SUPPORT STAFF PAY EQUITY IMPLEMENTATION STRATEGY. BCPSEA Policy October 26, 1995

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1 STAFF RESOURCE Direct Dial Joe Strain...(604) BCPSEA Policy October 26, 1995 CONTENTS Background... 1 Purpose of the Strategy... 1 Scope... 1 Application... 1 Implementation Steps Planning and Reporting 2 2. Interim Funding Applications Position Rating and Comparisons The Completed Pay Equity Plan Pay Equity Funding After Plan Completion Maintenance of Pay Equity Definitions Exhibit Exhibit Exhibit British Columbia Public School Employers Association West Broadway Vancouver, B.C., V6H 4C1 Ph: (604) Fax: (604) SUPPORT STAFF PAY EQUITY IMPLEMENTATION STRATEGY

2 BCPSEA Policy PAGE 1 OF 25 OCTOBER 26, 1995 British Columbia Public School Employers Association Support Staff Pay Equity Implementation Strategy BACKGROUND The provincial government is committed to achieving fairness and equity in compensation practices for all workers in the public sector. The elimination of gender-based wage discrimination is an integral part of the government initiatives in this area. The Public Sector Employers Council (PSEC) is responsible for directing the pay equity implementation efforts for all sectoral employers' associations. In May 1995, the British Columbia Public School Employers' Association (BCPSEA) distributed a working draft of the PSEC pay equity principles and guidelines to all school boards for their consideration. On June 19, 1995 the pay equity principles were approved by PSEC. On September 25, 1995, PSEC approved the pay equity guidelines for the various public sectors. BCPSEA has received a number of equity plans for review from boards seeking to access pay equity funding. These plans have been held in abeyance pending approval of the PSEC guidelines. Now that the guidelines have been approved, BCPSEA has developed the following pay equity implementation strategy to assist school boards which are in the process of, or are starting, pay equity implementation. If a fair and equitable implementation process is followed, elimination of gender-based inequities can occur. For the purpose of pay equity implementation, the procedural elements used by each school board will have a direct bearing on the elimination of these inequities. PURPOSE OF THE STRATEGY BCPSEA has developed the following strategy for the purpose of clarifying the implementation process and elements required for the approval of support staff pay equity plans pursuant to the principles and guidelines approved by PSEC. SCOPE This strategy falls within the Public Sector Employers' Council pay equity principles approved on June 19, 1995 and the guidelines approved on September 25, APPLICATION This strategy applies to all support staff pay equity plans submitted to BCPSEA for review.

3 Page 2 of 25 IMPLEMENTATION STEPS The pay equity process progresses through six stages: 1. Planning and Reporting 2. Interim Funding Applications (If a plan has not yet been completed) 3. Position Rating and Comparisons 4. The Completed Pay Equity Plan 5. Pay Equity Funding After Plan Completion 6. Maintenance of Pay Equity These six stages are explained in the following sections of this implementation strategy. 1. Planning and Reporting a. General Principles School boards will meet with their respective bargaining agents within 60 days of adoption of the policy and guidelines by the Public Sector Employers' Council (PSEC). School boards that do not already have an agreement to negotiate pay equity with their bargaining agent or employee representative will submit a letter to BCPSEA by January 19, 1996 confirming that discussions have been initiated and that a pay equity agreement has been signed in accordance with principle #10 of the PSEC guidelines (see BCPSEA Oct. 2, 1995 distribution Pay Equity Policy Framework; Sectoral Guidelines; Universities, Colleges and Institutes, Public Service Crown Corporations, Public Schools; Public Sector Employers Council; September 25, 1995.) School boards that have an agreement to negotiate or implement pay equity will submit a summary report to BCPSEA no later than January 19, 1996 outlining the status of negotiations in accordance with principle #10 of the PSEC guidelines. Where a school board and its respective union local(s) have completed a pay equity plan, the school board will submit a summary report including the pay equity plan by January 19, 1996.

4 Page 3 of 25 Where a school board has determined that no pay equity problem exists, the school board will submit a letter to BCPSEA in accordance with principle #10 of the PSEC guidelines. Where employees are represented by a bargaining agent, the parties will jointly negotiate the pay equity plan. The administrative terms of reference for the negotiating process should be identified jointly at the outset of pay equity negotiations in accordance with principle #4 of the PSEC guidelines. b. Recommended Reporting Requirement School boards that do not already have an agreement to negotiate pay equity with their bargaining agent or employee representatives will submit a letter to BCPSEA no later than January 19, 1996 which: Indicates that pay equity discussions have been initiated and that a pay equity agreement has been signed; Indicates the identification of the union local(s) or employee representatives within the school district for which an agreement to negotiate pay equity is not in place; Briefly describes significant decisions that have been made as a result of these initial discussions; e.g., structure and number of plans, number of employees covered within each plan; Confirms that the administrative terms of reference for the negotiating process have been identified jointly by the parties in the case of bargaining unit employees. Schools boards that have an agreement to negotiate or implement pay equity will submit a summary report no later than January 19, 1996 outlining the status of the negotiations. This report should: + Identify the bargaining agents or employee groups within the employer s workforce for which the employer has begun negotiations; + Indicate the date the agreement negotiate pay equity came into effect, and provide a copy of the agreement;

5 Page 4 of 25 + Briefly describe significant decisions that have been made as a result of the discussions to date; e.g., the gender predominance of job classes, the gender neutral comparison system that will be used; + Confirm that the administrative terms of reference for the negotiating process have been identified jointly by the parties in the case of bargaining unit employees; + If possible, provide the number of employees, number of FTEs, total wage costs and average wage costs in female, male, and gender neutral job classes respectively. School boards that have employee groups where no pay equity problems are believed to exist will submit a report no later than January 19, 1996 with a copy to the bargaining agent which: + Identifies the bargaining agents or employee groups within the employer's workforce for which no pay equity problem is believed to exist; + Provides an explanation as to why there is no pay equity problem; + Describes the process and expected timeline for determining that no pay equity problem exists. School boards and unions that have completed a pay equity plan will submit a summary report including a copy of the pay equity plan by January 19, To the extent possible, the plan should address the elements described herein and follow the outline of a pay equity plan contained in Section 4 of this document. The summary report should: + Identify the bargaining agents or employee groups within the employer s workforce to which the plan applies; + Indicate the effective date of the pay equity plan; + Briefly describe the gender-neutral comparison system and the steps that were followed in implementing the gender-neutral comparison system;

6 Page 5 of 25 + Identify the female jobs eligible for pay equity adjustments, the basis upon which these adjustments are being made and the schedule for these adjustments; + Indicate the number of employees, number of FTEs, total wage costs and average wage costs in female, male and gender-neutral job classes respectively; + Indicate the anticipated costs of pay equity adjustments (in dollars and as a percentage of the relevant employee group's payroll) for each year of the pay equity plan. 2. Interim Funding Applications Interim funding is available to school boards which have (a) commenced the pay equity implementation process and (b) submitted to BCPSEA an interim funding request which is signed by the union local president. In order to access interim funding for fiscal , school boards are advised to prepare and submit funding requests to BCPSEA as soon as possible. The Ministry of Education may establish a specific submission deadline of which you will be advised. Interim funding requests must indicate the approximate cost in dollars as a percentage of a board's straight time payroll of the most recent year of the contract calculated at the average hourly rate, the date of expected pay equity implementation and also indicate the retroactive date to which interim funding is requested. + Interim funding will not exceed two years at one percent (1%) per 12 month period maximum, or a maximum total of two percent (2%) over a 24 month period, funded one percent (1%) per 12 months. (guideline #12). + Interim funding is available retroactive to April 1, 1995 provided that an interim funding agreement was in effect as of that date. + Interim funding is available retroactive to the date of signing of an interim funding agreement between April 1, 1995 and September 25, 1995.

7 Page 6 of 25 + Interim funding is available retroactive to the date of signing of a letter of agreement from September 25, 1995 provided that no interim funding request was in place prior to that date. Upon approval, interim funding should not be integrated into a school board's base wages until such time as pay equity is approved. School boards cannot apply for interim and completed pay equity funding in the same year. Where cross-bargaining unit comparisons are permitted for a single employer, an interim funding request shall not be made until a maintenance agreement is in place. Interim funding applications should be made at the same time or after employers have provided the information required in section 1. Planning and Reporting. In addition, interim funding requests should include the following information: + Wage distribution and the existing payline (if available) for female and male job classes respectively and a preliminary estimate of the magnitude of the wage gap; + A schedule of proposed wage adjustments; + Confirmation that interim funding will not be integrated into base wages until pay equity is completed; + An estimate of the anticipated or projected costs of achieving pay equity and a brief description of the basis upon which this projection is being made. School boards can refer to the attached PSEC sample format (Exhibit 1) for providing this information in support of an interim funding request. 3. Position Rating and Comparisons (The Process) a. Preparation and Planning + Each school board shall establish a pay equity committee of management/union representatives. Both parties must be satisfied that the interests of the organization and its employees will be satisfactorily represented. The committee should be gender-balanced with equal representation of employer and employee representatives.

8 Page 7 of 25 + Union representatives on the committee should be selected by the union(s) and employer representatives should be appointed by the Board of School Trustees or by senior district management. + For non-union employees, the employer will develop a committee selection process and ensure that gender neutrality and equal representation are maintained. + The committees may draft terms of reference for its own use and establish sub-committees for specific tasks; i.e., data gathering, costing, dispute resolution. + Communication regarding the pay equity process and training of employees about the objectives of pay equity should be undertaken by the committee. b. Data Collection Job/Position descriptions must be collected and made available to the pay equity committee members. As a minimum, the committee must collect information for all female job/position descriptions as well as information about male jobs/positions to be considered in the rating exercise. Four additional approaches to the data collection phase for the committee's consideration include: + Representative samples of incumbents' job/position descriptions within every female job class and within every potential male comparator positions; + All job/position descriptions from female and male job classes within an employee unit excluding gender-neutral job classes; + All incumbents' job/position descriptions within an employee unit, plus incumbents in male job classes from another employee unit that are potential male comparators; + All incumbents' job/position descriptions within an employee unit.

9 Page 8 of 25 The members of the committee should review the job/position descriptions and assess them in terms of their currency, completeness, accuracy and suitability for comparison. Where job/position descriptions are non-existent, incomplete, inaccurate or out of date, the job/position description must be updated. This is best accomplished by means of a standardized written questionnaire in which position incumbents provide written answers about their major job duties. In the case of the CUPE, BCGEU and Peat Marwick plans, the questionnaire is provided. Agreement as to the content of each job/position description by the committee members must be attained before the committee proceeds to the rating stage of the process. Agreement is indicated by signing off each approved job/position description by designates from the union and management. c. Position Comparisons i. Factor Descriptions All positions must be rated and compared. To accurately rate a position there are four main factors which must be incorporated into all position comparisons rating plans. These factors are: skill, effort, responsibility and working conditions. The following are commonly accepted standard definitions of these factors. Skill: This factor measures the general knowledge and specialized vocational training necessary, the total amount of practical experience required and the amount of judgment required to perform the job. + Effort (Physical/Mental): This factor measures the period of time in which mental, visual or physical effort is required on the job. Frequency of effort, duration, manual dexterity and attentiveness must be considered.

10 Page 9 of 25 + Responsibility: This factor measures a position incumbent's accountability by the effect of actions that could cause a loss of time or resources. This includes the degree of care required to prevent injury or harm to others, the contacts necessary for communicating with others and responsibility for the supervision of others. + Working Conditions: This factor measures the type (minor, major) and frequency of disagreeable conditions under which an employee is required to carry out their job duties. Jobs/positions can be compared using either a four factor or modified four factor plan. A four factor approach represents the simplest rating comparison approach. All jobs/positions are compared on the basis of the four factors described above. + A modified four factor approach seeks to improve the accuracy of rating comparisons, by subdividing the four factors (skill, effort, responsibility and working conditions) described above into a number of subfactors which are described below. + A four factor approach may be most useful in organizations with fewer than 200 employees, whereas the modified four factor approach has been successfully employed in larger organizations. ii. The Four Factor (Simplified Approach) Rating Plan + School boards using a four factor plan will assign degrees within each factor range. For example, each of the four factors could be assigned degrees ranging from 1-7; e.g., Skill 1-7; Effort 1-7; Responsibility 1-7 and Working Conditions 1-7. Based on this example, each position would have a maximum point rating of 28 or a minimum point rating of 4. Another committee may decide that degree ranges should be determined differently; e.g., Skill 1-7; Effort 1-7, Responsibility 1-5 and Working Conditions 1-5.

11 Page 10 of 25 Using this example, each position would have a maximum point rating of 24 or minimum point rating of 4. + Effort may be subdivided into physical and mental effort and a composite effort rating determined by the process of division. Other factors may also be subdivided. However, committees which are contemplating the subdivision of factors may prefer to give serious consideration to the Modified Four Factor approach. + The pay equity committee may establish a point spread; e.g., 2, 3, 4 or more points for the purpose of determining position equivalencies. For example, a position ranked at 26 points may be worth the same as a position ranked at 23 points. Once the point spread is agreed to, it must remain constant for all positions throughout the rating process. + Great care should be exercised by the committee in assigning degree ranges and point spreads. If caution is not exercised, the gender neutrality and thus, likelihood of approval, of the plan will be jeopardized. iii. The Modified Four Factor (More Rigorous Approach) Rating Plan + Boards may choose to compare positions using a Modified Four Factor Approach. + Under a modified four factor approach, subfactors for each of the four main factors are developed by the committee. The CUPE plan and Peat Marwick plan use this approach. Subfactors for consideration are as follows: Skill Subfactors: Knowledge, Experience, Judgment and Decision Making Effort Subfactors: Physical Activity, Dexterity, Concentration Responsibility Subfactors: Accountability, Safety, Supervision, Error Impact

12 Page 11 of 25 Working Conditions: Minor and major disagreeable conditions. + Depending upon the committee's preference or the rating instrument adopted, the subfactors and their definitions may vary. Some flexibility exists provided that the gender neutrality of the rating plan is not jeopardized. + Degree ranges are developed for each subfactor, as in the four factor approach, and values are assigned to each degree within each subfactor range. Great care must be taken to maintain the gender neutrality of the plan. + This process is used for all subfactors in the plan. Positions are ranked based on each subfactor and a total point rating for each position is determined. This requires the use of a rating sheet for each position. + The rating for each position must be approved by the committee members. + The CUPE, Peat Marwick, BCGEU and some locally developed plans are considered to be acceptable modified four factor plans. + Under the four factor or modified four factor plans, a job hierarchy which is simply a rank order of the rated jobs based on their point rating is required. Current salaries or wages for equally rated positions within the hierarchy must be assessed by either a job to job comparison method or a proportional value technique. Districts which use the four factor approach may prefer to use the job to job comparison approach. d. Design In designing or modifying a rating plan, boards should consider the following points: Committees should carefully consider both the quantitative and qualitative aspects of the rating process.

13 Page 12 of 25 + Because the process is a collaborative effort, union and management members on the committee must communicate with each other. + Agreement and resolutions about issues should be attained before any ratings commence. + Documents should be carefully filed and retained for reference. + The narrative used to describe each factor or subfactor should be carefully and clearly developed so that the gradations of difference between each degree level are readily apparent. + The point values which are assigned to each degree level must be carefully considered. For example, some plans assign point values to different degree levels in multiples; i.e., 5, 10, 15, 20, 25, 30. This may or may not accurately reflect the gradations of difference between degree levels. Therefore, committees may decide to assign values in a different manner. + The point spread between positions should be considered. + In considering their plan, the committee should carefully scrutinize all of the above points to ensure consistency and to prevent the introduction of gender bias into the rating results. The adoption of a maintenance agreement and dispute resolution mechanism is crucial to funding approval and providing employees with a sense that the process was fairly and equitably conducted. 4. The Completed Pay Equity Plan a. Coverage and Scope + Name of employer. + Name of Union (if applicable). + Indicate the date the plan has been approved/ratified and indicate the effective date of the plan. + Identify the employee group to which the plan applies.

14 Page 13 of 25 + Identify any other employee group within the school board to which this plan does not apply and indicate the other plan(s) within the employer's workforce that have been developed (or have yet to be developed). b. Administrative Terms of Reference + Describe the committee structure (i.e., Steering Committee, Technical Committee, Dispute Resolution Committee or other), committee mandate(s), payment or time off provisions for participating in joint meetings and any training for committee members that has been undertaken. (Or, attach the memorandum of understanding between the parties that had been established during the preparation and planning stage and indicate instances where the actual development process deviated from the original plan.) + Describe the education and communication that has been undertaken with employees, including the dates of any formal communications and the general nature of information communicated. + Describe the steps that will be taken to communicate the pay equity plan and its implementation to employees. c. Job Classes + Define the job classes within the employee group by listing each job or position within the employee group and indicating the job class to which each job or position has been assigned. + Indicate the total number of employees within each job class, the number and percentage of female employees and the number and percentage of male employees. + Indicate the gender predominance (femaledominated, male-dominated or gender-neutral) of each job class and provide a brief explanation for any case where a job class which does not meet the 60% criterion is determined to be a female job class on the basis of historical incumbency or gender stereotype.

15 Page 14 of 25 + Indicate each "group of jobs" by listing each job class that makes up the "group of jobs" and by indicating the gender predominance of each "group of jobs." + Identify any job classes or groups of jobs outside the employee group that have been used for the purpose of making comparisons with femaledominated job classes within the employee group. d. Data Collection + Describe the process and method used for collecting job content information (i.e., existing job descriptions, standardized written questionnaires completed by the incumbents, questionnaires completed by supervisors, interviews etc.). + Describe any steps taken to validate job content information, to ensure completeness and accuracy and to ensure that information is current. e. Gender-Neutral Comparison System + Describe the gender-neutral comparison system by indicating the type of comparison system used; e.g., four factor, modified four factor. + Define and briefly describe the factors and subfactors (where applicable). + Indicate the weight assigned to each factor and subfactor (where applicable) for example, by providing a weighting summary for the bottom and top levels on each subfactor. + Describe the process used for applying the genderneutral comparison system to the rating of positions or jobs, for example, by indicating whether positions or jobs were evaluated by committee and by describing the decision-making process used by the committee. + Describe the method of adjustment (i.e., whether pay equity adjustments were based on the job-to job comparison method, the proportional value comparison method or by some other method).

16 Page 15 of 25 + If possible, provide regression results, scatterplot diagrams, or other visual depictions of the relationship between job worth and current pay levels. + Set out the results of the comparisons in a spreadsheet as per the attached example in Exhibit 2 which lists the job classes in value order (e.g., from highest valued to lowest valued job class) and which indicates: + The point-bands (if applicable), meaning the range of points within which jobs are considered to be of equivalent or equal value. + The descriptive name of each job class (if any). + The gender predominance of each job class ( i.e., male, female, or gender-neutral). + Job evaluation points for each job class (if applicable). + The number of employees within each job class (if applicable). + The number of FTEs (or service hours) within each job class. + The standardized rate of pay within each job class (i.e., the basis upon which the rates of pay for female and male jobs were compared in order to identify the required pay equity adjustments. + The standardized rate of pay that would be required to achieve pay equity for each female job class identified as requiring a pay equity adjustment. + The difference between the current and required standardized rates of pay for each female job class identified as requiring a pay equity adjustment. + The total wage costs within each job class (by multiplying the number of FTEs in each job class by the standardized rate of pay within each job class) and overall (by totalling the wage costs within each job class).

17 Page 16 of 25 + Additional wage costs within each female job class identified as requiring a pay equity adjustment (by multiplying the number of FTEs in each female job class identified as requiring an adjustment by the difference between current and required standardized rates of pay) and total additional wage costs (by totalling the additional wages costs within each female job class identified as requiring an adjustment). f. Schedule for Making Adjustments Set out the female job classes identified as requiring a pay equity adjustment in value order (e.g., from highest-valued to lowest-valued job class) on a second spread sheet (Exhibit 3) which indicates: + The point-bands (if applicable). + The descriptive name of each job class (if any). + The number of FTEs (or service hours) within each job class. + The standardized rate of pay within each job class. + The standardized rate of pay that would be required to achieve pay equity. + The difference between the current and the required standardized rates of pay. + Total of additional wage costs within each female job class identified as requiring a pay equity adjustment and the total of these additional wage costs. + The adjustment (if any) that will be made for each female job class identified as requiring a pay equity adjustment in the first year of the plan. + Total of additional wage costs in the first year of the plan within each female job class identified as requiring a pay equity adjustment and the total of these additional wage costs. + Total of additional wage costs that remain outstanding after the first year of the plan. + Repeat adjustments for each subsequent year until all adjustments are made.

18 Page 17 of 25 g. Permissible Differences + Identify all positions and job classes in which differences in compensation are permitted under Guideline #17 and give reasons for allowing these differences. h. Maintenance + Identify the means of ensuring ongoing wage relationships and determining that pay equity plans are being maintained. + Where cross-bargaining unit comparisons have been made, append a copy of the maintenance agreement between the employer, the bargaining unit that is party to this pay equity plan and the secondary bargaining unit. i. Dispute Resolution Procedure + Describe the dispute resolution procedure as it related to the development of the pay equity plan. + Describe the appeals process on behalf of individual employees regarding the rating of individual jobs or groups of jobs. j. Conclusion + Identify contact person(s) where people may direct further inquiries. + Indicate approval or ratification. 5. Pay Equity Funding After Plan Completion + Pay equity funding for clerical and support workers is available to school boards by application through BCPSEA for female job classes identified as requiring pay equity adjustments. + As stated in the PSEC guidelines, permissible wage differences considered outside of the parameters of pay equity include: increment systems, merit pay systems, productivity increases, casual employees, students and red circling.

19 Page 18 of 25 + The PSEC guidelines state, "For collective agreements or non-union agreements in which pay equity has already been or is being negotiated, funding for outstanding salary adjustments will be available once a pay equity plan is approved...at the lesser of 1% of salary payroll for the employee group per year or the amount required to achieve pay equity, retroactive to April 1, 1995 or the date of ratification of the plan, whichever is later." + The PSEC guidelines state, "For pay equity agreements negotiated after April 1, 1995, funding for salary adjustments will be determined once the plan is approved, at the lesser of 1% of salary payroll for the employee group per year, or the amount required to achieve pay equity, retroactive to the date of ratification of the plan or two years after the date of approval of the policy and guidelines by Council, whichever is earlier. Any funding already provided for interim adjustments will be included in the determination of retroactive funding requirements." + The PSEC guidelines state, "Where cross-bargaining unit comparisons are permitted for a single employer and where a maintenance agreement provides that the two units will be part of a single pay policy on an ongoing basis, the total salary payroll for both units may be considered in the estimate of 1% of previous year's salary payroll." + Application to BCPSEA for review of a completed pay equity plan must include all information detailed in section 4. The Completed Pay Equity Plan. + The maximum time period for which retroactivity is accessible is two years which is two percent (2%) of straight time payroll calculated at the average hourly rate. + When the school board makes a request for funding, BCPSEA and the PSEC Secretariat will review the plan. If the plan meets the elements contained above, the Ministry of Education will be requested to release the required pay equity funds.

20 Page 19 of Maintenance Of Pay Equity + All pay equity plans must include a maintenance plan to ensure that the gender wage gap is not widened once pay equity has been achieved. Exceptions to pay equity are negotiated as part of the pay equity agreement and are based on permissible differences in wages as defined in the PSEC policy paper. + The maintenance agreements should be added as an appendix to the plan if the plan was developed prior to April 1, Bi-modal agreements should be monitored closely to ensure that pay equity, once achieved, is maintained throughout the bargaining process with different unions. DEFINITIONS Agreement Terms: means the terms of a pay equity plan that are required under the policy to be negotiated by employers and employee representatives or bargaining agents. Bargaining Unit: means a bargaining unit under the Labour Relations Code or the Public Education Labour Relations Act. Bargaining Agent: means a union certified as a bargaining agent. Employer: Factor(s): may include an employer organization and is defined as the party (a) who controls the compensation practices and/or (b) who awards the value of work in accordance with existing practices and personnel policies. refer to skill, effort, responsibility and working conditions. Female Job Class: means a job class within an employee unit or bargaining unit in which 60 percent or more of the members are female or a job class within an employee unit or bargaining unit that is a female job class based on historical incumbency or gender stereotype.

21 Page 20 of 25 Gender Wage Gap: Gender Predominance: Green Circled: Implementation Agreement: reflects the difference between the wages of female predominant job classes of a school board and the wages of equally valued male predominant job classes of the school board as determined by a pay equity study based on skill, effort, responsibility and working conditions. refers to a category of workers which is male or female dominated. refers to a wage rate that is lower than the newly established wage rate. This wage rate can be established either through a pay equity plan or a job evaluation plan. refers to an agreement, usually a letter of understanding signed by the union and employer indicating a commitment to the pay equity process, which usually specifies the establishment of a pay equity committee and some overall timeline for completion. Please refer to PSEC guideline #4 for additional information. Incumbent Refers: to an employee who is assigned to a job. Interim Funding Request: Internal Equity: Job Rate: refers to an agreement between the union and employer sent to BCPSEA requesting that interim funding be set aside for the school district for the purpose of pay equity funding. Letters must indicate the projected cost of pay equity to the degree of accuracy that can be determined prior to conducting rating comparisons. This may entail a review of secondary data to estimate the probable wage gaps between female and male workers within the bargaining unit. means overall equity for all members of an employee unit, or for an employer, regardless of gender. means the policy wage rate for a job class.

22 Page 21 of 25 Job Description: Job Class: Pay Equity Plan: Pay Equity: Points: Position Description: Red Circled: Salary Payroll: Subfactor(s): Subfactor Degree(s): refers to the content of a job which includes the nature and characteristics of the job and major duties. means a group of positions of an employer that have similar duties and responsibilities, require similar skills and qualifications, are filled by similar recruiting procedures and have the same compensation schedule, wage grade or range of wage rates. means a plan for the elimination of that portion of a gender-based wage gap resulting from the undervaluation of female predominant jobs. refers to the elimination of that portion of a gender-based wage gap resulting from undervaluation of female predominant jobs. are the number or numerical weight, assigned by the pay equity committee to each degree within each subfactor range. refers to the job description of an incumbent. refers to the wage rate that is higher than the newly established wage rate. means the amount expended for wages calculated at the average hourly straight time rate, exclusive of adjustments such as shift premiums, overtime, allowances and inclusive of wage sensitive benefits, for the period of 12 months preceding the collective agreement year, or in the case of non-union, for the fiscal year preceding the implementation of the pay equity plan. are components of the four major factors: skill, effort, responsibility and working conditions. are the actual measurement levels within each subfactor.

23 Page 22 of 25 Undervalued Job Class: Wages: means a job class in which the wage levels have been negatively affected by gender discrimination. refers to standard straight time rate of pay exclusive of adjustments such as premiums or allowances.

24 Exhibit # 1 Sample Interim Funding Request Format Current Job Class - Name Gender Number of Number Current Total First Cost of Job Predominance Employees of FTEs Standardized Wage Year Adjustments Grade Rate of Pay** Costs Adjustment in First Year** (A) (B) (C) (D) (E) (F) (G) = (E)*(F) (H) (I)=(E)*(H) 9 Maintenance Technician II M $ $ Work Experience Advisor F $ $ Audiovisual Technician III M $ $ Instructional Assistant - Trades M $ $ Technical Assistant - Printing M $ $ Secretary III F $ $ Audiovisual Technician II M $ $ Computer Programmer I M $ $ Word Processing Services Super F $ $ Clerk IV F $ $ $ 0.28 $ 1.40 Groundskeeper II M $ $ Secretary I F $ $ $ 0.28 $ 1.40 Accounting Clerk F $ $ $ 0.28 $ 0.56 Clerk III F $ $ $ 0.28 $ 0.84 Program Assistant F $ $ $ 0.28 $ 0.28 Administrative Services Clerk F $ $ $ 0.28 $ 1.12 Groundskeeper I M $ $ Stores/Maintenance Clerk M $ $ Materials Handler M $ $ Word Processor Operator II F 5 5 $ $ $ 0.28 $ 1.40 Word Processor Operator I F 4 4 $ $ $ 0.28 $ 1.12 Data Entry Operator I F 3 2 $ $ $ 0.28 $ 0.56 Cafeteria Cashier F 8 4 $ $ $ 0.28 $ 1.12 Audiovisual Maintenance Technician M 1 1 $ $ Word Processor Operator Trainee F 3 3 $ $ $ 0.28 $ 0.84 $ 1, $ Average hourly wage - female jobs $16.17 Average hourly wage - male jobs $17.28 Female jobs as %age of male jobs 94% Basis Upon Which Interim Adjustments are Made (provide explanation) First year: $28/hour for the lowest paid female jobs in the employee group (which is, on average, on-half of the required adjustments for these jobs * All pay rates and wage costs are expressed in dollars/hour. Note - these costs should be translated into annualized payroll costs, taking account of wages and wage sensitive benefits. ** Must be no greater than 1% of payroll SUPPORT STAFF PAY EQUITY IMPLEMENTATION STRATEGY BCPSEA POLICY PAGE 23 OF 25

25 Exhibit # 2 Job Job Class - Name Gender Job Evaluation Number of Number Current Standardized Difference Between Total Total Additional Wage Grade* Predominance Points Employees of FTEs Standardized Rate of Pay Required Current and Required Wage Costs Required on Order Rate of Pay** to Achieve Pay Equity Rates of Pay Costs to Achieve Pay Equity*** (A) (B) (C) (D) (E) (F) (G) (H) (I)=(H)-(G) (J) = (F)*(G) (K)=(F)*(I) 7 Maintenance Technician II M $ $ $ - $ $ - (850- Clerk IV F $ $ $ 2.20 $ $ ) Work Experience Advisor F $ $ $ - $ $ - Secretary III F $ $ $ 1.51 $ $ 5.29 Audiovisula Technician III M $ $ $ - $ $ - 6 Instructional Assistant - Trades M $ $ $ - $ $ - (775- Word Processing Services Super F $ $ $ 1.24 $ $ ) Technical Assistant - Printing M $ $ $ - $ $ - 5 Secretary I F $ $ $ 1.33 $ $ 6.65 (700- Audiovisual Technician II M $ $ $ - $ $ - 774) Accounting Clerk F $ $ $ 1.33 $ $ 2.66 Computer Programmer I M $ $ $ - $ $ - Clerk III F $ $ $ 1.33 $ $ Program Assistant F $ $ $ 0.64 $ $ 0.64 (625- Groundskeeper II M $ $ $ - $ $ - 699) Administrative Services Clerk F $ $ $ 0.64 $ $ Groundskeeper I M $ $ $ - $ $ - (550- Word Processer Operator II F $ $ $ 1.26 $ $ ) Stores/Maintanance Clerk M $ $ $ - $ $ - 2 Word Processor Operator I F $ $ $ 0.59 $ $ 2.36 (475- Materials Handler M $ $ $ - $ $ - 549) Data Entry Operator I F $ $ $ 0.59 $ $ 1.18 Cafeteria Cashier F $ $ $ 0.59 $ $ Word Processor Operator Trainee M $ $ $ 0.59 $ $ 1.77 (400- Audiovisual Maintenance Tech M $ $ $ - $ $ - 474) $ 1, This hypothetical example assumes the use of a job-to-job comparison method. * Point ranges are in brackets **All pay rates and wage costs are expressed in dollars/hour. Note - these costs should betranslated into annualized payroll costs, talking account of wages and wage sensitive benefits. ***Required adjustemnts to achieve pay equity as a percentage of wages an 4.86% SUPPORT STAFF PAY EQUITY IMPLEMENTATION STRATEGY BCPSEA POLICY PAGE 24 OF 25 OCTOBER 1995

26 Exhibit # 3 Job Job Class - Name Number Current Standardized Total Wage Costs First First Year Total Second Second Total Third and Grade of FTEs Standardized Rate of Pay Required to Required Year Wage Costs Year Year Costs Subsequent Rate of Pay* Required to Achieve to Achieve Adjustment Costs Remaining Adjustment Wage Costs Remaining Years Achieve Pay Equity Pay Equity Pay Equity (A) (B) (C) (D) (E) (F)=(E)-(D) (G)=(C)*(F) (H) (I)=(C)*(H) (J)=(G)-(I) (K) (L)=(C)*(K) (M)=(G)-((I)+(L)) (N) 7 Clerk IV 5.0 $ $ $ 2.20 $ $ - $ - $ $0.90 $ Secretary III 3.5 $ $ $ 1.51 $ 5.29 $ - $ - $ $0.63 $ Word Processing Services Super 4.0 $ $ $ 1.24 $ 4.96 $ - $ - $ $0.72 $ Secretary I 5.0 $ $ $ 1.33 $ 6.65 $ - $ - $ $0.90 $ 5.75 Accounting Clerk 2.0 $ $ $ 1.33 $ 2.66 $ - $ - $ $0.36 $ 2.30 Clerk III 3.0 $ $ $ 1.33 $ 3.99 $ - $ - $ $0.54 $ Program Assistant 1.0 $ $ $ 0.64 $ 0.64 $ - $ - $ $0.64 $ (0.00) Administrative Services Clerk 4.0 $ $ $ 0.64 $ 2.56 $ - $ - $ $2.56 $ (0.00) 3 Word Processor Operator II 5.0 $ $ $ 1.26 $ 6.30 $ 0.59 $ 2.95 $ $3.35 $ Word Processor Operator I 4.0 $ $ $ 0.59 $ 2.36 $ 0.59 $ 2.36 $ - $ - $0.00 $ - Data Entry Operator I 2.0 $ $ $ 0.59 $ 1.18 $ 0.59 $ 1.18 $ - $ - $0.00 $ - Cafeteria Cashier 4.0 $ $ $ 0.59 $ 2.36 $ 0.59 $ 2.36 $ - 0 $0.00 $ - Word Processor Operator Trainee 3.0 $ $ $ 0.59 $ 1.77 $ 0.59 $ 1.77 $ - 0 $0.00 $ - $ $ $ $ This hypothetical example assumes the use of a job-to-job comparison method. Total wage costs/hour $1, *All pay rates and wage costs are expressed in dollars/hour. Note - these costs should be translated into annualized payroll costs, talking account of wages and wage sensitive benefits. Wage Costs/Hour Additional costs - first year $ % Additional costs - second year % Additional costs - third year % Additional costs - fourth year % Additional costs - fifth year % Total additional costs $ % As a %age of Wages & Wage Sensitive Benefits SUPPORT STAFF PAY EQUITY IMPLEMENTATION STRATEGY BCPSEA POLICY PAGE 25 OF 25 OCTOBER 1995