in addition to coaching and mentoring opportunities that can help them successfully apply new skills. It should guide the career development process and provide employees with feedback. Finally, a good scheme of service should provide adequate opportunities to manage rewards in an organization.
6.1 OUTLINE OF SCHEME OF SERVICE
The committee noted that a good scheme of service should clearly define jobs with distinct job titles that are easily identified. The jobs must clearly define the tasks performed within them and also indicate the knowledge, skills, and aptitudes/attitudes required for effective performance. The scheme, the committee also noted, must clearly indicate the processes of entry and movement within the various grades being mindful of the age profile of the employees to avoid career stagnation and frustration.
6.2 SCHEME OF SERVICE FOR THE TEACHING
EMPLOYEES IN THE GES.
• Director General
• Deputy Director General
• Director 1
• Director 11
• Deputy Director
Assistant Director 1
• Assistant Director 11
• Principal Superintendent
• Senior Superintendent 1
• Senior Superintendent 11
• Superintendent 1
• Superintendent 11
The committee examined the existing Scheme of Service as contained in the Collective Agreement and concluded that apart from the job titles that could be confusing and misleading, the scheme of service has served the GES leaching employees well in the area of progression. The Scheme has taken into consideration the peculiarities of the GES and the large numbers of the teaching employees. Any new scheme of service should take into consideration the culture of the service and make it possible for a teacher doing the core business of teaching to progress to levels that those in administration may reach. In the view of the committee, a position such as Assistant Headmaster/Head teacher must be on rotational basis to enable many staff as possible to aspire to headship positions.
The committee holds the view that any new scheme should not extend the structure which currently has 12 levels. This is to avoid grade drifting and rapid movements without acquiring the basic skills on each grade for the next promotion. The committee further notes that the introduction of licensing as part of certification requires that any new scheme of service takes into consideration the new development. It is also of the view of the committee that transitional periods between the grades should be reviewed.
7.3 Heads
• Basic Kindergarten
• Basic Primary
• Basic Junior High School « Senior High School.
• Vocational/Technical School « Special Schools
7.4 Unit Heads
• HRM
• Administration and Finance
• Supervision and Monitoring
• Planning and Statistics
7.4 Coordinating
Guidance and Counseling
Basic School
Pre-School
Second Cycle
Girl Child
TVET
Agriculture
STME
Culture
Sports
Examination
SHEP
Welfare
Peripatetic
IPPD
OIC
Circuit Supervision
Posting
Training
To solve the issue of misleading job titles in the GES, the committee suggests that the under listed job titles should replace the existing ones
• Director General
• Deputy Director General
• Director 1
• Director 11
• Head, SHS
• Asst Head, SHS
• Deputy Director (Terminal Grade for non-Graduates)
• Principal Teacher
• Senior Teacher (Graduate Entry Point)
• Teacher (Entry for Certified teacher)
• Assistant Teacher (Untrained)
7.0 JOBS PERFORMED IN THE GHANA EDUCATION SERVICE
The committee brainstormed and with the help of the Ghana Education Service Organogram for headquarters, Regional and District Directorates, identified the following jobs performed in the Ghana Education Service
7.1 Teaching
• Kindergarten teacher
• Primary Teacher
• Junior High School teacher
• Senior High School teacher
• Teacher for Special Children
• Vocational/Technical teacher
7 2 Assistant Heads
• Basic Kindergarten
• Basic Primary
• Basic Junior High School
• Senior High School
• Vocational/Technical School
• Special Schools
SENIOR HIGH SCHOOL
• Departmental Heads
• House Master/Mistress
• Senior House Master/Mistress
• Form Master/Mistress
• Chaplain /Imam /Guidance & Counseling Coordinators
REGIONAL EDUCATION OFFICE
• Regional Director
• Deputy Regional Director
• Unit Heads-HRM, Administration and Finance, Supervision and Monitoring and Planning.
• Regional coordinators as in the District Offices
HEADQUARTERS
• Director General
• Deputy Director General
• Divisional Director
• Deputy Divisional Director
• Unit Heads
8.0 BANDING OF GRADES IN THE PUBLIC SERVICE
The Single Spine Pay Policy is major effort oil the part of government at creating a common platform for the management of public service wages and salaries with the objective of ensuring equity. To achieve this, objective, the Single Spine Grade Structure of 25 levels and 189 pay points based on job content evaluation scores has been put in place. Based on the tradition within the public service of carrying out promotions based on tenure and work experience instead of promotions into vacant job roles at the higher levels, the 25-level structure is sub-divided into five(5) bands to allow for limited grade drifting within the bands up to the boundaries of the band defined as follows:
BAND
DESCRIPTION
GRADE LEVELS
A
Executive
23H-25H
B
Directorate
20L-23L
C
Management
16L-19H
D
Supervisors
11L-15H
E
Operational staff
1L-10H
Progression beyond any of the boundaries is by promotion only, upon meeting the minimum requirements of the band in terms of qualification, responsibility, efforts and work environment.
The committee noted that the new policy has implications for the teaching personnel of the Ghana Education Service in the areas of promotion and band placements for the various jobs. To meet the challenges associated with the policy, the committee suggests that the banding of grades in the Ghana Education Service should be as follows:
SUGGESTED BANDING
BANDING
GRADE LEVEL
Executives
23 H - 25 H
Directorates
21 H-23 L
Management
20 H-21 H
Supervisors
20 L - 21 L
Operational
8H-19H
The suggested banding is based on the fact that the current placements of some of the jobs in the GES are above the grade levels prescribed by the Fair Wages and Salaries Commission. Furthermore, jobs in the GES do not fit squarely into other public sector frame work .However; jobs that should fall within each band should be as follows:
1.OPERATIONAL-1 L-10 H
1. Assistant Heads (JHS / Primary / Kindergarten)
2. Teachers
3. Teacher Trainees
4. Operational Staff
4.1 Districts
4.2 Regional
4.3 Headquarters
4.4 Educational Unit
2. SUPERVISORS 11 L - 15 H
1. Coordinators
2. Heads of Departments at School Level
3. Circuit Supervisors
4. Form Masters
5. House Masters
3. MANAGEMENT 16L - 19 H
1. Unit Heads Districts
2. Unit Heads Regions
3. Unit Heads within Headquarters Divisions
4. Heads Basic Schools
5. Special School Heads
6. Vocational / Technical Heads
7. Senior House Masters / Mistresses
8. Assistant Heads (Senior High School)
9. Head (Non-Claredon Schools) SHS
4. DIRECTORATES 20 L - 23 L
1. District Directors
2. Educational Units General Managers
3. Educational Units Regional Managers
4. Deputy Divisional Directors
5. Deputy Regional Directors
6. Special Unit Heads - Headquarters
7. Heads (Caledon) SHS
5. EXECUTIVES 23 H - 25 H
1. Director General
2. Deputy Director General
3. Divisional Directors
4. Regional Directors
The committee is of the view that job comparability within each band should be determined through role or position evaluation that takes into consideration the culture of the Ghana Education Service.
9.0 COMPETENCY PROFILLING FOR THE SUGGESTED BANDS.
For effective operation of bands as compensation management tool, jobs in each band must have common characteristics or descriptors including qualification and competencies which are clearly indicated in the job descriptions of the job holders. The committee considers the following general competencies and requirements for each of the bands.
1. EXECUTIVE BAND QUALIFICATION:
A second degree with a relevant professional qualification in education.
General Competency Requirements
> Ability to think strategically
> Ability to analyze Complex situation
> Team player
> Excellent inter - personal skills
> Excellent communication skills
> Ability to Manage Human Resource
> Capacity to manage tangible and intangible assets
>Ability to implement organizational policies
> Make inputs into formulation of policies in tandem with mission and vision of GES
> Ability to extend beyond philosophy and theory to invoke practical application.
EXPERIENCE
>Wide, deep progressive and special development
> Broad and deep executive ability to lead an Organization.
> deliver judgment
Develop strategic policy decision within broad interpretation of laws and regulations.
Ability to manage many executives engaged in a variety of functional abilities
A very superior ability to lead, negotiate persuade or motivate others at the highest level on complex and sensitive matters.
2. DIRECTORATE BAND QUALIFICATION
A PHD, MED, MPHIL, MSC, MA, BSC, BED, BA with a relevant professional qualification and work experience progressively acquired on the job
GENERAL COMPETENCY REQUIREMENTS.
> Broad knowledge of complex practices and precedents of Scientific / Technical / Managerial nature.
> Supervisory skills
> Above average ability to persuade people to co- operate to achieve organizational objectives.
> Problem solving skills
> Analytical and constructive thinking to integrate and evaluate work matters.
> Creative thinking required in an unusual situation
>- Ability to manage small to medium resources
> Ability to coordinate the activities of a number of
District / Schools / Departments.
3, MANAGEMENT BAND
QUALIFICATION
A masters Degree / 1st Degree with relevant professional qualification
GENERAL COMPETENCIES
>Ability to coordinate, plan, direct, supervise, manage, control resources.
>Ability to interpret and implement policies
> Ability to solve problem
> Constructive thinking and ability to generate alternative solutions to problems at work
SUPERVISARY BAND
Qualification
Second degree to first degree with relevant professional qualification
GENERAL COMPETENCIES REQUIREMENT
> Ability to demonstrate fundamental proficiency of the job he/she supervises
> Supervisory skills
> Team Player
> Persuasive skills
> Leadership skills
> Ability to interpret relevant educational policies
> Effective Communicative skills
> Ability to manage resources at school or Departmental level
5. OPERATIONAL BAND QUALIFICATION
A First Degree or Diploma, with a relevant professional qualification.
GENERAL COMPETENCIES REQUIREMENT
> Ability to demonstrate special professional skills with proficiency.
> First line supervisory skills
> Above average inter-personal skills
> Discriminative thinking ability to make choices among learned practices
> Ability to manage tangible and intangible assets Ability to interpret regular policies, principles and regulations (Syllabuses)
10. RECOMMENDATIONS.
1. The Ghana National Association of Teachers must do further work on the job descriptions of the teaching staff of the Ghana Education Service using the general competencies defined for the various bands.
2. The suggested job titles must be synchronized with the job roles to determine the operational levels and career movements of each category. This must be done in collaboration with the Ghana Education Service.
Mr. Isaac Adjei Mensah
Chairman, Salaries, Terms and Conditions of Service Sub- Committee
Benjamin Kobina Osei
HOD, Salaries, Terms and Conditions of Service
COMPILLED BY FRANCILIACONSULT