Hamdard Institute of Management Sciences

Aga Khan Education Service, Pakistan

An Assignment of Principles of Management

Submitted byRahim LakhaniHeena Daredia

Submitted ToM.Saleem

Course TitlePrinciples of Management

Submitted OnTuesday, June 03, 2008

ACKNOWLEDGEMENT

Foremost thanks to Allah with whose help and blessings we have been able to complete our

Management Report.

We would like to take this opportunity to thank all the individuals who guided, cooperated & supported

us during the making of this report. First of all, our management principles course instructor M. Saleem,

who taught us management concepts, which thoroughly helped us in preparation of this report...

Special thanks to Aga Khan Education Services Pakistan (AKESP), Human Resource department staff

that helped us in understanding overall management practices with in the organization.

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EXECUTIVE SUMMARY

Aga Khan Education Services (AKES) is a network of educational institutions that combines the

operation of over 300 schools with the management of programmes to enhance the quality of teachers,

academic resources and learning environments in Asia and Africa.

The Aga Khan Education Service, Pakistan (AKESP) is a part of the Aga Khan Development Network

(AKDN), which promotes education, health, housing, economic enterprise and cultural awareness in a

number of countries in Asia and Africa.

AKESP is a dynamic learning organization achieving excellence, reaching out to inspire better lives.

Aga Khan Education Services, Pakistan is amongst the largest private network of institutions in

Pakistan. They are striving to close the educational gap between the urban & rural population and also

the gap between the privileged and underprivileged segments of the urban population.

The Ismaili Imamat has a long tradition of leadership in educational development. The foundations of

the present system were laid by Aga Khan, III, who established over 200 schools during the first half of

the 20th century, the first in 1905 in Mundra and Gwadur in India and another in Zanzibar, followed by

more schools in Kenya, Uganda, Tanzania, India, Pakistan and Syria.

The mission and objective of this non profit educational organization is to provide quality education to

the under developed areas of Pakistan. Since its establishment AKESP has been struggling to achieve

its objectives.

TABLE OF CONTENTS

1 Introduction to the Company 1

2 Understanding of the Market & Competition 3

Page II

3 Decision Making Process 7

4 Planning & Strategic Management 8

5 Human Resource Management 11

6 Leadership Styles & Motivational Tools 21

7 Corporate Culture & Change Management 23

8 Performance Management & Reward System 25

9 Controlling & Evaluation Methods 29

Bibliography 30

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Topic

1Introduction to the CompanyA brief International and National overview

Brief Introduction to the Company

The Aga Khan Education Service, Pakistan (AKESP) is a part of the Aga Khan Development Network (AKDN), which promotes education, health, housing, economic enterprise and cultural awareness in a number of countries in Asia and Africa.

It is one of six agencies of the Aga Khan Development Network (AKDN) supporting activities in the field of education. The other three are the Aga Khan Foundation (AKF), the Aga Khan University (AKU), the University of Central Asia, the Aga Khan Academies and the Aga Khan Trust for Culture (AKTC).

Aga Khan Education Service – An Overview

AKES currently operates 304 schools and advanced educational programmes that provide quality pre-school, primary, secondary, and higher secondary education services to 58,554 students in Pakistan, Bangladesh, India, Kenya, Syria, Tajikistan, Tanzania and Uganda. AKES is also developing new schools in Kyrgyzstan and Madagascar and studying the feasibility of services and facilities in Mozambique. The AKES is direct provider of schooling from pre-primary to higher secondary and facilities access to tertiary education through the provision of hostels, scholarships and educational support services.

Programs to improve educational quality have been built into the AKES system since the early-1980s. Field-based teacher training was launched in Pakistan's Northern Areas in 1983. School improvement experiments began at the same time in Sind province in Pakistan, where AKES introduced child-centered teaching methods, and in Tanzania, where new techniques for secondary school teaching in English, mathematics, and science were implemented in Dar-us-Salaam. AKES, Kenya has been the Development Network pioneer in the use of computers in the classroom, while many Network initiatives in pre-school education began in AKES, India.

Throughout the system, priority is given to the education of girls whose access to the formal school system is still limited in many developing countries. The Aga Khan Education Services, working with the Aga Khan Foundation, have identified other priority areas, which need to be addressed in order to improve the educational process. These are school improvement, teacher development and the expansion of early childhood education.

The Aga Khan Education Services operate through National Service Companies, each of which has a Board of Directors responsible for planning and monitoring program implementation. The Aga Khan Foundation provides grants and technical assistance to the Service Companies among other recipients.

Supported by the Aga Khan Foundation, some of these experiments have been carried out in government schools as well as AKES institutions, thereby contributing to the improvement of education in the countries in which AKES operates. With both the national service companies and the Aga Khan Foundation acting as relays, this body of experience in teacher development and school improvement is having an impact throughout the Network. The Institute for Educational Development of the Aga Khan University was created to provide a permanent institutional base that can sustain these and other initiatives in education.

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Aga Khan Education Service, Pakistan

The Aga Khan Education Service was among the earliest of the non-governmental education providers in the region. About a century later the AKESP now operates 192 schools and 6 hostels spread across various regions of Pakistan. These institutions provide education to approximately 36517 students, 70% of which are in the rural areas. AKESP has schools in all four provinces and Northern Areas of Pakistan. A total of 2870 staff are employed out of which around 1375 are teachers.

The Aga Khan Education Service, Pakistan is amongst the largest private network of education institutions in Pakistan. Its mission can be expressed in words of His Highness the Aga Khan – “to enable many generations of students to acquire both knowledge and essential spiritual wisdom needed to balance that knowledge and enable their lives to attain highest fulfillment.”

Apart from schooling, Training and Development is another prime focus. Furthermore, various scholarships programs are coordinated which includes an overseas scholarship and highly competitive domestic scholarships for students desirous of studying at the graduate level.

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Topic

2Management StructureSetup, Structure & Flow of Information

Organizational Setup

Organizational Structure

The Organization has geographically distributed departments having central office located in Karachi, which looks after the working of its 3 regional offices located at North, South and Chitral regions.

Organizational Level & Span of Management

It has narrow span of control and falls between the flat and tall organization structure, the decision making process is centralized, that is all strategic decisions are made by the panel of Board of Directors.

As the organization is spread at the regional level, all the operational decisions are made at the regional level by the regional heads. For e.g., budgets are allocated to each region which is defined at central office by budgeting department its utilization is determined at regional offices.

Flow of Information

Example:

Above diagram shows an organization structure of IT Department, where two kinds of communication is eminent

Vertical: Supervisor / Sub-ordinate relationship

Horizontal: Peer to Peer and external correspondence

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Topic

3Planning & Strategic ManagementStrategies, Goals & Objectives of the Organization

Vision

A dynamic learning organization achieving excellence, reaching out to inspire better lives.

AKESP desire to be recognized as a leading quality educational provider in Pakistan and to achieve that, following are the areas they’ve been focusing:

To be employers of choice and developing schools of choice:

Have clean, bright, balanced, safe and enjoyable learning spaces

Have a culture of care, trust, support, respect, fairness, freedom of speech and responsibility

Inspire students to be confident, critically conscious, creative, ethical and balanced life long learners

Provide opportunities for employees to develop as passionate, inspirational and balanced professionals

Create a comprehensive performance management system for monitoring, reviewing, and improving organizational practice

Increase access to quality education for all disadvantaged and underserved children, especially females

Contribute to improving the status of teaching as a profession in Pakistan

Develop and implement a comprehensive communication and marketing, linkages and partnership strategy

Educational Aspiration

All children would have access to education from pre-primary to secondary level

80% children would have access to education at higher secondary level

AKES, P coverage will be over 60% through AK schools (43%), CBS (6%) and Other Partners (7%)

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Values

Respect

Fairness

Integrity

Passion

Rigor

Creativity

Challenges

Only one year provision at pre-primary level (instead of two years)

No provision of pre-primary education in government schools in NaC

Lack of physical access to schooling at higher secondary level

Lack of financial resources and increasing cost of social services

93% (173) of AKES, P schools do not have designated head teachers

31% (287) of teachers in NaC are educated up to Matric or FA level

Short Term Strategies

Physical Access

Introduction of 2-year pre-primary in 180 AK schools

8,300 students

360 additional rooms

360 additional teachers

Implementation of portfolio review recommendations

(950 additional rooms; 900 additional teachers; 130 science labs; 90 computer labs; 90 libraries)

Outreach

School preparation and placement program for 6-10 years out-of-school children (3,000 students)

Innovative learning programmes for age 11-17 years out-of-school children including adult literacy, vocational and life skills etc. (2,000 students)

Develop and implement integrated ECD program for 0-3 years in collaboration with other AKDN institutions

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Access to Quality at AKESP schools

Leadership, management and Human Resources (Head teachers; HRM/HRD; appraisal link with School Development Plan; releasing weak teachers; attract quality HR)

Curriculum and Resources (Minimum learning standards; Curriculum review and enrichment; assessment practices; vocational programme)

Teaching and Learning (Baseline; one teacher per class; effective multi-grade strategies; professional development; cluster support / mentoring)

Learning Environment and Infrastructure (Minimum standards for physical environment, equipment; adequate teaching and learning resources)

Long Term Strategies

MER Strategy (Strengthen the Monitoring, Evaluation & Research department to attain better quality)

Quality Assurance (Define quality standards and measuring tools for total quality management)

Communication, Marketing and Image-building

Long-term Sustainability including Resource Generation

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Topic

4Human Resource ManagementPolicies & Benefits defined by the department

For any organization to succeed it is very important that its employees play a key role. AKESP considers its employees as the most important asset and seeks to acquire, maintain, and develop this valuable resource with a view to fulfilling its overall objectives.

Human resource department (HRD) at AKESP establishes, develops, maintains, and communicates office policies throughout the entire organization and represents, helps, advises, and consults with the employees, while simultaneously keeping the overall best interest of the organization in mind. Further it defines the relationship between the organization & its employees concerning the rights and obligations of each party.

HRD at AKESP also develops hiring plans and recruiting policies, as well as handles compensation and salary administration. It also works for affirmative action and handles employee relations, separations, contracts, performance reviews, benefits, and pension plans. This department also formulates employee training and award/reward programs.

Recruitment & Selection Process

Policy

It is organizational policy to employ most suitably qualified available candidates while promoting from within the system whenever possible. External search for candidates will only be made after making sure that suitable internal candidates are not available. The Organization takes cognizance of the contributions of all employees and shall not discriminate on the basis of race, color, religion, sex, or physical disability.

Requisition

For unbudgeted positions the concerned department will fill the Staff Requisition Form and forward it to the HRD. The HRD will verify if the recruitment is necessary for the unbudgeted position and forward to Central Office for further processing and approval within the overall policy frame work/guidelines. Once the approval is obtained, HRD will notify the concerned department and start the search process. The concerned department would also be notified if the approval is rejected by the CEO.

For the replacement and budgeted positions the concerned department will fill the Personnel Requisition Form and forward it to Functional General Manager for approval. The approved Form will be then sent to HRD to initiate the search process.

Search Process

The search process will start only if both the HRD and the Functional General Manager are certain that the present employees within the department are not fully developed to take on the responsibility of the vacant position. HRD will check the appropriate sources of potential candidates. This will include, in order of priority, the following sources:

Present employees (through internal transfers)

Existing data bank of applications

Educational and technical training institutions

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Advertisement in local and foreign newspapers and journals

Employment agencies

Selection Procedure

Merit is the only criterion in selection. Current employees desirous of a transfer to a vacant position may apply through their department / unit head. They would be considered along with the equally qualified external candidates. In case of similar caliber internal candidates will be preferred over external.

All applicants are to complete an Employee Record Form in addition to any resume / documents they would submit. Short-listing of suitable candidates shall be carried out by HRD and then sent to the department head for review. For senior management positions, whenever feasible, it is desirable that short listing of candidates is jointly done by department head and HRD. A panel comprising of at-least three officials conducts all interviews. Following an interview, an Interview Evaluation Form must be completed, recording details and impressions following the interview.

The HRD will verify all relevant documents, qualification papers and make a thorough check of nominated references by direct contact with such references, if necessary. HRD will get written references from the references given by the employee. Employment will be subject to satisfactory references. Disclosure of misinformation or derogatory reference may be considered for termination of employment.

The appointment letter shall be prepared by the HRD. The letter would contain details relating to salary, period of probation & other terms & conditions of employment.

All applicants, who have not been selected for the position, will receive a courteous regret letter by HRD with in two weeks of the finalization of the decision.

Transfer of Services

The term transfer refers to the movement of an employee either from one department to another, or from one location to another within the organization. It can be temporary (for a specified period of time) or permanent. The transfer may take place laterally (at the same level with no change in designation) or with promotion (Change in position / responsibilities).

The management has the right to transfer any employee including contract employees to any place within the scope of its operations. An employee refusing the transfer may be liable for disciplinary action.

Any employee can request for transfer on his own. However, the privileges allowed in this case shall be different than those given to employees complying with the organization’s direction.

Contract Employees

Contract employees are those employees who are employed for a specified time period or for specified assignments. They may be either on short-term contract (up to one year) or longer contracts (more than one year). Both local and expatriate employees may be employed on contract.

Aga Khan Development Network Employees

AKESP may recruit staffs that are currently employed with institutions within Aga Khan Development Network. It is the responsibility of the employee working in AKDN institution to obtain no objection/leaving certificate if they are selected for a position within AKESP and submit it to HRD. HRD may withhold issuance of appointment letter or may hold the recruitment process in case the concerned applicant does not submit leaving certificate.

Termination or Separation

Separation from employment can take place on any of the following accounts:

1. Termination of Employment by AKESP

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AKES, P constantly reviews the performance of its employees. Such periodic reviews may reveal a lack of effectiveness on the part of a particular individual or group of individuals, for which the Organization must take the necessary remedial actions. These may involve a change of type or location of employment or termination of an employee’s service. The decision to terminate shall be taken only after alternatives to induce improved work performance have been found inadequate, or the employee’s action has, in the opinion of the organization, been of such a serious nature to warrant termination. The decision to terminate the services of an employee shall be fair.

2. Termination of Employment by Employee (Resignation)

The employee in case of voluntary separation must provide prior written notice. Duration for notice period varies from 1 month to 3 month depending on staff category/grade. An employee who has resigned must serve the duration of the notice period as outlined according to their job grade. Failing to serve either full duration or portion of it may result in deduction of the amount equivalent to the notice period not served from their final settlement

3. Retirement

An employee shall retire after reaching the age of 60 years. The retiring employee would be eligible for all terminal benefits due from the organization. The HRD will notify the relevant Department Head three months in advance regarding staff member’s retirement date. The Department Head will recommend in writing to proceed with the formalities pertaining to employee’s retirement. Human Resources Department will inform the employee accordingly. The HRD will intimate the Finance Department to settle the retiring employee’s final dues. The Department Head is authorized to call the employees of the same department only to host a party to honor the services of the retiring employee, subject to approval of GM/CEO.

Employee Benefit

AKES, P provides all eligible full time employees, on separation of their services or to their nominee or nominees in the event of death, a sum of money, which shall be ascertained according to the rules of “Employee Gratuity Scheme” and “Employee Provident Fund Scheme”

All confirmed full time regular employees who are still serving the probationary period, may be granted the following kinds of leaves:

Employee Leaves

1. Sick Leave

2. Casual Leave

3. Earned Leave

4. Maternity Leave

5. Emergency Leave (Leave without pay)

Educational Assistance

The continuous growth and development is the responsibility of every employee of AKESP. The organization encourages employees to improve their education and develop themselves to their full potential. AKESP may provide monetary assistance to employees in the form of loan at 8% interest, full or partial cost reimbursement or combination of both on case to case basis. Employee may also be allowed leave without pay in case they want to pursue long term educational program leading to degree/ diploma/ certificate, which in normal circumstances cannot be completed on part-time basis.

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Employee Gratuity Scheme

All full time permanent and contract employees who have completed minimum of six months of continuous service on leaving the organization are entitled to get gratuity payment provided their services are not being terminated as a result of misconduct.

The Gratuity shall be paid at the rate of 20 days current basic salary for each year of continuous service. Employee’s date of appointment shall be considered in calculating the length of service within the organization. Gratuity shall be computed from the date of appointment till the last working date.

Employee Provident Fund Scheme

Only the full time regular employees of AKES, P may join the Employee Provident Fund scheme. An employee becomes eligible for this scheme effective from the date of appointment. In case of contract employees, it is effective from the date of regularization of their service. Participation in this scheme is optional. An employee not wishing to join this scheme must in writing intimate their decision to HRD. The employee shall contribute 5% of their basic salary per month. Equivalent amount shall be contributed by AKESP to the employee provident fund account. The employee’s contribution will be directly deducted from their salary every month.

Group Life & Accident Insurance

All full time regular and contract employees of AKESP shall be covered against eventualities like death, disability and injury through Group Life Insurance and Personal Accident insurance policies.

Under the Group life insurance policy, employees are covered up to two years gross salary or RS. 200,000/- whichever is higher. Employees in Personal Accident Policy are given 24-hour coverage both on the job and off the job to the extent of employee’s two years gross salary or RS. 200,000/- whichever is higher.

Free ship in AKESP Schools

Tuition fees of children of all full time regular and long-term contract employees may be waived who are studying at any AKESP schools. The benefit will be limited to a maximum of two children for each full time regular employee or long-term contract employees.

Loan against Provident Fund

All full time regular employees with at-least one year of Provident Fund Membership are entitled to withdraw certain amount as a loan from their accumulated provident fund for specific personal financial needs.

Loan from provident fund can only be obtained for the following specific reasons such as purchase/ repairs of house, purchase of Vehicles, hajj (self or dependent), purchase of Shares for investment, medical treatment (self or dependant) or marriage (self or dependant).

Employee Relations

Traveling

AKES, P employees and volunteers may be required to undertake domestic as well as overseas travel for official purposes. It is the policy of the organization to facilitate employees and volunteers by providing proper lodging, boarding and mode of travel facilities and reimburse approved expenses incurred during such travel.

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Advance Salaries

All full time permanent and long-term contract employees may get advance salary only in the following circumstances: when proceeding on earned or study leave or traveling on official business.

An employee desiring advance salary must submit a written application along with their approved leave application or approved Travel Request Form to their department/ unit head. The department/ unit head will forward the employee’s application to HRD after either approving or rejecting it. In case of approval the HRD will intimate the Finance Department, which will make direct payment to the employee. If request for advance could not be entertained for whatsoever reason, the HRD will intimate the concerned employee.

Exit Interviews

Exit Interviews are conduct when any kind of termination (either by employee or employer) takes place. The information acquired through such interviews is used in analyzing the general trends and rationale for employee turnover in various units/ locations of AKES, P. On the basis of which necessary actions are taken.

Training & Development

Every effort shall be made by AKES, P to help the employees with proven track record of high performance and on merit to acquire job-related competencies to perform efficiently and effectively at their present job and assume greater responsibilities in future.

Orientation

All new employees of AKESP go through planned induction and orientation program. The purpose of the induction and orientation program is to:

Familiarize the new employee with the organization Make them feel welcomed as a member of AKESP Make them effective in the shortest possible time

On completion of departmental orientation, the immediate supervisor will inform the HRD to conduct general orientation. HRD will then carry out the general orientation either alone or for a group of new employees within the first week of his/her joining. This would include:

1. Overview of AKESP history, mission and goals2. Geographic overview of AKESP operations3. Major policies review concerning performance review, benefits, leave entitlements, and disciplinary

standards4. Arranging meetings with the key management staff.

On The Job Training

On job trainings are being provided on the basis of individual needs and employee’s nature of work. Such as conferences and workshops are organized for strategic level; Technical trainings are provided to operational levels and so on.

Continuous Professional Development

Employees are also provided with some financial benefits to keep themselves update with the new technologies and benefit themselves and organization by his/her knowledge and skills.

Management Trainee Program and Internships

Fresh graduates are also provided with the opportunities to learn about organization, and serve it with the best of their abilities. Stipends are also provided.

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Topic

5Leadership Styles & Motivational ToolsStyles adopted, Incentive and Motivations

Leadership

Leadership emerges as the central characteristic of schools. Leadership thus appeared as a necessity with its peculiar forms varying across cases. At some school sites it appeared concentrated in individuals. When the school systems were more organized, as in the case of private not-for-profit school systems, the leadership function also appeared to go beyond the individual and was distributed and delegated across points in the system. Whichever the form, the existence of effective leadership in case schools cut across the provinces, districts, schools and school systems. In all cases, leadership appeared to function to maintain ‘regularity’ at the level of each school, solve problems of an administrative and academic nature for both teachers and students, and provide linkages between the school and its surrounding communities. Leaders were often found to be dedicated individuals, with a certain kind of background: long standing experience, from an educated family, enjoying community support and respect, possessing an inclusive communicative style (such as collaboration, team building and delegation of authority), dynamism and clarity of vision.

Leadership within the school

In nearly all the selected schools, leadership mattered. It was reflected in the effect it had on the school, such as cleanliness of the school premises, regular attendance of teachers, emotional investment in the school by students and the community, school community relations, and so on. School principals cared about the schools’ well being, kept a vigil in the school through most of the school day, and, in some cases, had a long term vision for their school. Head teachers were often appreciative of the critical importance of professional development for teachers, knew what it entailed, and were positively inclined to support the change in teachers’ practice based on the training.

The leadership style was often consultative rather than authoritarian. Inside schools, effective leaders made good use of the principle of delegation. In nearly all the cases, they delegated their duties to several teachers. In some cases, the leadership responsibilities were also distributed to senior students. Successful school leaders appeared to make considerable use of complementary leadership within the school, community or the systemic context within which the school operated. Leadership was instrumental in ensuring order in the school. However, to accomplish this, the actual measures taken were different in different contexts. Where it was concentrated in the school principals themselves, they appeared busy the whole day, in taking rounds and observing the various activities of the school. Most government schools in the study, with few exceptions, fit this category. Where it was not concentrated in the school as in the case of private not for profit systems the organizations provided a framework for rules, regulations and internal monitoring.

Leaders of competitive environment

Schools with strong leadership showed greater capacity to absorb support provided by the government, donors, immediate community, professional and social networks, and others. They were also pro-active in seeking such support. The schools with stronger leadership identified their needs more clearly and could articulate them while seeking support. Sometimes, they also pushed back on donor agenda and negotiated with donors to change their priorities to respond to the real needs of the schools.

The exceptions involved schools where the leadership inside the school was directly exercised by forces outside of the school who found the opportunity to do so from the platform of School Management Committee (SMC). In most of the schools, SMC became a lot more powerful than the school based leadership, encroaching on almost all aspects of the functioning of the school, while the jurisdiction of the school principal was pushed to the margins.

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Enabling environments for leadership

The environment that enabled good leadership varied a great deal across the cases, particularly in terms of the sources of support. In cases with systematic support, processes were put in place by a private school system or program that deliberately cultivated leadership. They appeared to spend considerable time in developing processes or systems for ensuring leadership, which included identification and selection criteria, training and support, promotion or career ladder, and accountability.

There was no evidence of active government support to head teachers from the government education departments. In such schools, most head teachers had been there for a long time, and merely allowing them to continue doing a good job without intervening was seen, interestingly enough , as a certain kind of support.

Motivational Tools

1. Quality Working Life

Fully air-conditioned; provided with personal computer, intercom extension, cubical and cabinets. Furthermore, healthy working environment with proper seating facility and ambience.

2. Traveling to Regions

For some people, traveling to other parts of the country may let them feel motivated and its observed that there performance improves when they’re sent to other regions.

3. Learning & Development

For teaching staff, Training & Development (refer HRM Topic) has been the most important motivational factor that has kept most of the teachers associated with the organizations for longer period of time.

4. Relationship with Peer & Superior

It was observed that people at AKESP enjoy because one of the factor is there family like relationship with peers and superior.

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Topic

6Performance Management & Reward SystemAppraisal Process and Potential

PERFORMANCE MANAGEMENT SYSTEM

AKESP has a policy to monitor and record the performance and progress of each employee which is the basis for their career progress.

Performance appraisal process

At the beginning of each year, the supervisor and the employee identify and agree on Key Result Areas (KRAs) which are considered to be the most crucial for an employee in achieving the desired results.

A mid-year performance review and formal year-end appraisal review is conducted in addition to informal periodic and ad-hoc review with employees. Because of these periodic reviews the performance appraisal results at the year end will not be a surprise for the employees.

Supervisors are expected to provide 360 degree feedback to their subordinates. In case of any issues regarding the rating assigned by appraiser, the employee can discuss this with the immediate supervisor who will then review the matter and resolve it satisfactorily. Further if the matter is not resolved at this level then Human Resource department investigates the matter and report to the General Manager, whose will finalize the decision. This procedure is for the employees in Grade 1-6. For the employees in Grade 7 and above the decision will be finalized by CEO.

According to AKESP the focus of the appraisal is not to find the mistakes but to identify the development needs. In case of employee transferred to another department, the transferring department has to make sure that employee receives a performance appraisal covering the period preceding the transfer.

Criteria for Evaluation

Management has developed the performance evaluation forms based on the Grades of the employees.

Senior Management Staff (Grades 11 and above)

In the first week of January, the immediate supervisor and the employee will fill up the Performance Contract Form in which both of them have to agree on the Key Result Areas (KRA), on which the subordinate will be appraised. They will also agree on the basis of measurement on these KRA and the weights that will be assigned to each. Performance Contract Form will be signed by both. Each will retain a copy for their reference and a copy will be sent to HRD for record.

Next review of the employee will be conducted by the supervisor after six-month review of the employee’s performance. The Supervisor in this review will record the progress towards these goals by the employee as being satisfactory or unsatisfactory. If found unsatisfactory, he/she will develop an action plan along with the employee so that he/she is given full chance to improve his/her performance. Midyear performance review signed by both the employee and the supervisor will then be forwarded to HRD.

Management Staff (Grade 7 to 10)

Same procedure is followed in this category, except the Performance Appraisal Form whose ‘Competency’ area is different from the other category. These would be used for training and development purpose.

Non Teaching Support Staff (Grade NTS 3-6)

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The employee is appraised on the performance factors considered essential for his/her job by the supervisor and agreed by the employee at the beginning of the year, along with the skills necessary for performing his/ her role.

The supervisor identifies the strengths, weaknesses, future potential and training needs of the employee and also agrees on specific performance targets for the next year.

The appraisee then writes his/her comments on the appraisal process and sends it to reviewer for the comments and then sent to HRD for further processing.

Teaching Staff (Grade TS 1-6)

Performance Management System for teachers has two components:

1. Classroom Observation and Performance Evaluation

Classroom Observation will take into account those factors that relates only to enhancing quality of teaching and quality of student learning. Class room observation will be carried out four times in a year. Class observation could be announced as well as unannounced, however for the first observation of the year the teacher will be given an advance notice of at-least one week. After each class observation the observer and the teacher will jointly determine the areas which need improvement and the support that will be required/ provided to the teacher in improving his/ her performance.

After the first observation, in subsequent observations a note would be made by both the observer and reviewer (supervisor of the observer) whether the teacher has shown improvement in specific areas identified in the previous observation.

2. Performance Evaluation

Performance evaluation will be carried out annually. It would consist of rating teachers performance on the following five performance factors

Quality of teaching

Quality of student learning

Quality of teacher’s relationship with stake holders

Professional development

Professional responsibility

Quality of teaching and quality of student learning. These two factors will have a weight of 70% in determining the overall performance of the teacher. The other three factors namely: Quality of relationship, Professional Development, and Professional Responsibility have cumulative weight of 30% in determining the overall performance.

Teaching Staff (Grade 7-12)

The procedure is similar to that used for management staff Grade 7-10.

APPRAISAL OF POTENTIAL

The employees who have shown continued high performance on their present position should be assessed for their suitability for assuming greater responsibilities.

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Specifically, it shall serve the following purposes:

Identify the present pool of high performing employees and their degree of readiness in terms of assuming greater responsibilities.

Maintain a pool of motivated employees within AKES, P who can relate their performance with promotions.

Provide inputs for Development plans for the employees in improving their competencies for higher positions.

Potential Appraisal Process

Unlike Performance Appraisal system, which assesses the performance of an employee for present job, the Potential Appraisal assesses the competencies of employees to assume responsibilities of higher level positions in future.

All those employees who have completed minimum of two years in one particular position will be assessed for their potential. For all non-teaching staff in Grade 7 and above this cycle of potential appraisal will be carried out along with the performance appraisal. For teaching staff, all employees in grade 4 and above shall be assessed for their potential growth. A period of two years will be given to achieve the competencies identified in the potential appraisal before the employee’s potential is reassessed again in the same position.

Procedure for Potential Appraisal

The HRD will send, along with Performance Appraisal forms, Appraisal of Potential forms of all employees who have completed minimum of two years of continuous service in a particular position and have been rated as ‘4’ or ’E’, at-least once in two years. If the employee has been rated as ‘2’ or ’N’ or below in any one year, his potential appraisal shall not be carried out.

The supervisor will have in-depth interview with the employee regarding his career aspirations within AKESP. The supervisor will then fill the Potential Appraisal form, assessing the employee for a suitable higher position either within the department or another department by taking into consideration employee’s career aspirations and/or his/ her own judgment based on the aptitude and skills demonstrated by the employee.

The Supervisor is not to share his/her assessment with the employee. He/She should counsel the employee regarding possible future growth within the organization and type of competencies he/she must develop and realistic time period within which he/she can be ready to be considered for promotion.

The supervisor then discusses the Potential Appraisal with his/ her supervisor. They jointly prepare a development plan for the employee including both the skill enhancement portion and type of experience, including any job rotation that will be required by the employee before he/she could be considered ready to undertake greater responsibilities.

The form is then sent to HRD. The Human Resource Department maintains the record of the employee’s progress as per the development plan and coordinates actions with the supervisor.

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Topic

7Controlling & Evaluation MethodsEnsuring the performance and quality

Controlling is a four-step process of establishing performance standards based on the firm's objectives, measuring and reporting actual performance, comparing the two, and taking corrective or preventive action as necessary.

Performance standards come from the planning function. No matter how difficult, standards should be established for every important task. Although the temptation may be great, lowering standards to what has been attained is not a solution to performance problems. On the other hand, a manager does need to lower standards when they are found to be unattainable due to resource limitations and factors external to the business.

Corrective action is necessary when performance is below standards. If performance is anticipated to be below standards, preventive action must be taken to ensure that the problem does not recur. If performance is greater than or equal to standards, it is useful to reinforce behaviors that led to the acceptable performance.

At AKESP Controlling is basically divided into 2 levels, one for the teaching staff and other for the Non Teaching Staff that is responsible for the management for the organizations overall performance:

There is a separate department for evaluating the entire project, The (MER) Monitoring Evaluation Research (School & Performance Units). This department is responsible for the quality control.

1) For Teaching Staff: Based upon the quality of education delivered to the students, the method of controlling are Surveys conducted with students, teachers, parents & the unit head to get a feed back on quality of the education. Based on the report of the quality the corrective measures are taken if the standard is not up to the level.

2) Non Teaching Staff: Non teaching staff are evaluated in a different way, the out put of these teams are mostly project based. Therefore they have to be controlled and evaluated accordingly. A project of 3 years can be monitored every 6 month to review the outcome; if the results are accordance with standards and expectations then the team is moving in the right direction. If the project is not yielding the expected results then corrective actions are in action.

Effective Control Systems followed by AKESP have the following characteristics:

1. Control at all levels in the business 2. Flexibility 3. Accuracy 4. Timeliness 5. Cost effectiveness 6. Understandability7. In agreement with planning, organizing and leading8. Acceptability of decisions

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Topic

8Understanding of the Market & CompetitionComparison of the AKESP as NGO and schools with other school systems

Competition

AKESP's main focus is to spread the same standards of education to the ignored communities of secluded areas. The national curriculum is followed in all the institution running under AKESP network and many students from Aga Khan educational services have gone abroad to study under the student's exchange program. Scholarships as well as career guidance are given to the students who opt the right profession.

The main focus is to support female education, they have special scholarships for girls so that they can also benifit from this opportunity. These initiatives have helped in changing the attitude of the people of the Northern region making them more receptive towards women literacy.

The cooperating systems and schools of AKES in Pakistan are operating in following regions:

o Government of Sindh

o Government of Balochistan

o Government of NWFP

o Federal Government (Kashmir Affairs)

o AKESP (Sindh)

o AKESP (Northern Areas/Chitral)

PRIMARY COMPETITION

SEW (Society for Education and Welfare)

SEW is an educational welfare society, established in 1996 in Karachi and registered under societies act of 1860. It is a non profitable organization working to serve the deprived population by empowering them with education and a determination to cultivate the healthy values, through conceptual understanding of Islam.

The schools, which initially comprised of a few “Baithak Schools” in 1996 now operate as a network of community based welfare schools all over Pakistan where the respective Educational Board’s prescribed curriculum is followed. SEW runs on self help basis, with no formal affiliation or continued financial patronization from any global agency.

Zindagi Trust

‘Zindagi’ intends to reach, out to working children and provide them basic education supplementing, rather than disturbing the finances of their families. It aims to do this by providing incentive to the working children and their parents in form of cash payments of Rs.20 for each session attended.

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Adult Basic Education Society

It was registered in 1972 and its areas of operation are Rawalpindi, Sargodha, Faisalabad, Gujranwala and Lahore. Major projects undertaken include Non-formal Education in the Gujranwala Division and Multi grade Teaching Training carried out in the Rawalpindi Division.

SECONDARY COMPETITION

As far as the secondary competition is concerned, the institutions running in Pakistan on the platform of AKESP are competing with the large education networks, which include, but not limited to:

The City School System

The City School is one of largest private school systems in Pakistan founded in 1977. It has branches all over Pakistan with 3 international locations. It has a total of 155 branches in 42 cities across Pakistan. It has a unique style of teaching with a specially designed teaching system which has always kept an edge over its competitors.

Beacon House School System

The Beacon house School System was founded in 1975, it is the oldest and largest private school system in South Asia with presence in 26 cities across the country and student strength of 125,000 plus. Its purpose-built campuses in various locations nationwide offer the finest facilities for teaching and learning in the country. These campuses have been equipped with the latest state-of-the-art science laboratories and computer labs.

The Educators

‘The Educators’ has come up with a solution to provide “School Operations Management” service to various investors. The service takes form of furnishing a comprehensively uniform quality education system, well equipped with professional teacher training programs, well-conceived lesson plans and well-developed examination system. It is not only relieving the parents of cost effective quality education hassle but is shouldering the responsibility of shaping and glorifying the future of our generations as well.

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Bibliography

1. Daily Times, http://www.dailytimes.com.pk/default.asp?page=2006%5C12%5C15%5Cstory_15-12-2006_pg12_9

2. Aga Khan University, Hospital, Partnerships, http://www.aku.edu/ied/partnership/copschool.shtml

3. ‘Aga Khan Education Services’, Aga Khan Development Network, http://www.akdn.org/agency/Aga Khan Education Services.htm

4. ‘Aga Khan Education Services (AKES) in East Africa & Asia’, Countries in which Aga Khan Education Services Operates, http://www.akdn.org/agency/akescountry.html#ea

5. Certo, Samuael C. 2003, Modern Management, Pearson Education (Singapore)

6. Daft, Richard L. 1998, Management, The Dryden Press (USA)

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