Overcoming inadequacies without inflicting them on others
One of the most depressing features of the authorities is the
readiness with which transfers are used to solve problems. At the
Education Consultative Committee in Parliament, some of my colleagues
pointed out what seemed to them grave faults in Principals or Zonal
Directors of Education, and recommended that they should be transferred
at once. They were startled when I said that would be wrong, but then
acknowledged that, if the officials concerned were unsatisfactory, it
would be destructive to transfer them to other responsibilities where
they would also prove unsatisfactory.
Last week the same thing happened at a Divisional Secretariat
Reconciliation Committee meeting, when strong objections were made to a
particular Grama Niladhari. Again, the community representatives who
made the charges with no inhibitions about naming their subject
seemed surprised when I said that was inappropriate, but agreed with my
point that their complaints should be investigated. The man should then
be reprimanded if the charges were established, and subsequently
dismissed if he did not improve.
Now however transfers are used whenever there is a problem or even
when there isnt, as with the recent Ministry of Education decision to
transfer everyone who has served in a particular school for over a
particular period. The way in which this has been implemented means that
the original aim, to provide teachers to rural schools that have had
vacancies, has been completely subverted rural schools have lost the
teachers they had, which those supposed to replace them from towns have
by and large refused to move.
English instructor
This is an inevitable consequence of formulaic approaches to
administration. Transfers then are seen as routine, whether they improve
the service or not, or else they are seen as ways of getting rid of
someone who is a problem. Unfortunately the problem can be political, in
that a particular politician does not like an official and wants them
moved, or it can be disciplinary, in that someone is moved because they
have done something inappropriate. What should be a means then, a method
of improving the service, becomes an end in itself. The transfer is
done, which means action has been taken, so no action need be taken to
ensure that the inappropriate action is not repeated.
In discussing this matter subsequently with the Divisional and
District Secretaries, it seemed they too were of the view that some
Grama Niladharis did not do their job properly, through incompetence or
worse. But there seemed no way of dealing with this, except through
transfers.
Annual reviews of performance
I had come across this problem before, when as Dean at Sabaragamuwa I
had to deal with an English instructor who did no work. He had in fact
been hired because my predecessor knew his mother. The students
complained about his absences, and his tendency to pontificate in class
about anything except English, but when I investigated and then, after
warnings, dismissed him, they said I had been too hard and that I should
be compassionate. I had much trouble convincing them that I had no right
to be compassionate with state resources and their futures.
I think I succeeded, helped perhaps by the fact that the young man in
question had so clearly signed attendance registers months late. The
complaints died down, but subsequently I was told by another Dean, from
Colombo, that I must have been the only person who had succeeded in
dismissing an academic member of staff. I know that is not true, because
I am aware that there have been dismissals for political reasons, but I
think she was correct in implying that no one is got rid of for
incompetence or improper behaviour.
I presume this is why I was described as too unpopular to hold any
executive position, and I suppose this is understandable in a context in
which popular favour is considered the main criterion for public office.
But the consequence is that the public suffers. And the suffering is
particularly grave for those who have no other recourse, such as small
village communities and in particular children in rural schools.
We could do much better if we developed clear job descriptions, with
performance agreements which included measurable items. There should be
annual reviews of performance based on productivity, not the
preposterous forms that those in authority over others have to fill now.
But in addition to such reviews, there should be written reprimands not
only when culpable errors are made, but also when inadequacies are
noted. With regard to principals for instance, attendance records of
teachers should be reviewed regularly, as well as examination results
and even the general cleanliness of the premises.
Crucial to the successful entrenchment of expectations, and
monitoring of results, is good training. I have pointed out on several
occasions the need for training in initiative and accountability, in
addition to the formulaic lectures that now pass for training, and now
we have another institution that can fill the gaps that the Sri Lanka
Institute of Development Administration has allowed to widen over the
years. The army has established an Officer Careers Development Centre
that includes amongst its objectives assisting government institutions
and other agencies to develop leadership traits and social skills. This
will also I hope promote mechanisms to judge personnel by results, and
to introduce remedial measures that will deal with the deficient as well
as the incorrigible.
The equitable and effective delivery of services to the public is an
important right, and deficiencies caused by neglect or callousness or
incompetence must be overcome. Transferring the deficiency to others is
a pernicious custom that should be stopped, and we need to inculcate
instead a culture of personal development as well as accountability. |