2. The job of education was at one time
thought of as simple enough to require
the employment of one type of individual.
This situation however has changed and
is changing to such a degree that a
number of activities have become
necessary for better understanding of
what is meant by the job. Among these
activities are those of DEFINITION,
CLASSIFICATION, SPECIFICATION, and
RATING. These is very much and
immediately the concern of the
administration.
3. DEFINITION:
The function, the job, or the total
obligation to be undertaken by the school
system in the education of the child in accord
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with his needs and the dictates of the society to
which he belongs.
Job Analysis and Job Design
4. DEFINITION:
EVOLUTION
During the colonial period of American
history, the entire job of education was
entrusted to the school master. In the
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increasingly rare one-room school systems,
Job Analysis and Job Design
the teacher is still the sole executor of board
policies. In his activities are to be seen the
basic and specific functions and
interrelationships of such currently familiar
figures as superintendent, principal,
classroom teacher, secretary, clerk and
janitor.
5. The total job of education is much the
same irrespective of population or time
factors. However, the school scene changes.
Continued industrialization gives rise to
population concentrations which promote
large school systems and schools.
Chapter 2
The job scene emerging is one of
increasing specialization. The basic job of
Job Analysis and Job Design
education has been broken down in many
places into a number of components, each of
which has become a job in itself. The jobs
range from the professional to those of the
semi or unskilled laborer.
6. Elementary School
In fact it begins to look as if the
elementary school is being confronted
with prospects of further specialization.
Chapter 2
Even in the elementary level, one is no
longer a school master in the original
Job Analysis and Job Design
comprehensive sense.
Secondary School
Counsellor
Subject Matter Specialist Teachers
7. JOB LISTING
Before real progress can be made in
understanding jobs, the positions that
have somehow come into being have to be
identified and compiled into a list. Initially
Chapter 2
such a list is made up informally and
Job Analysis and Job Design
without any particular sequence, grouping
or analysis. The list will never be constant
because functions tend to change when
personnel changes take place and because
there will be accretions, deletions and
planned changes in jobs.
8. Every job listing at Job Service includes
a combination of information that includes
a brief description of the job, job applicant,
qualifications Chapter qualities. These
and desired 2
elements are the keys you will need in
Job Analysis andInterview should
order to prepare for an Job Design
you be called to attend one.
9. This kind of listing may be illustrated by
the following:
superintendent
supervisor
principal
Teacher (by division and specialty)
doctor
dentist
nurse
psychologist
10. When you are viewing a Job Listing at Job
service, look for keywords such as:
TITLE
QUALIFICATIONS
DUTIES
REQUIREMENTS
11. Every job listing at Job Service
includes a combination of information that
includes a brief description of the job, job
applicant, qualifications and desired
qualities. These elements are the keys you
Chapter 2
will need in order to prepare for an
Interview should you be called to attend
Job Analysis and Job Design
one.
The complete listing of all positions in
a school system is preparatory to and a
first step toward gaining an understanding
of each through job analysis.
12. JOB ANALYSIS
Analysis of a job is the study or
examination by which that job gets to be
seen in terms of its constituent parts.
Chapter 2
Analysis is basically a taking-apart
operation through which each component
Job Analysis and Job Design
is separated from the others for
investigation and consideration by itself
and in terms of its relationships to over-all
job.
13. Steps in Job Analysis
1. Select Jobs for Analysis
2. Determine what information to collect
3. Determine how to collect the
information
4. Determine who collects the information
5. Process the information
6. Write Job Descriptions and Job
Specifications
14. These steps include the:
Purpose
Duties
Responsibility
Working Conditions
Physical and Mental Activities
Skill which characterize positions and
differentiate them from others.
15. JOB DESCRIPTION
The information gained through the job
analysis provides the breakdown on each
position. This is organized and written as a
Chapter 2
statement called the job description. This
statement should be detailed and explicit.
Job Analysis and Job Design
Technical language should either be
reduced to understandable English in the
text or explained.
16. It’s Purpose:
Job descriptions have the purpose of
clarifying the nature of the job in order that
the job may be more accurately identified
Chapter 2
and definitively designated or titled,
understood in terms of the likeness of their
Job Analysis and Job Design
distinguishing facets. In addition, the job
description serves as the detailed
statement on the basis of which worker
qualifications may be specified.
17. Uses of Job Description:
Recruiting
Selection
Orientation
Training
Employee Evaluations
Promotions and Transfers
18. JOB CLASSIFICATION
Positions which have like characteristics
form a category, group, family or class of
jobs.
Chapter 2
Job AnalysisdifferentJob of
an arrangement of and types Design
employment within a company or
industry, according to the
skill, experience, or training required.
19. The primary objective of JOB CLASSIFICATION is to
define and describe accurately the current duties and
responsibilities of positions for the following purposes:
To aid in recruitment by establishing meaningful
qualification requirements
To determine proper compensation
To facilitate developing performance standards and
performance appraisals.
To identify career and promotional tracks in organizations
To assign responsibilities related to the organization’s
plans and strategies
20. 2 Classifications within the School System
Jobs Requiring Certification
The classification in this area will differ with the size
of the district. However for purposes of illustration,
the subclassifications would include (1)
administrative, (2) staff or advisory, and (3) teaching
jobs.
Jobs Not Requiring Certification
This will vary in number and kind with the school
district and the size of the district. Four of the major
subclassifications in the grouping would be (1) office,
(2) operation, (3) maintenance, and (4) service jobs.
21. JOB Speficication
DESCRIBES:
- Knowledge
- Skills
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- Education
Job Analysis and Job Design
- Experience and
- Abilities
Essential to performing a particular job
22. COMPONENTS OF A JOB SPECIFICATION
Job Information
- The title should be chosen carefully as it provides
importance and status for the employee
Job Purpose
- To identify nature of job
Main Duties
- To identify key duties of job
23. COMPONENTS OF A JOB SPECIFICATION
Required Skills, Knowledge and
Characteristics
- Skills, knowledge ad personal characteristics of
individuals who have successfully performed the
job.
- Use the Job Analysis Data to determine the
attributes you need from your “ideal candidate”.
- Knowledge can include the educational or
vocational qualifications and other related
knowledge gained from learning.
- Skills include on the job skills and any specialized
competencies
24. COMPONENTS OF A JOB SPECIFICATION
Experience
- Describe minimum experience required to
perform job satisfactorily; may include
preferred/desired experience
Abilities
- Include, Physical, Mental and Aptitude
Licenses/Certification
25. JOB RATING
Or Job Evaluation is the process of
analyzing and assessing the various jobs
systematically to ascertain their relative
Chapter 2
worth in an organization. Job is evaluated
on the basis of their content and is placed
Job Analysis and Job Design
in the order of their importance.
It should be noted that in a Job Rating, the
jobs are ranked and not the job holders.
Job holders are rated through performance
appraisal.
26. PRINCIPLES OF JOB RATING
Rate the job but not the employee. Rate the
elements on the basis of the job demands.
The elements selected for rating should be
easily understood.
The elements should be defined clearly and
properly selected.
Employees concerned and the supervisors
should be educated and convinced about
the programme.
27. PRINCIPLES OF JOB RATING
Supervisors should be encouraged to
participate in rating the jobs.
Secure employee cooperation by
encouraging them to participate in the
rating programme.
Discuss with the supervisors and
employees about rating but not about
assigning money values to the points.
28. For better understanding let us look at the flowchart given below:
JOB RATING PROCESS
OBJECTIVES OF JOB RATING
JOB ANALYSIS
JOB DESCRIPTION JOB SPECIFICATION
JOB RATING PROGRAMME
WAGE SURVEY
EMPLOYEE CLASSIFICATION
29. PURPOSE OF JOB RATING
Job rating, grading or classification has the
one main purpose of setting up and
providing recognition of the relative worth
of each job in the school system. This
worth is evaluated in terms of the
contribution that the job makes to the over-
all job of the school system, the education
of the child which is the function of the
school.
30. PURPOSE OF JOB RATING
Another objective of the job rating is to
establish satisfactory wage and salary
differentials. Job analysis precede the
actual program of evaluation. Job analysis,
as was discussed earlier, provides job-
related data, which would be useful in
drafting job description and job
specification.
31. A job rating program involves answering
several question:
The major ones are:
• Which jobs are to be rated?
• Who should rate the jobs?
• What training do the rating need?
• How much time is involved?
• What should be the criteria for rating?
• What methods of rating are to be
employed?
32. METHODS OF JOB RATING
ANALYTICAL NON-NALYTICAL
POINT FACTOR RANKING JOB-
BANDING
METHOD COMPARISON METHOD GRADING
33. Point Method:
The system starts with the selection of job
factors, construction of degrees for each
factor and assignment of points to each
degree. Different factors are selected for
different jobs, with accompanying
differences in degrees and points.
34. Advantages
1. Simple to use if there s a small number of
jobs, people, or teams to evaluate
2. Requires little time
3. Minimal administration required
35. Disadvantages
1. Criteria for rating not understood
2. Increases possibility of evaluator bias
3. Very difficult to use if there is a large
number of jobs, people or teams to
evaluate
4. Ratings by different evaluators are not
comparable
5. Distance between each rate is not
necessarily equal
6. May invite perceptions of inequity
36. SUMMARY
The job of the over-all function of the
school in the democratic society is defined
as the total obligation for the education of
the child in accord with his needs and
dictates of the society.
