JOB EVALUATION MANUAL - Introduction
This Job Evaluation Manual, which is a supplement to the Laurentian University/Laurentian University Staff Association Collective Agreement, has been written for the use of the Joint Job Evaluation Committee (JJEC) in evaluating positions in the LUSA Bargaining Unit according to the Joint Job Evaluation System implemented at Laurentian University effective July l, l986.
Users of this Manual should also refer to the Handbook issued as a supplement to the LU/LUSA Collective Agreement.
Following the implementation of the Joint Job Evaluation System, there is a need for ongoing JJEC activities to evaluate new and changing positions, and, to ensure the maintenance of the system. Reference must be made to the Handbook, for the administrative structure regarding maintenance aspects.
The J.J.E.C. must recognize the subjective nature of job evaluation and the judgement which individual members will be called to make. These judgments will be made in good faith and within the framework of the system of job evaluation. To do so, users of this manual should be thoroughly familiar with the contents of the Manual as well as those of the Handbook. A sound understanding of the factors and degrees outlined is required.
Jobs will be evaluated on the basis of the work normally and regularly required from an employee. In every case, it is the position that is evaluated and the existing salary or personal qualifications of the incumbent should not be allowed to influence the rating.
When allocating a point values to a position, the committee will be guided by the principle of best fit - this means that the individual committee member will decide which definition of a particular degree appears to fit best in its entirety, to all activities undertaken by the incumbent.
The documentation upon which the committee will base its evaluation of the position will be provided in accordance with the Handbook. This includes the Position Questionnaire, the Job Description and any other pertinent information. The Job Description will reflect work normally and regularly required from the incumbent, providing an understanding of the essential activities carried out by him/her. The documentation will not describe in detail all tasks and activities, particularly when such tasks are subsumed/implied by other tasks.
The process of evaluating a position has three steps:
| l) | the position is assessed using the factors and degrees contained in the Job Evaluation Manual |
| 2) | the position is assessed against other positions assigned to the same or adjacent factor degree levels |
| 3) | the resultant salary grade for the position is compared with the salary grade for other positions |
In reviewing factor and degree definitions to determine the degree to be assigned to a position, reference may, in particular, be made to the positions referenced at particular degree levels, in the Manual and the Raters' Notes relating to them.
FACTORS:
| CONDITIONS: | Points |
| WORKING CONDITIONS | 30 |
| PHYSICAL DEMANDS | 30 |
| MENTAL FATIGUE | 40 |
| Sub-Total: | 100 |
| Complexity: | |
| PROBLEM SOLVING | 100 |
| DECISION MAKING | 200 |
| Sub-Total: | 300 |
| Responsibility: | |
| CONSEQUENCE OF ERROR | 110 |
| SUPERVISION & OTHER GUIDANCE RECEIVED | 110 |
| RESPONSIBILITY FOR GUIDANCE OF OTHERS | 80 |
| Sub-Total: | 300 |
| Competence: | |
| NUMERICAL COMPUTATIONS | 25 |
| COMPREHENSION | 25 |
| EXPRESSION | 25 |
| BILINGUALISM | 25 |
| EDUCATION AND TRAINING | 100 |
| EXPERIENCE | 100 |
| Sub-Total: | 300 |
| OVERALL TOTAL POINT BASE: | 1000 |
This factor measures the physical surroundings and the potential hazards with which jobs are performed. It considers the unpleasantness of conditions surrounding the job and health and accident hazards associated with the work; which cannot be eliminated from the job. (Example of unpleasant conditions surrounding the job: Heat or cold, noise, fumes, dust, dirt, lighting, inclement weather.)
| Questions: | #3 Working Conditions |
| #4 Hazards |
| Degrees | Points |
| 1.None. | 0 |
| Job requires practically no exposure to undesirable conditions and minor risks. | |
| 2.Occasional. | 5 |
| Job requires occasional exposure to undesirable conditions and minor risks. | |
| 3.Moderate - one element. | 10 |
| Job requires occasional exposure to undesirable conditions and moderate risks. OR Job requires moderate exposure to undesirable conditions and everyday risks. | |
| 4.Moderate - both elements. | 20 |
| Job requires moderate exposure to undesirable conditions and moderate risks. | |
| 5.Frequent. | 30 |
| Job requires frequent exposure to major undesirable conditions or significant risks. |
This factor is the physical effort required by the job measured by its nature and frequency.
| Questions: | #5 Physical Demands |
| Degrees | Points |
| 1.Normal. | 0 |
| Normal effort or occasional periods of light physical activity. | |
| 2.Occasional moderate. | 5 |
| Occasional moderate effort or frequent periods of light physical activity. | |
| 10 | |
| 3.Frequent moderate. | 15 |
| Frequent moderate effort or almost continuous periods of light physical activity or occasional heavy physical activity. | |
| 4.Continuous moderate. | 30 |
| Almost continuous moderate effort or frequent heavy physical activity. |
This factor measures the degree of concentration, either to minute job details or to the many tasks of the job, as well as the pace the employee must maintain.
Consider whether a large volume of work must be completed within a specified limited time. Must attention be shifted frequently from one to another job detail? Are there interruptions, distractions or confusing influences?
| Questions: | #6 Pressure of Work |
| #2.2 Most difficult duty? | |
| #2.4 Unscheduled work? |
| Degrees | Points |
| 1.Intermittent. | 5 |
| Flow of work or character of duties are intermittent and require close attention only at intervals | |
| 2.Moderate. | 10 |
| Flow of work and character of duties involve steady repetitive or moderate mental attention where occasional pressure exists. | |
| 15 | |
| 3.Significant. | 25 |
| Requires close concentration most of the time, but there are occasional periods when pressure is reduced. During these periods, there is still work to be done. | |
| 4.Substantial. | 40 |
| Requires almost constant concentration to a heavy workload, which must be completed within a limited period of time. |
This factor measures the relative difficulty of solution of work problems. A position holder solves problems when there is uncertainty about action which must be taken. Problem solving is thus the reasoning process which precedes a decision.
Problem solving can be measured in terms of three dimensions:
- the context of the work done and within which a problem is encountered
- the data which is used to identify a problem and work out a solution
- the method of analysis which is used to solve the problem and which can be demonstrated to others.
| Questions: | #7.1 Typical problems you face |
| #7.2 Two most difficult problems described | |
| #1 Summary | |
| #2.2 Most difficult duty |
| WORK | DATA USED | ANALYSIS | POINTS |
| CHARACTERISTICS | |||
| 1.Work procedures laid down. Routine tasks. Well defined instructions. | Few - all known quantities. | Simple. Solutions are easily demonstrated, easily defended. | 2 4 7 10 |
| 2.Standardized work - all procedures have been clearly set out. Slight modification allowed. Within narrow limits of accuracy or quality. | Some known. Few unknown | Not too difficult. Usually easily demonstrated or defended. | 15 20 25 30 |
| 3.Diverse tasks. Procedures set in a general way Refers to precedent - past practice. | Numerous known. Few unknown | Moderately difficult to defend, because several solutions are possible. Interprets, applies precedent to novel situations. | 35 40 45 50 |
| 4.Diverse and complex tasks. Some new and unique - beyond scope of past precedent Develops new methods of work. Interprets instructions, policies. | Numerous unknown items of data. | Difficult. Develops new solutions or new ways of solving old problems. | 55 60 65 70 |
| 5.Innovative. Faces new constantly changing conditions and new problems. Policy implementation. | Many complex unknown items of data. | Highly difficult. High calibre judgement. Has to define problems, establish evaluative criteria. Analysis highly complex. New techniques to solve problems are developed. | 75 80 90 100 |
Decision making involves the exercise of a CHOICE between alternative lines of action. This choice is the central point of decision making. It is based on a judgement - varying in complexity - which the person doing the job (the incumbent) is expected to make.
| Questions: | 7.2 Two most difficult problems - decisions |
| 1 Summary | |
| 2.2 Most difficult duty | |
| 2.4 Scheduling work | |
| 2.6 Most difficult to learn |
| Degrees | Points |
| 1.Simplest of decisions. Compares against rough standards with broad limits - Alternative lines of action - simple and limited. Brief induction to learn essentials of the job. | 4 8 12 16 |
| 2.Simple decisions requiring a little know-how. Needs to take into account a few simple facts - applies one or two checks; action simple in essence but requires a modicum of know-how. | 20 24 28 32 |
| 3.Simple decisions based on categorized data. Data needed for decisions is categorized arbitrarily and simply - no concern with whys and wherefores - restricted use of verbal material. | 36 40 44 48 |
| 4.Decisions requiring broad estimates. Estimates involve limits which cannot be stated precisely, but which are quickly derived. Critical information may have to be found through a small number of checks, by using a set of simple tools or techniques. Needs to know the consequence of a poor estimate - shows limited concern in whys and wherefores. | 52 56 60 64 |
| 5.Simple and varied decisions. Simple decisions taken in a wider set of circumstances - each situation requires its own type of simple decision A number of broad estimates,some require superficial appreciation of how people act. Planning at the elementary level hardly goes beyond the current day. Use of simple forms and checklists - limited trial and error to find cause of events. | 68 72 76 80 |
| 6.Decisions requiring the co-ordination of data. Varied input of data, making co- ordination necessary - e.g.operating a motor vehicle, abstracting, summarizing from prime documents. Simple chains of decision making - a decision generates information which is built into subsequent decisions. Limited interpretation of straight forward guidelines. | 84 88 92 96 |
| 7.Decisions which follow from a reasoned estimate. Has, as a rule, more information than needed: must become selective before reasoning to an estimate. Specific instances: a) Reasoning in two stages: i) reasons out how to categorize data ii) uses categorized data for final estimate. b) Uses incomplete information - possible, however, to get additional information, within a brief period of time. c) Developing operating procedures which involve junior employees. | 100 104 112 |
| 8.Decisions requiring practical know-how. Reasoned estimates are quite complex- they go to form an assessment. Needs to spot critical cues - their meaning is extended by practical experience i.e. rule of thumb, what happens in practice. Understanding of principles as they apply to concrete situations. Action which follows a decision is complex, requiring a series of subsequent decisions. The need to take subsequent decisions may be anticipated, however,and so lead to the first stages of definite planning. Some decisions need to be taken in a context of uncertainty, which lasts a couple of days. | 116 120 124 128 |
| 9.Decisions involving systematic searches. Decisions typified by a systematic search for cause of events from a limited number of variables. Area of search and search strategy determined by verbal reports which decision maker interprets. Decisions are taken sequentially-in the form of a decision tree. Decision and the action which follows-characterized by: a) pre-planning activities - mentally recapitulate a complex line of activities, prepare for further decisions and actions reasoned in advance. b) the use of elementary principles which have been systematically or scientifically derived. c) the exercise of definite technical skills i.e. the use of tools or techniques requiring special knacks and training. | 132 136 140 146 |
| 10.Intricate decisions based on study of the interplay of variables. Solving problem requires some experi- mentation with known variables - facts are not readily apparent. The experience for these decision is extensive, and needs to be co-ordinated through additional principles which have been scientifically derived i.e. some concern with the theory of the occupa- tion. The implication of a decision not readily seen-others who operate indepen- dently are involved. PERIOD OF DISCRETION - 2 MONTHS. Characteristics of these decisions: a)the evaluation of systematic searches conducted by subordinates but which have failed to reveal the cause of events. b)experimentation under guidance with some of the variables-or a more exten- sive and probing search for cause of events. c)pre-planning activities involving in part the work of others extending for a period of up to two months.e.g.estima- ting the needs of a department for a period of two months-assumptions have to be made on past records or performance. | 150 154 160 164 |
| 11.Complex decisions involving self-reliance. Although decisions are backstopped, decision maker relies on this minimally and acts alone. Decisions are reasoned to their logical conclusion against unclear precedent. May have to draw fresh analogies from past experience to present situation. Semi-professional training and the expertise to act inde- pendently in situations which require some initiative. PERIOD OF DISCRETION - 6 MONTHS. | 168 172 176 180 |
| 12.Complex decisions based on remote information. Decision requires the coordination of information from a wide variety of related and unrelated sources - novel methods of fact finding may have to be devised. Decision based on complex incomplete information because there are gaps in human knowledge. Decision maker accepts the need to take risks e.g.in the manner inferences are drawn, objectives reached, and because there are no clear cut directives or precedent. PERIOD OF DISCRETION - 1 YEAR TO 15 MONTHS. | 185 190 195 200 |
This factor measures the effects of inaccuracy and poor conclusions and decisions. It considers the probable human and material resource consequences of errors that are probable , rather
than remotely possible.
| Questions: | #8 Consequence of errors |
| Degrees | Points |
| 1.Inconsequential. Correction of errors would require no more than a few hours of the employee's own time, or of other employees' time; or cause an insignificant monetary loss. | 0 5 10 |
| 2.Minor. Correction of errors would involve only the employee's own time or a minor amount of the time of other employees and relatively minor expense for correction; or cause relatively minor monetary loss. | 15 20 30 40 |
| 3.Moderate. Correction of errors would involve some inter- ruption and loss of time to other employees and work groups, and some expense for correction; or cause some financial loss; or have some adverse effect on public or employee relations. | 50 60 65 75 |
| 4.Substantial. Correction of errors would involve considerable confusion, interruption and loss of time to other employees and work groups and considerable expense for correction; or cause considerable financial loss; or have considerable adverse effect on public or employee relations. | 80 90 100 110 |
SUPERVISION & OTHER GUIDANCE RECEIVED
To identify the type of control under which the job operates.
Reflects the type of direction and control received from
personal supervision, set procedures, operational manuals, etc..
| Questions: | #9 Review of work |
| #9.1 What do you refer to your supervisor? | |
| #9.2 Who else supervises you? | |
| #9.3 How? | |
| #9.4 How? | |
| #2.3 Duties scheduled? | |
| #2.5 Guided by manuals? |
| Degrees | Points |
| 1.Direct. Direct and detailed instructions; close supervision; supervisor resolves problems not covered by instructions; no or minimal discretion delegated. | 0 5 10 |
| 2.Specific. Specific direction and instructions on problems where standard procedures not applicable; close supervision; supervisor resolves problems not covered by instructions; details of instruction application left to discretion of employee. | 15 20 25 30 |
| 3.General. General direction on problems where standard procedures not applicable; supervision on progress and results at signifi- cant stages of work progress; unusual problems referred to supervisor; other details left to the discretion of the employee, fairly independent. | 35 40 45 50 |
| 4.Broad, procedures established. Broad guidelines on results to be achieved where procedures governed by well defined policy; reference to supervisor should be infrequent and only for clarification of policy or guidelines, supervisor performs occasional checks only; work is done independently and details are left to discretion of the employee. | 58 65 72 80 |
| 5.Broad, procedures not established. Broad guidelines on results to be achieved where procedures are not established; consults with supervisor infrequently, virtually self-supervising; work is done independently. | 88 96 104 110 |
RESPONSIBILITY FOR GUIDANCE OF OTHERS
This factor measures the degree to which the employee assigns tasks to others, outlines methods they are to follow, checks the progress of their assignments, and corrects errors. Employee usually works with and guides other employees in his/her area.
| Questions: | #10 Work direction. |
| #10.1 Do you give guidance to anyone? | |
| #10.2 Who? How much? |
| Degrees | Points |
| 1.None. No direction or guidance of others; may occasionally show another employee how to perform a task. | 0 5 10 |
| 2.Periodic. The job requires the employee to periodically assume responsibilities for direction of other employees, such as work assignment, checking of and work instructions. | 15 20 25 30 |
| 3.Frequent. The job requires the employee to frequently assume responsibilities for direction of other employees, such as work assignment, checking of work and work instructions. | 35 40 45 50 |
| 4.Continuous. The job requires the employee, on a continuous basis, to assume responsibilities for direction of other employees, such as work assignment, checking of work and work instructions. | 55 65 70 80 |
Mathematical development in terms of calculations performed and interpretations
rendered.
| Questions: | #11 |
| Degrees | Points |
| 1.Perform simple addition and subtraction, reading and copying of figures, counting and recording, placing in numerical sequence. | 3 |
| 2.Use elementary arithmetic to add, subtract, multiply and divide whole numbers. | 6 |
| 3.Make arithmetic calculations involving fractions, decimals, percentages, use simple formulae such as basic reconciliations, distinguish different kinds of measures such as weights, fluids, resistance and voltage. | 9 |
| 4.Use of mathematical formulae, tables, equations such as compound rates, annuities, complex reconciliations. | 12 |
| 5.Use and interpretation of different complex calculations and formulae, applying knowledge of advanced mathematical and statistical techniques; definite variety; interpretation of results quite involved. | 18 |
| 6.Work with a wide variety of theoretical mathematical concepts making original applications of mathematical procedures and analyzing failures in current procedures. Interpretation of probablistic calculations. | 25 |
Comprehension means understanding of verbal material, i.e. spoken or written. Comprehension is measured by examining the complexity of statements, special terminology which may be used, breadth and depth of meanings and particular inferences which need to be drawn.
| Questions: | #12 |
| Degrees | Points |
| 1.Simple day-to-day language. -few technical terms -communication largely spoken -tasks involved are relatively simple | 3 |
| 2.Varied but simple language. -a larger number of technical terms are used -simple messages need to be written down -communications vary in content as number of tasks increase: may have to use standard forms, scan opened mail, and summarize verbal messages | 6 |
| 3.Communications based on internal documents e.g. reports, manuals, regulations. -communications remain simple - their under- standing implies some on the job training -material to be read is essentially procedural, and scope restricted to a limited number of activities | 9 |
| 4.Communications involving a specific terminology, e.g.legal, accounting. -communication requires specialized understanding of an area of operation -precise action or particular attention to detail is necessary, e.g. have the documents been processed correctly, have we obtained the required validations | 12 |
| 5.Communications based on knowledge of varied but related terminology. -varied terminology acquired through experience in a number of activities outside the specialty of one's function | 16 |
| 6.Communications using abstract terminology which has developed in a profession. -can handle with ease, high level abstractions which are the hallmark of professional training -able to understand complex instructions and interpret to others the more difficult and obscure passages | 20 |
| 7.Critical evaluation of professional communications. -can read critically advanced publications, evaluate them and translate them into specific activities others will carry out, or simpler documents others will understand -reads in fields outside own professional competence and relates such knowledge to own particular activities or the activities of one's own subordinates | 25 |
Expression is measured by the most complex feedback given by the position holder to others, and may involve terminology varying in complexity, an awareness that others understand you correctly, and the modification or simplification of source information.
| Questions: | #13 |
| Degrees | Points |
| 1.Simple feedback in day to day language. -short sentences describing operating conditions -writing done at a relatively simple level, e.g. phone messages | 3 |
| 2.Simple and varied feedback. -feedback varied in content, using some technical terms but related to day to day occurrences -writing may involve the completion of forms or the preparation of simple documents | 6 |
| 3.Feedback related to internal documents. -feedback requiring experience with a variety of internal documents -may have to summarize essential information, from varied activities | 9 |
| 4.Feedback involving a specific terminology, e.g. legal, accounting. -familiarity with manuals, standing instructions and written procedures -conveys the results of a specific search or else articulates specific questions which obtain additional information | 12 |
| 5.Feedback involving varied but related terminology. -feedback goes beyond one's area of specialized training, or to function outside one's own area, bridging work done in one department to another | 16 |
| 6.Feedback using abstract terminology which has developed in a profession. -feedback involves high level abstractions which are the hallmark of professional training -draft explanatory memoranda and instructions | 20 |
| 7.Feedback involving critical evaluation within the ambit of a profession. -evaluates new trends and ideas -explains in simple, concise terms what may in fact be complex and highly abstract | 25 |
This factor reflects the degree, if any, of knowledge of French and English required.
| Questions: | #14 |
| Degrees | Points |
| 1.Not necessary. | 0 |
| 2.Desirable,only. | 5 |
| 3.Essential. Individual aspects: i)must understand clearly documents written in both official languages ii) must understand clearly when people speak in both official languages iii) must speak clearly to people in both official languages iv) must write clearly, independently, in both official languages Examples A - if 3i) ii) iii) are indicated, calculation is 5+5x3 = 20 B - if 3i ii) are indicated, calculation is 5+5x2 = l5 Note: Samples of written materials must be submitted for items 3i) and 3iv) | 5 5 5 5 Maximum total possible 25 |
This factor is the formal education and training which is required to obtain the knowledge necessary to satisfactorily perform the duties of the position. These requisites may be the result of formal education or independent study.
| Questions: | #17.1 Formal Education |
| #17.4 Explain |
| Degrees | Points |
| 1.Grade X | 10 |
| 2.Grade XII | 25 |
| 3.Grade XII plus one year of concentrated study Includes Grade XIII, or Grade XII, plus one year one year university, college or technical school | 40 |
| 4.Grade XII plus two years of concentrated study Includes Grade XIII plus one year university, college or technical school | 55 |
| 5.Grade XII plus three years of concentrated study Includes Grade XIII plus two years college, university or technical school | 70 |
| 6.Grade XIII plus three years of concentrated study | 85 |
| 7.Grade XIII plus four years of concentrated study Honours degree programs or greater | 100 |
Note A *Concentrated study means continual daytime instruction and /or study, or its equivalent in continuing education programs (night classes, correspondence courses); such as provided in normal Secondary, Technical, College or University training.*
B - Specialized training should be equated to additional university, college or technical school training as appropriate.
This factor measures the amount of practical experience that an individual having the appropriate education and training, would require to satisfactorily perform the duties of the position. It refers to experience on related work and is in addition to the desired formal education
and relevant training which is required. It covers the time required to learn the practical application of theoretical knowledge to the work problems, and to learn the necessary techniques, methods, practices, procedures, use of forms, etc..
| Questions: | #17.2 Additional training |
| #17.3 Work related experience | |
| #17.4 Explain |
| Degrees | Points |
| 1.No previous experience required. | 8 |
| 2.Less than six (6) months. | 16 |
| 3.Six (6) months up to and including one (1) year. | 24 |
| 4.Over one (1) year, up to and including two (2) years. | 32 |
| 5.Over two (2) years, up to and including three (3) years. | 40 |
| 6.Over three (3) years, up to and including four (4) years. | 48 |
| 7.Over four (4) years, up to and including five (5) years. | 56 |
| 8.Over five (5) years, up to and including six (6) years. | 64 |
| 9.Over six (6) years, up to and including seven (7) years. | 72 |
| 10.Over seven (7) years, up to and including eight (8) years. | 80 |
| 11.Over eight (8) years, up to and including nine (9) years. | 88 |
| 12.Over nine (9) years, up to and including ten (10) years. | 96 |
| 13.Over ten (10) years. | 100 |
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