The Job Evaluation Group (JEG) is responsible for producing the NHS job evaluation handbook.
The handbook covers areas such as mainstreaming job evaluation, resolving blocked matching and the evaluation of jobs. It also includes details on job evaluation linked to the merger and reconfiguration of health service organisations, weighting and scoring, band ranges and how to use job profiles.
This seventh edition of the handbook includes changes to chapter 15 and provides guidance on the protocol for blocked processes for matching, evaluation and consistency checking.
This handbook is not available in hard copy, but can be downloaded as a PDF.
1.1 This version of the Job Evaluation (JE) handbook incorporates NHS Staff Council advice which has been published since the second edition of the handbook, as well as the factor plan and procedures to implement and maintain job evaluation in your organisation.
1.3 Chapter one provides the background to the JE scheme. Chapter two contains advice on the status of guidance approved by the NHS Staff Council, professional bodies and staff side organisations and whether advice is mandatory or advisory.
1.4 Chapters three and four contain essential guidance for future use of the scheme in a changing NHS, either when roles are new or change, or when the service is reconfigured.
1.5 Chapter five contains the factor plan and important guidance notes on how to apply it.
1.6 Chapters six, seven and eight have information on the weighting and scoring of the scheme and the band ranges.
1.7 Chapter nine explains the development and use of national job profiles and chapter ten gives the NHS Staff Council advice on job descriptions and Agenda for Change (AfC).
1.8 Chapters eleven, twelve and thirteen describe in detail the job matching, job evaluation and review protocols, and chapter fourteen reinforces the importance of the consistency checking process.
1.9 Finally, chapter fifteen sets out the NHS Staff Council procedure on what to do if one of the evaluation processes become blocked at a local level and the advice available to job evaluation partners from the Job Evaluation group.
2.1 Collective bargaining arrangements and associated pay structures have changed relatively little since the creation of the National Health Service (NHS) in 1948 until the introduction of AfC in 2004.
2.2 Pre October 2004, in line with industrial relations practice in the public sector in the immediate post-war period, there was an over-arching joint negotiating body for the sector, the General Whitley Council, and more than 20 individual joint committees and sub¬committees for the different occupational groups, each with responsibility for its own grading and pay structures, and terms and conditions of employment.
2.4 By the mid-1990s this resulted in a mixture of pay and grading systems, with some significant defects:
3.1 Health service pay structures and relativities were well established long before the advent of UK anti-discrimination legislation. Professional and managerial groups benefited from negotiations, following a 1948 Royal Commission on Equal Pay to achieve equal pay between men and women carrying out the same work. However female ancillary staff were paid lower rates than their male colleagues until the Equal Pay Act in 1970, which made such practices illegal. Under the Equal Pay Act, the gap between male and female ancillary pay rates was eliminated in stages between 1970 and 1975.
3.3 From 1984, the Equal Pay Act was amended to allow equal pay claims where the applicant considered that they were carrying out: ‘work of equal value’ (when compared ‘under headings such as effort, skill and decision’) to a higher paid male colleague.
3.4 The equal value amendment has resulted in many claims to employment tribunals, mainly by women who believe that they are paid less than men doing work with similar demands. In an important case for the NHS, speech and language therapists submitted equal value claims comparing their work to that of clinical psychologists and clinical pharmacists. The European Court of Justice found in favour of the claimants [Enderby v Frenchay Health Authority and Secretary of State for Health (1993)]. This, together with the need to simplify the existing pay systems, influenced the decision to introduce a new job evaluation scheme in the NHS.
4.1 The first Job Evaluation working party (known retrospectively as JEWP I) was set up in the mid1990s to review those job evaluation schemes introduced in the NHS following the 1992 health reform legislation. Its stated aim was to develop a ‘kitemarking’ system for those meeting equality requirements. 4.2 JEWP I developed a set of criteria for what would make a fair and non-discriminatory scheme for use in the NHS and tested a number of schemes against these criteria. None met all the criteria but some were better than others. 4.3 The working party also evaluated an agreed list of jobs against each of six off the shelf JE schemes to ascertain whether or not they would deliver similar outcomes. There were some significant differences in the resulting rank orders. JEWP I, therefore, concluded that it was not possible to ‘kitemark’ schemes for NHS use and it would be necessary to develop a tailor-made scheme.
6.1 Following the publication of Agenda for Change: Modernising the NHS pay system, the Job Evaluation Working Party was re-constituted (JEWP II and subsequently referred to as JEWP) as one of a number of technical sub-groups of the Joint Secretariat Group (JSG), a sub-committee of the Central Negotiation Group of employer, union and Department of Health representatives, set up to negotiate new health service grading and pay structures.
6.2 The stages in developing the NHS Job Evaluation Scheme were:
a. Identifying draft factors. This drew on the work of JEWP I in comparing the schemes in use in the NHS.
b. Testing draft factors. This was done using a sample of around 100 jobs. Volunteer jobholders were asked to complete an open-ended questionnaire, providing information under each of the draft factor headings and any other information about their jobs which they felt was not covered by the draft factors. The draft factors were then refined.
c. Development of factor levels. The information collected during the initial test exercise was used by JEWP, working in small joint teams, to identify and define draft levels of demand for each factor.
d. Testing of draft factor plan. A benchmark sample of around 200 jobs was drawn up, with two or three individuals being selected for each job to complete a more specific factor-based questionnaire, helped by trained job analysts, to ensure that the information provided was accurate and comprehensive. e. Completed questionnaires were evaluated by trained joint panels. The outcomes were reviewed by JEWP members and the validated results were then put on a computer database. This led to the initial development of national job profiles by JEWP, which were summaries of typical jobs using the evaluated questionnaires.
f. Scoring and weighting. The job evaluation results database was used to test various scoring and weighting options considered by a joint JSG/JEWP group.
g. Guidance notes. Provisional guidance notes, to assist evaluators and matching panel members to apply the factor level definitions to jobs consistently, were drafted for the benchmark exercise. These were then expanded as a result of the benchmark evaluation exercise and have continued to be developed following successive training and profiling.
h. Computerisation. The scale of implementing the NHS JE Scheme meant it was essential to consider how it could be computerised. A bespoke computerised JE software package was developed to assist in the process of matching and evaluating local jobs under the rules of the scheme.
7.1 One of the reasons for NHS pay modernisation was to ensure equal pay for work of equal value. In line with this, it was crucial that every effort was made to ensure that the NHS Job Evaluation Scheme was fair and non-discriminatory in both design and implementation.
7.2 A checklist was developed, based on the equality criteria drawn up by JEWP I. As the exercise progressed, its stages were compared with the checklist and a compliance report drafted. The final section of the checklist covered statistical analysis and monitoring of both the benchmark exercise and the final outcomes. This is ongoing.
7.4 Scoring and weighting were designed in accordance with a set of gender neutral principles, rather than with the aim of achieving a particular outcome, for example all responsibility factors are equally weighted to avoid one form of responsibility been viewed as more important than others.
7.5 Equality features of the implementation procedures include:
7.6 An employment judge in the Hartley v Northumbria Healthcare tribunal (2008-9) found that the national aspects of the scheme, including design, profile writing, job evaluation processes and training courses were in line with equal pay requirements, but issued a warning that the processes and procedures needed to be implemented properly at local level to avoid equal pay claims being brought against the employer.
1.1 The Job Evaluation Handbook contains all the guidance on interpreting and applying the AfC JE scheme and profiles, which have been developed nationally and approved by the executive on behalf of Staff Council. Further explanation of how this guidance should be used is available from the national training materials for matching and evaluation panels (see NHS Employers website for further details on training).
1.2 On occasion, the Job Evaluation Handbook guidance may be supplemented by additional advice and questions and answers approved by the executive on behalf of Staff Council, and published on NHS Employers job evaluation web pages. This advice will be published to cover new situations as required and incorporated in the JE handbook where appropriate.
1.3 All of the above guidance is binding on local matching and evaluation panels. No other guidance has the same status or is binding.
2.1 A number of professional bodies and staff side organisations have published guidance to assist their own members in understanding the applications of the AfC JE Scheme and/or relevant profiles to their roles.
2.2 Some of this guidance may have been developed following discussion with JEWP/JEG members, for example, during joint working on the development of profiles.
2.3 Whether or not there has been discussion with JEWP/JEG members on the content of guidance referred to in 2.1, its status is advisory. It is not binding on local matching and evaluation panels.
3.1 Some individuals and organisations have produced additional guidance, often in matrix form, on how specific forms of qualification and/or years of experience required for certain jobs should be related to the factor level definitions and guidance on the knowledge factor in the Job Evaluation Handbook.
3.2 Such guidance is intended to assist local matching and evaluation panels by providing a straightforward read-across between the qualifications and/or experience requirements, which may be included in personal specifications or other job documents, and the AfC scheme factor levels.
3.3 Such read-across guidance has not been provided nationally because the knowledge factor is intended to measure the knowledge actually required for the job, which may be significantly different from the qualifications and/or experience specified in job documentation, which may under or overstate the knowledge required.
3.4 In addition, read-across guidance on qualifications and experience are recognised as contributing to discrimination in the past against jobs occupied predominantly by women and/or employees from ethnic minority groups.
3.5 The status of such additional guidance is advisory and it should be treated with caution.
1.1 The NHS job evaluation (NHS JE) scheme is used to determine the pay bands for all posts on Agenda for Change (AFC) contracts. It was introduced in 2004 and relies on consistent application within organisations and across the service.
1.2 Whilst many current posts were banded using the JE process outlined below at the time of implementation, it is essential that the NHS JE Scheme continues to be used for determining the banding of posts and consequently staff pay rates. This will especially apply to all new posts and posts which have significantly changed since they were last evaluated.
1.4 The AFC agreement requires fairness and equality in line with equal pay legislation. This is a continuing requirement as organisations develop new services and posts and incorporate the job evaluation process into procedures, particularly, but not exclusively, organisational change and service improvement.
1.5 In order to continue to match/evaluate jobs, organisations need to ensure that there are enough trained job evaluation practitioners to enable matching, analysis, evaluation and consistency checking in partnership. The Job Evaluation Group offers training on matching, evaluating and consistency checking.
2.1 Job evaluation does not in itself achieve service improvement but the process may assist in the identification and development of new roles, and it is necessary to ensure that new posts are slotted into the organisational structure at the correct level. Employers in England and Wales should also note the contents of Annex 24 of the NHS Terms and Conditions of Service handbook.
2.2 Organisations need to consider whether to replace vacant posts with a similar post or to evaluate the needs of the service and create a new role in line with service improvement.
3.1 One of the aims of AFC is to allow NHS organisations to operate more flexibly by developing roles in partnership. Detailed procedures need to be agreed locally.
3.2 All posts change over a period of time. For most, the job evaluation outcome will not normally be affected unless there are significant changes. Some job outcomes may be close to band boundaries and consequently the banding for these jobs may change with only limited changes to job demands.
3.3 The decision about whether changes are significant and warrant a re-evaluation should be made in partnership by knowledgeable Job Evaluation practitioners
3.4 Organisations need to establish how changes to posts will be identified and verified. In some cases it may be obvious and there will be discussion around these changing roles. On other occasions it may be due to demographic, incidental or re-organisational changes.
3.5 Disputes over whether a job has changed significantly should be resolved through the local grievance procedure or a local arbitration process.
4.1 Where a post holder and their manager agree that the demands of the post have changed significantly, then a re-match or re-evaluation of the post needs to be carried out. 4.2 To make a request for re-evaluation or re-match the post holder must submit either an amended agreed job description, or agreed evidence showing which skills and responsibilities applicable to the post have changed. They should also provide details of the changed job demands that have led them to believe there is a change in factor levels. (note: It is advised that job descriptions are kept up to date with all changes whether they are deemed significant or not). 4.3 Post holders must be advised that the outcome of the re-evaluation or rematch could be to remain in the same band; or go up or down a band. 4.4 A re-match or re-evaluation should assess the whole job, albeit with a reference back to the original match or evaluation. Just dealing with some of the factors could lead to inconsistencies. 4.5 If the banding outcome changes as a result of re-evaluation, that change should be backdated to when the postholder and manager agreed the job has changed. Disputes about back-dating should be resolved through local procedures.
5.1 This procedure should be used where a new role to the service has been created and there is no post holder in post.
5.2 New jobs will need to be matched or evaluated in order that a pay band can be determined for recruitment purposes. This exercise should be carried out by experienced matching or evaluation panel members in partnership, who will be advised by appropriate management and staff side representatives from the relevant sphere of the work. However, it must be acknowledged that, as there is no one working in the post, some questions may not be answerable at this stage and the full nature of the role may not yet be known (see below).
5.3 After recruitment, the organisation should allow a reasonable period of time for the job to ‘bed down’ and this may vary according to the nature of the job. Some posts may need a period of a few months, while others may be subject to seasonal variations requiring a full year to determine the full job demands. Once the full demands of the post are clear, the post-holder and/or their manager should review the job description and, if any changes are made to it, the job evaluation outcome must be reassessed using the matching or evaluation procedure as appropriate. The standard procedure for this reassessment either by job matching or evaluation panel should be followed. This includes checking that the outcome is consistent with other similar jobs on a factor by factor basis.
The application of the reassessed job evaluation outcome would normally be backdated to the start date of the new job. Note that the outcome can go up or down.
5.4 New jobs which are likely to become commonly occurring across the NHS, but do not match any of the published profiles, should be locally evaluated and then referred to NHS Staff Council to consider whether a national profile should be produced.
6.1 From 2005 to the end of 2012, health departments funded the provision of a computerised system to record job evaluation decisions and outcomes, known as Computer Aided Job Evaluation (CAJE). From 1 January 2013, organisations in England have been responsible for their own systems for storing information and monitoring the consistency of outcomes. Health departments in Scotland, Wales and Northern Ireland have procured and funded CAJE for use in organisations within those countries
6.4 Without a robust system, there will be an increased risk of the wrong type of information being recorded or information not being recorded robustly enough to allow good consistency checking. The lack of a method of ensuring good information storage will substantially increase the risks of organisations finding it difficult to defend any equal pay claims in the future. Organisations will need to consider including provisions in line with the above bullet points in any system developed or procured locally.
Organisations should retain all job evaluation records to ensure that they can justify their outcomes in any equal pay claims.
7.1 Where does job evaluation fit in your organisation?
There is an ongoing need to ensure the application of job evaluation reflects current working practices. There needs to be a partnership agreement to establish the necessary protocols and procedures that will apply to the ongoing use of the NHS JE Scheme and the protection of equality and fairness within the new pay structure.
7.2 Partnership working
Partnership working remains a central principle of Agenda for Change. Organisations need to consider how they will continue to develop partnership working that has been created during, and following, implementation of AfC. Employers should work in partnership with unions to ensure that members of trade unions and other staff organisations recognised for purposes of collective bargaining at local level are recruited, trained and released appropriately to participate in the operation and monitoring of the scheme. Such staff can, but do not need to be, accredited trade union representatives, but they should be employed by their local organisation and be nominated by and accountable to their local trade union branch and/or staff side. The Scottish terms and conditions committee has stipulated that staff side job evaluation/matching practitioners must also be accredited trade union reps. In exceptional circumstances and only by local partnership agreement, job matching or evaluation may need to be done by a third party organisation to meet local capacity needs on a temporary basis (see section 8.4 for more details on when this is possible). 7.3 Trained matching/evaluators
Organisations need to ensure that staff are trained in the matching, analysis and evaluation processes of the NHS JE Scheme for continuity in the future. It is essential for organisations to keep a register of names of practitioners and trainers.
7.4 They also need to consider how the skills of practitioners can be maintained and the need for refresher training on a regular basis. NHS Employers, on behalf of the NHS Staff Council, provide a variety of training courses using the latest training materials and national job evaluation trainers. Organisations may want to collaborate and share training and refresher training events.
7.5 To ensure that the NHS JE Scheme is maintained in line with the job evaluation handbook, the NHS Staff Council Job Evaluation Group deliver job evaluation training courses.
7.7 In the case of those delivering training locally to practitioners, organisations need to be confident in the ability of those who have been trained to pass on their knowledge and skills to practitioners. The use of JEG nationally-accredited trainers at all levels ensures the required standard and quality.
8.2 It is important that all long-term and temporary solutions to existing capacity issues are discussed in partnership. Any solutions should include an action plan aimed at identifying and solving capacity issues.
8.3 Employers should draw up, in partnership, an action plan for long-term solutions. Examples of issues that can be addressed in a local action plan are:
8.4 In the short term the following may be of use.
All of these options may entail some cost to the organisation and the following questions will need to be considered carefully before proceeding:
JEG recommends that use of third-party consultants be subject to the following criteria:
9.1 Organisations must ensure that the NHS JE Scheme is embedded in everyday operational processes. They must ensure that they have the capacity for future matching and evaluation in partnership, by scoping future needs to identify a pool of sufficient practitioners who will be used on a regular basis to ensure job evaluation competency and consistency. This will require on-going training and refresher training.
9.2 Partnership working must be maintained and all practices and procedures should reflect this, as well as compliance with the equal pay legislation.
9.3 Ensuring and maintaining capacity is essential to ensure thorough and timely application of job evaluation practices. 1 On 16 July 2008, Employment Judge Garside at the Newcastle ET upheld a strike-out of the defence in the case of Aynsley and Others v. N. Tyneside PCTbecause the trust had failed to disclose appropriate AfC documentation.
1.1 This chapter provides advice on the equal pay implications of mergers and practical advice for organisations undergoing mergers and reconfigurations in the NHS. Its aim is to show how AfC principles and practices in relation to the NHS JE Scheme, can be used to assist organisations in developing and implementing new and revised job structures.
1.2 The advice draws on relevant legal decisions, good practice advice from the Equality and Human Rights Commission and experience of those who have been through similar exercises.
1.3 This guidance should be read in conjunction with annex 24 - Guidance on workforce re-profiling in the NHS Terms and Conditions Handbook.
1.4 The principles of this guidance are also applicable in situations where health and social care services are being integrated, perhaps due to regional devolution or the development of new models of service delivery.
2.1 Following merger or reconfiguration, there will be a new single employer and employees of the merged organisation will be treated as being ‘in the same employment’ for the purpose of the Equality Act 2010 and the Equal Pay Act (Northern Ireland) 1970. This means it may be possible for employees of one of the legacy organisations to pursue equal pay claims, citing comparators from one of the other merging organisations.
2.2 Although the legacy organisations should all have applied the NHS JE Scheme, they may be vulnerable to equal pay claims if there are significant differences in the way each constituent organisation has implemented it. However, the risk of such claims is likely to be lower than, for example, where merging organisations have not previously undertaken job evaluation. To protect itself against claims, the reconfigured organisation should at the earliest opportunity review and consistency check all evaluations, revisiting and, if necessary, re-evaluating where inconsistencies cannot be objectively justified.
2.3 If it emerges from the review and consistency check that the same scheme has been applied in significantly different ways by the legacy organisations, then it will be necessary to treat the exercise as though different schemes had been adopted and to re-evaluate to common principles and procedures, using the AfC JE Scheme.
2.4 Where NHS organisations are employing social care staff from Local Authorities, it is important that they are aware of the equal pay risks they may face if they have staff on two different pay scales with two different job evaluation mechanisms (NHS and local government).
3.1 It is a major exercise for any organisation to design a fresh job structure with new and changed jobs, even more so when this follows a merger of organisations which already have their own structures and where there are uncertainties about their future.
3.2 For this reason, it should not be rushed. Time should be taken at the design and planning stages of the exercise to ensure that the proposed new job structure is suitable for the new organisation’s future service needs.
3.3 Although there may be a transitional risk of equal pay claims, this risk is likely to be lower than the risk of claims arising from poor application of the job evaluation scheme to new and changed jobs. In the long run, it would be preferable to spend time at the planning stage, ensuring that the new structure is ‘fit for purpose’ and implemented with vigour.
4.2 Step 1: Conducting a jobs audit
The first step in introducing a common job structure is to conduct an audit of jobs in the merged organisation. This is usually an HR function. It can start before the merger takes place and can then inform the development of the new job structure (see below). It involves preparing a comprehensive list of job titles within the new organisation and gathering relevant job descriptions and person specifications, where they exist.
4.3 By comparing job descriptions for similar areas of work, it will be possible to identify how many different jobs there are and how many share common job titles. Other jobs may be the same or broadly similar but have different job titles. This is particularly true in administrative and clerical fields.
4.4 Where jobs are the same or broadly similar but have different job titles, it will be necessary to rationalise job titles, at least for review purposes. Any decisions to agree common job titles for the new organisation should be made in consultation with the individuals concerned and their trade union representatives.
4.5 All jobholders should have had up-to-date and accurate job descriptions for the initial AfC implementation, but some may already be out of date and some of the formats may not be useful for other purposes. This is an opportunity to view the organisation’s job description format and for any out of date job descriptions to be brought up to date. It will not only assist and inform this stage of the exercise but also serve as preparation for matching and/or evaluating of new and changed jobs.
4.6 Step 2: Designing a common job structure
Having conducted a jobs audit, the next step is to design a common job structure. Consideration will need to be made as to how the organisation should be structured to meet its future needs and objectives. This could involve significant changes to some of the jobs and structures which operated in the legacy organisations. The exercise should be undertaken, even if significant changes are not anticipated for most jobs.
4.7 Designing a new job structure is a major exercise which will need direction from senior managers. It should involve managers at all levels and be done in consultation with the relevant trade unions and professional organisations.
4.8 Step 3: Implementing the common job structure or reviewing matching/evaluation
The crucial question at this stage is the order in which the next steps in the exercise take place. There are two possible options:
4.9 Each approach has advantages and disadvantages. The advantage of the first approach is that it potentially saves time on a second round of matching/evaluations. However, implementing a new job structure can be very time consuming, leaving the organisation vulnerable to equal pay claims if there are any significant inconsistencies in banding. It can also be de-stabilising for staff.
4.10 The advantage of the second approach is that the risk of equal pay claims is minimised. Those jobs that remain the same in the new structure, will not need to be re-evaluated, unless a very long period of time has elapsed since the original AfC matching and evaluations. This approach also allows for job re-structuring and any further evaluations to be carried out in a phased programme. The second approach is therefore recommended.
4.11 Step 4: Matching and evaluating new and changed jobs following merger/reconfiguration
Points to bear in mind:
a. The principles, practices and procedures should be exactly the same as the original AfC implementation. Where different procedures had been adopted for the aspects to be determined locally, it is obviously necessary to agree a single approach and helpful if this has been done in advance of the process.
b. Jobs which all parties agree have not changed following the merger/reconfiguration do not need to be re-matched or re-evaluated, as long as the review shows there are no inconsistencies in the previous processes. If inconsistencies are found, then it will be necessary to re-match or evaluate.
c. Consistency checking should take place during the post-merger matching/evaluations in exactly the same way as in the original exercise. Overall consistency checking should include jobs which have not needed to be re-matched or evaluated, to ensure that outcomes are consistent across all jobs in the new organisation. Not doing this risks internal grievances or legal challenge.
d. Employees should have the same right of review of matching or evaluations of new and changed jobs, as in the original exercises.
This factor measures the skills required to communicate, establish and maintain relationships and gain the cooperation of others. It takes account of the skills required to motivate, negotiate, persuade, make presentations, train others, empathise, communicate unpleasant news sensitively and provide counselling and reassurance. It also takes account of difficulties involved in exercising these skills. Skills required for:
| Level 1: | Providing and receiving routine information orally to assist in undertaking own job. Communication is mainly with work colleagues. |
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| Level 2: | Providing and receiving routine information orally, in writing or electronically to inform work colleagues, patients, clients, carers, the public or other external contacts. |
| Level 3: | (a) Providing and receiving routine information which requires tact or persuasive skills or where there are barriers to understanding, or (b) providing and receiving complex or sensitive information, or (c) providing advice, instruction or training to groups, where the subject matter is straightforward. |
| Level 4: | (a) Providing and receiving complex, sensitive or contentious information, where persuasive, motivational, negotiating, training, empathic or re-assurance skills are required. This may be because agreement or cooperation is required or because there are barriers to understanding, or (b) providing and receiving highly complex information. |
| Level 5: | (a) Providing and receiving highly complex, highly sensitive or highly contentious information, where developed persuasive, motivational, negotiating, training, empathic or re-assurance skills are required. This may be because agreement or co-operation is required or because there are barriers to understanding, or (b) presenting complex, sensitive or contentious information to a large group of staff or members of the public, or (c) providing and receiving complex, sensitive or contentious information, where there are significant barriers to acceptance which need to be overcome using developed interpersonal and communication skills such as would be required when communicating in a hostile, antagonistic or highly emotive atmosphere. |
| Level 6: | Providing and receiving highly complex, highly sensitive or highly contentious information where there are significant barriers to acceptance which need to be overcome using the highest level of interpersonal and communication skills, such as would be required when communicating in a hostile, antagonistic or highly emotive atmosphere. |
Definitions and notes: From Level 2 upwards communication may be oral or other than oral (e.g. in writing) to work colleagues, staff, patients, clients, carers, public or other contacts external to the department, including other NHS organisations or suppliers.
Requirement to communicate in a language other than English. Jobs with a specific requirement to communicate in a language other than English, which would otherwise score at Level 2 will score at Level 3. Any score higher than Level 3 will be dependent on the nature of the communication, the skills required and the extent to which they meet the factor level definitions and not the language of delivery.
Barriers to understanding (Levels 3 to 5a) refers to situations where the audience may not easily understand because of cultural or language differences, or physical or mental special needs, or due to age (e.g. young children, elderly or frail patients/clients)
From Level 3 upwards communication may be oral, in writing, electronic, or using sign language, or other verbal or non-verbal forms.
Tact or persuasive skills (Level 3a). Tact may be required for situations where it is necessary to communicate in a manner that will neither offend nor antagonise. This may occur where there is a job requirement to communicate with people who may be upset or angry, be perceptive to concerns and moods and anticipate how others may feel about anything which is said. Persuasive skills refer to the skills required to encourage listeners to follow a specific course of action.
Complex (Levels 3b, 4a, 5b, 5c) means complicated and made up of several components, eg financial information for accountancy jobs, employment law for HR jobs, condition related information for qualified clinical jobs. Most professional jobs normally involve providing or receiving complex information.
Sensitive information (Levels 3b, 4a, 5b, 5c) includes delicate or personal information where there are issues of how and what to convey.
Training where the subject matter is straightforward (Level 3c) refers to training in practical topics such as manual handling; new equipment familiarisation; hygiene, health and safety.
Empathy (Level 4a, 5a) means appreciation of, or being able to put oneself in a position to sympathise with, another person’s situation or point of view.
Highly complex (Levels 4b, 5a, 6) refers to situations where the jobholder has to communicate extremely complicated strands of information which may be conflicting eg communicating particularly complicated clinical matters that are difficult to explain and multi-stranded business cases.
Highly sensitive (Levels 5a and 6) refers to situations where the communication topic is extremely delicate or sensitive e.g. communicating with patients/clients about foetal abnormalities or life-threatening defects, or where it is likely to cause offence e.g. a health or social services practitioner communicating with patients/clients about suspected child abuse or sexually transmitted diseases.
Highly contentious (Levels 5a and 6) refers to situations where the communication topic is extremely controversial and is likely to be challenged e.g. a major organisational change or closure of a hospital unit.
Developed skills (Levels 5a and 6) refers to a high level of skill in the relevant area which may have been acquired through specific training or equivalent relevant experience. It includes formal counselling skills where the jobholder is required to handle one-to-one and/or group counselling sessions.
Presenting complex, sensitive or contentious information to a large group of staff or members of the public (Level 5b) means communicating this type of information to groups of around 20 people or more in a formal setting, e.g. classroom teaching, presentation to boards or other meetings with participants not previously known to the jobholder. This type of communication may involve the use of presentational aids and typically gains and holds the attention of, and imparts knowledge to, groups of people who may have mixed or conflicting interests.
Communicating in a hostile, antagonistic or highly emotive atmosphere (Level 5c) includes situations where communications are complex, sensitive or contentious (see above) and the degree of hostility and antagonism towards the message requires the use of a high level of interpersonal and communication skills on an ongoing basis, such as would be required for communications which provide therapy or have an impact on the behaviour/views of patients/clients with severely challenging behaviour. It also includes communications with people with strong opposing views and objectives where the message needs to be understood and accepted, e.g. communicating policy changes which have an impact on service delivery or employment.
Communicating highly complex information in a hostile, antagonistic or highly emotive atmosphere (Level 6). This level is only applicable where there is an exceptionally high level of demand for communication skills. It applies to situations where communications are highly complex, highly sensitive or highly contentious (see above) and there is a significant degree of hostility and antagonism towards the message which requires the use of the highest level of interpersonal and communication skills such as is required for communications which are designed to provide therapy or impact on the behaviour/views of patients with severely challenging behaviour in the mental health field. It also includes communications with people with extremely strong opposing views and objectives eg communicating a hospital closure to staff or the community where the message needs to be understood and accepted.
This factor measures all the forms of knowledge, training and experience required to fulfil the job activities and responsibilities satisfactorily. The levels in this factor escalate as follows -
| Level 1: | Understanding of a small number of routine work procedures which could be gained through a short induction period or on the job instruction. |
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| Level 2: | Understanding of a range of routine work procedures possibly outside immediate work area, which would require a combination of on-the-job training and a period of induction. |
| Level 3: | Understanding of a range of work procedures and practices, some of which are non-routine, which require a base level of theoretical knowledge. This is normally acquired through formal training or equivalent experience. |
| Level 4: | Understanding of a range of work procedures and practices, the majority of which are non-routine, which require intermediate level theoretical knowledge. This knowledge is normally acquired through formal training or equivalent experience. |
| Level 5: | Understanding of a range of work procedures and practices, which require expertise within a specialism or discipline, underpinned by theoretical knowledge or relevant practical experience. |
| Level 6: | Specialist knowledge across the range of work procedures and practices, underpinned by theoretical knowledge or relevant practical experience. |
| Level 7: | Highly developed specialist knowledge across the range of work procedures and practices, underpinned by theoretical knowledge and relevant practical experience. |
| Level 8: | (a) Advanced theoretical and practical knowledge of a range of work procedures and practices, or (b) specialist knowledge over more than one discipline/function acquired over a significant period. |
Not all such knowledge can be acquired through formal qualifications, so knowledge gained through training, experience and other means must also be taken into account.
It is important that panels clarify what training, qualifications and/or experience are actually needed for the work carried out and ensure they understand what the qualification or experience is. This may involve asking questions of the job advisors to ensure that the level expected of someone is the level at which the job will be carried out competently, rather than that relating to recruitment level. As mentioned earlier, it is useful to match or evaluate the other job factors first prior to the KTE factor in cases where there is doubt about the level for factor 2, because a better idea of the job demands will emerge from this process.
The NHS Staff Council has published guidance for panels on applying this factor.
Where the training, qualifications and/or experience requirements for a job have changed over time, the current requirements should be taken as the necessary standard to be achieved, as it is the work carried out which is evaluated. Existing jobholders with the previously required qualifications should be deemed to have achieved the current qualification level through on-the-job learning and experience.
The following list is not exhaustive.Highly developed specialist knowledge
In addition to the requirements of levels 5 and 6, jobholders at this level should also have a systematic understanding of knowledge in their area of expertise that encompasses a critical awareness of current issues and new insights. Much of the knowledge acquired is at, or informed by, the current evidenced based published research in their field of professional practice. At this level jobholders have a comprehensive understanding of techniques applicable to their own developing practice, research or advanced scholarship.
This level of knowledge and expertise can only be acquired through a combination of significant postgraduate or post-registration study and/or undertaking rigorous research in a relevant field and/or in-depth experience.
As an exception - Jobs requiring a doctorate qualification or equivalent level of knowledge as an entry requirement such as clinical, scientific or specialist management qualifications should be assessed at this level as a minimum. However, these roles will not necessarily have the commensurate higher levels in the responsibility factors that would otherwise be expected.
In broad terms the additional knowledge for level 7 should equate to master’s level (that is, between post-graduate diploma and doctoral level), but there is no requirement to hold such a formal qualification. For example, some clinical practitioners may require completion of academic modules relating to the specialist areas or research that would be assessed at this higher level, but not a full degree programme. It is the acquisition of the highly specialised knowledge required to undertake the role that is important for this level, not necessarily the achievement of a full qualification.
The additional specialist knowledge required could in part consist of managerial knowledge, where this is genuinely needed for the job and there is a requirement to attend management development courses or have equivalent managerial experience and development. In this instance management development means more than learning practices, procedures etc but should enable the jobholder to select different practices or theoretical positions based on research evidence. Panels should consider the correlation of KTE levels with other skills and responsibility factors to help assess the appropriate level.
As with the difference between levels 5 and 6, not all experience delivers some of the required additional knowledge for level 7. Simply doing a job for many years may make the jobholder more proficient at doing the job but does not always result in additional knowledge.
Examples of the in depth experience necessary to supplement formal knowledge acquisition are, for example, having worked:
For level 7, experience on its own as the means of acquiring sufficient, relevant additional knowledge should be scrutinised carefully. There should normally be evidence of a critical understanding of additional theoretical or conceptual knowledge including the foundations of best practice such as would be acquired through a taught master’s course. At this level jobholders will be able to give reasoned arguments based on evidence about different options available in their work.
(a) Advanced theoretical and practical knowledge of a range of work procedures and practices,
Refers to the highest level of specialist knowledge within the relevant specialist field. It is equivalent to a doctorate plus further specialist training, research or study. It is, therefore, appropriate for posts requiring significant expertise and experience and where the entry level is a doctorate or equivalent e.g. healthcare or scientific consultant posts.
At this level the jobholder has created and interpreted new evidence, through original academic research or other advanced scholarship, of a quality to satisfy peer review. It requires a systematic acquisition and understanding of a substantial body of knowledge within a specialist area which is at the forefront of an academic discipline or area of professional practice.
For level 8, experience on its own as the means of acquiring sufficient additional knowledge should be scrutinised carefully. There should normally be evidence of additional theoretical or conceptual knowledge acquisition developed through independent research.
The additional specialist knowledge required could consist in part of managerial knowledge, where this is genuinely needed for the job and there is a requirement to attend management courses or have equivalent managerial experience. As for level 7, such management development means more than learning practices and procedures etc but should enable the jobholder to select different practices or theoretical positions based on research evidence.
Panels should always consider the correlation of KTE levels with other skills and responsibility factors to help assess the appropriate level.
(b) Specialist knowledge over more than one discipline/function acquired over a significant period.
This refers to extensive knowledge and expertise, equivalent to level 6 in this factor, across a number of subject areas, i.e. a combination of some (i.e. two or more) disciplines/functions, e.g. clinical, research and development, human resources, finance, estate but should not be confined to the practices in these areas and must meet the criteria for at least level 6 in all areas of practice.
There must be a clear step change in knowledge requirements between each level covering the depth and/or breadth of knowledge and the time taken to acquire it. Panels should use job description information or ask questions, to assess the relationship with skills and responsibilities factor levels to help assess the correct level for this factor. Panels are reminded that, in many cases a higher level for this factor will correspond to a higher level in other skill and/or responsibility factors.
In other cases, however, the person specification may understate the knowledge actually needed to carry out the job because it is set at a recruitment level on the expectation that the rest of the required knowledge will be acquired in-house through for example, on the job training and experience or continuing study. Examples may include-
In some cases, person specifications overstate the level of formal qualifications required when compared to the actual demands of the job. Panellists MUST challenge this with the recruiting line managers or job advisors to assure themselves that the requirement is warranted for the job and not included for recruitment/shortlisting purposes or to influence the banding outcome.
Likewise, postholders may hold qualifications that are not required for the role yet seek to get them acknowledged in reviews or when being assessed as a Changed Job. In this case it is also essential that panels seek confirmation with job advisors about the level of knowledge required to undertake the role.
Some job descriptions or person specifications may include phrases such as “working towards” a qualification. Panels should confirm whether the job does genuinely require the knowledge acquired through a specified formal qualification and if so, this should be taken into account when matching or evaluating the job. NB This can be indicative of the difference between knowledge needed at recruitment rather than that needed to perform the job competently. It may also be suggestive of the person’s ability to progress to the next job rather than what is required in the present job.
Where particular qualifications are specified in a job description these should be in a relevant subject or topic area related to the role being carried out.
Registration with a professional body is not directly related to either knowledge generally, or to any particular level of knowledge, e.g. level 5. Whilst registration is important and required for many roles because it provides guarantees of quality of practice it is not relevant in job evaluation. Only the qualification necessary for registration will be taken into account. Many healthcare professional jobs require knowledge at level 5 and also require state registration for professional practice. However, it is perfectly possible for other groups to achieve a level 5 without a requirement for registration. Likewise, some registered roles, depending on the tasks they actually perform, will evaluate at lower than level 5.
This is an extremely difficult task to undertake, and panels must ensure they scrutinise all job information and ask questions of the job advisors where necessary to fully understand that knowledge as it needs to be applied and used to undertake the job. The Job Evaluation Group has produced supplementary guidance based on the current qualification frameworks to support panels in their considerations.
This factor measures the analytical and judgemental skills required to fulfil the job responsibilities satisfactorily. It takes account of requirements for analytical skills to diagnose a problem or illness and understand complex situations or information; and judgemental skills to formulate solutions and recommend/decide on the best course of action/treatment. Skills required for:
| Level 1: | Judgements involving straightforward job-related facts or situations. |
| Level 2: | Judgements involving facts or situations, some of which require analysis. |
| Level 3: | Judgements involving a range of facts or situations, which require analysis or comparison of a range of options. |
| Level 4: | Judgements involving complex facts or situations, which require the analysis, interpretation and comparison of a range of options. |
| Level 5: | Judgements involving highly complex facts or situations, which require the analysis, interpretation and comparison of a range of options. |
Facts or situations, some of which require analysis (level 2) includes both clinical and non-clinical facts/situations where there is more than a straightforward choice of options and there is a requirement in some cases to assess events, problems or patient conditions in detail to determine the best course of action, such as selection of staff, resolving staffing issues, problem solving, fault finding on non-complex equipment.
Range of facts or situations which require analysis or comparison (level 3) includes both clinical and non-clinical facts/situations where there is more than a straightforward choice of options and there is a requirement in a range of different cases to assess events, problems or illnesses in detail to determine the appropriate course of action. Examples of this type of analysis and judgement are fault finding on complex equipment, initial patient assessment, analysis of complex financial queries or discrepancies.
Complex (level 4) means complicated and made up of several components which have to be analysed and assessed and which may contain conflicting information or indicators e.g. assessment of specialist clinical conditions, analysis of complex financial trends, investigating and assessing serious disciplinary cases.
Interpretation (levels 4 and 5) indicates a requirement to exercise judgment in identifying and assessing complicated events, problems or illnesses and where a range of options, and the implications of each of these, have to be considered. Highly complex (level 5) means complicated and made up of several components which may be conflicting and where expert opinion differs or some information is unavailable. This type of analysis and judgment may be required in posts where the jobholders are themselves experts in their field and judgments have to be made about situations which may have unique characteristics and where there are a number of complicated aspects to take into account which do not have obvious solutions.
This factor measures the planning and organisational skills required to fulfil the job responsibilities satisfactorily. It takes account of the skills required for activities such as planning or organising clinical or non-clinical services, departments, rotas, meetings, conferences and for strategic planning. It also takes account of the complexity and degree of uncertainty involved in these activities.
Skills required for:
| Level 1: | Organises own day-to-day work tasks or activities. |
| Level 2: | Planning and organisation of straightforward tasks, activities or programmes, some of which may be ongoing. |
| Level 3: | Planning and organisation of a number of complex activities or programmes, which require the formulation and adjustment of plans. |
| Level 4: | Planning and organisation of a broad range of complex activities or programmes, some of which are ongoing, which require the formulation and adjustment of plans or strategies. |
| Level 5: | Formulating long-term, strategic plans, which involve uncertainty and which may impact across the whole organisation. |
Definitions and notes: Straightforward tasks, activities or programmes (level 2) means several tasks, activities or programmes, which are individually uncomplicated such as arranging meetings for others.
Planning and organisation (level 2) includes planning and organising time/activities for staff, patients or clients where there is a need to make short-term adjustments to plans for example planning non-complex staff rotas, clinics or parent-craft classes, allocating work to staff, planning individual patient/client care, ensuring that accounts are prepared for statutory deadlines, planning administrative work around committee meeting cycles.
Planning and organisation of a number of complex activities (level 3) includes complex staff or work planning, where there is a need to allocate and re-allocate tasks, situations or staff on a daily basis to meet organisational requirements. It also includes the skills required for co-coordinating activities with other professionals and agencies, for example where the jobholder is the main person organising case conferences or discharge planning where a substantial amount of detailed planning is required. These typically involve a wide range of other professionals or agencies. The jobholder must be in a position to initiate the plan or coordinate the area of activity. Participating in such activities does not require planning and organisational skills at this level.
Complex (levels 3 and 4) means complicated and made up of several components, which may be conflicting.
Planning and organisation of a broad range of complex activities (level 4) includes planning programmes which impact across or within departments, services or agencies.
Formulating plans (levels 4 and 5) means developing, structuring and scheduling plans or strategies.
Long term strategic plans (level 5) extend for at least the future year, take into account the overall aims and policies of the service/directorate/organisation and create an operational framework.
This factor measures the physical skills required to fulfil the job duties. It takes into account hand-eye co-ordination, sensory skills (sight, hearing, touch, taste, smell), dexterity, manipulation, requirements for speed and accuracy, keyboard and driving skills.
| Level 1: | The post has minimal demand for work related physical skills. |
| Level 2: | The post requires physical skills which are normally obtained through practice over a period of time or during practical training e.g. standard driving or keyboard skills, use of some tools and types of equipment. |
| Level 3: | (a) The post requires developed physical skills to fulfil duties where there is a specific requirement for speed or accuracy. This level of skill may be required for advanced or high-speed driving; advanced keyboard use; advanced sensory skills or manipulation of objects or people with narrow margins for error, or b) the post requires highly developed physical skills, where accuracy is important, but there is no specific requirement for speed. This level of skill may be required for manipulation of fine tools or materials. |
| Level 4: | The post requires highly developed physical skills where a high degree of precision or speed and high levels of hand, eye and sensory co-ordination are essential. |
| Level 5: | The post requires the highest level of physical skills where a high degree of precision or speed and the highest levels of hand, eye and sensory co-ordination are essential. |
Definitions and notes: Physical skills normally obtained through practice (level 2) includes skills which jobholders develop in post or through previous relevant experience, such as use of cleaning, catering or similar equipment. It also includes manoeuvring wheel chairs/trolleys in confined spaces, using hoists or other lifting equipment to move patients/clients, intra-muscular immunisations/injections and use of sensory skills.
Standard keyboard skills (level 2) includes the skills exercised by those who have learned over time and those who have been trained to RSA 1 or equivalent.
Specific requirement (level 3a) means that the job demands are above average and require specific training or considerable experience to get to the required level of dexterity, co-ordination or sensory skills.
Advanced or high-speed driving (level 3a) includes driving a heavy goods vehicle, ambulance, minibus or articulated lorry where a Large Goods Vehicle, Passenger Carrying Vehicle or Ambulance Driving Test or equivalent is required. Advanced keyboard use (level 3a) includes the skills exercised by touch typists and advanced computer operators.
Advanced sensory skills (level 3a) includes the skills required for sensory, hand and eye co-ordination such as those required for audio-typing. It also includes specific developed sensory skills e.g. listening skills for identifying speech or language defects.
Restraint of patients/clients (level 3a) indicates a skill level that requires a formal course of training and regular updating.
Manipulation of fine tools or materials (level 3b) for example, manipulation of materials on a slide or under a microscope, use of fine screw drivers or similar equipment, assembly of surgical equipment, administering intravenous injections.
Highly developed physical skills (level 4) for example, the skills required for performing surgical interventions, intubation, tracheotomies, suturing, a range of manual physiotherapy treatments or carrying out endoscopies.
Highest level of physical skill (level 5) such as keyhole or laser surgery or IVF procedures.
This factor measures responsibilities for patient/client care, treatment and therapy. It takes account of the nature of the responsibility and the level of the jobholder’s involvement in the provision of care or treatment to patients/clients, including the degree to which the responsibility is shared with others. It also takes account of the responsibility to maintain records of care/treatment/advice/tests.
| Level 1: | Assists patients/clients/relatives during incidental contacts. |
| Level 2: | Provides general non-clinical advice, information, guidance or ancillary services directly to patients, clients, relatives or carers. |
| Level 3: | (a) Provides personal care to patients/clients, or (b) provides basic clinical technical services for patients/clients, or (c) provides basic clinical advice. |
| Level 4: | (a) Implements clinical care/care packages, or (b) provides clinical technical services to patients/clients, or (c) provides advice in relation to the care of an individual, or groups of patients/clients. |
| Level 5: | (a) Develops programmes of care/care packages, or (b) provides specialist clinical technical services, or (c) provides specialised advice in relation to the care of patients/clients. |
| Level 6: | (a) Develops specialised programmes of care/care packages, or (b) provides highly specialist clinical technical services, or (c) provides highly specialised advice concerning the care or treatment of identified groups or categories of patients/clients, or (d) accountable for the direct delivery of a service within a sub-division of a clinical, clinical technical or social care service. |
| Level 7: | Accountable for the direct delivery of a clinical, clinical technical, or social care service(s). |
| Level 8: | Corporate responsibility for the provision of a clinical, clinical technical or social care service(s). |
Definitions and notes:
Clients: alternative term for patients often used for those who are not unwell (pregnant women, mothers, those with learning disabilities) or to whom services are provided in the community. ‘Clients’ does not refer to commercial organisations or customers, nor does it refer to internal customer/client relationships. Please see advice at the end of this section about matching or evaluating non-clinical manager jobs. At level 2 or above the clinical activities should be a significant aspect of normal duties. Directly to patients/clients (level 2) on a one-to-one, individual basis, usually face-to-face or over the telephone e.g. reception or switchboard services, food delivery service, ward or theatre cleaning. Personal care (level 3a) includes assisting with feeding, bathing, appearance, portering supplied directly to patients/clients. Basic clinical technical services (level 3b) includes cleaning, sterilising or packing specialist equipment or facilities used in the provision of clinical services e.g. sterile supplies, theatres, laboratories; the routine obtaining or processing of diagnostic test samples; medical/ technical/ laboratory support work. Basic clinical advice (level 3c) includes the provision of straightforward clinical advice to patients/clients by jobholders who are not clinical specialists e.g. an emergency call service operation.
Implementing care (level 4a) includes carrying out programmes of care, therapy or treatment determined by others. This may entail making minor modifications to the care programme or package within prescribed parameters, and reporting back on progress. It also includes supervising individual or group therapy sessions within an overall programme of care, treatment or therapy.
Provides clinical technical services (level 4b) e.g. initial screening of diagnostic test samples, dispensing of medicines, undertaking standard diagnostic (e.g. radiography, neurophysiology) tests on patients/clients, or maintaining or calibrating specialist or complex equipment for use on patients.
Provides advice (level 4c) provides advice which contributes to the care, wellbeing or education of patients/clients, including health promotion. This level also covers jobs involving the registration, inspection or quality assurance of facilities/services for patients/clients e.g. registration and/or inspection of nursing homes, inspection of storage and use of drugs in residential care homes.
Develops programmes of care/care packages (level 5a) involves assessment of care needs and development of suitable care programmes/packages, to be implemented by the jobholder or by others. It includes giving clinical/professional advice to those who are the subject of the care programmes/packages.
Provides specialist clinical technical services (level 5b) for example, interprets diagnostic test results, carries out complex diagnostic procedures, processes and interprets mammograms, constructs specialist appliances, calibrates or maintains highly specialist or highly complex equipment.
Provides specialised advice (level 5c) provides specialised advice which contributes to the diagnosis, care or education of patients/clients e.g. clinical pharmacy or dietetic advice on individual patient care, specialised input to registration, inspection or quality assurance of facilities/services for patients/clients. This option apples to jobs which do not involve developing programmes of care, as these are covered by level 5a.
Develops specialised programmes of care/care packages (level 6a) takes account of the depth and breadth of this responsibility. Clinicians working in a specialist field typically provide this level of care.
Provides highly specialist clinical technical services (level 6b) provides a highly specialist clinical technical service, which contributes to the diagnosis, care or treatment of patients/clients e.g. the maxillo-facial prosthetology service.
Provides highly specialised advice (level 6c) provides highly specialised advice, which contributes to the diagnosis, care or education of patients/clients in an expert area of practice. Clinicians working in a specialist field typically provide this level of advice. This option applies to jobs which do not involve developing specialist care programmes/packages, which are covered by level 6a.
Within a sub division of (level 6d) refers to responsibility for either a geographical or functional sub division e.g. area manager for a service, locality manager.
Accountable for direct delivery (level 7) refers to the accountability vested in jobholders who directly manage the providers of direct patient/client care, clinical technical service or social care service and may or may not provide direct care, clinical technical services or advice themselves, for example, professional health care managers. The accountability must be for a whole service.
Corporate responsibility (level 8) refers to the accountability, normally at board or equivalent level, at the highest level of responsibility other than the Chief Executive Officer, for clinical governance across the organisation e.g. director of nursing and midwifery services.
Clinical service refers to services such as oncology and paediatrics.
Clinical technical service refers to services such as medical physics, diagnostic radiography, audiology and haematology.
Social care service refers to services such as child protection, learning disabilities.
Please note:
Responsibility for the provision of a service which contributes to patient care, e.g. hotel services management, should be regarded as a policy and service development responsibility and assessed under that factor. The responsibilities of those providing such services should be assessed under the relevant responsibility factor(s) such as maintenance of facilities or equipment under Responsibilities for Financial and Physical Resources.
Matching and local evaluation of non-clinical manager jobs in clinical areas
The JEG has reviewed the situation and confirmed that level 6d and level 7 of the Responsibility for Patient Care factor were intended to be applied only to healthcare practitioner roles with clinical accountability for the direct delivery of clinical or social care services. They were not intended to apply to non-clinical roles and those general manager roles with responsibilities for the delivery of clinical services.
Use of the professional manager profiles for non-clinical or social care jobs and/or evaluation of such jobs at level 6(d) or 7 on the responsibility for patient/client care factor runs a risk of challenge on equality grounds.
It is recommended that non-clinical managerial jobs in clinical areas, for example:
The guidance in relation to accountable for direct delivery should be read as follows: ‘refers to the accountability vested in jobholders requiring a health or social care practitioner background in order to* directly manage the providers of direct patient/client care, clinical technical service or social care service, and may or may not provide direct care, clinical technical services or clinical or social care* advice themselves, for example professional health care managers.’
Mismatching of non-clinical manager jobs may carry risks of equal pay claims.
This advice also applies where non-clinical managerial roles are undertaken by those with professional health or social care backgrounds and expertise, if this is not a requirement of the role.
* The text in italics is additional guidance to assist in the correct use of this factor level.
This factor measures the responsibilities of the job for development and implementation of policy and/or services. It takes account of the nature of the responsibility and the extent and level of the jobholder’s contribution to the relevant decision-making process, for instance, making recommendations to decision makers. It also takes account of whether the relevant policies or services relate to a function, department, division, directorate, the whole trust or employing organisation, or wider than this; and the degree to which the responsibility is shared with others.
| Level 1: | Follows policies in own role which are determined by others; no responsibility for service development, but may be required to comment on policies, procedures or possible developments. |
| Level 2: | Implements policies for own work area and proposes changes to working practices or procedures for own work area. |
| Level 3: | Implements policies for own work area and proposes policy or service changes which impact beyond own area of activity. |
| Level 4: | Responsible for policy implementation and for discrete policy or service development for a service or more than one area of activity. |
| Level 5: | Responsible for a range of policy implementation and policy or service development for a directorate or equivalent. |
| Level 6: | Corporate responsibility for major policy implementation and policy or service development, which impacts across or beyond the organisation. |
Definitions and notes: Policies (level 1 upwards) refers to a documented method for undertaking a task which is based on best practice, legal requirements or service needs e.g. directorate policy on treatment of leg ulcers or trust/organisation policy on reporting accidents.
Follows policies in own role (level 1) refers to a responsibility for following policy guidelines which impact on own job, where there is no requirement to be pro-active in ensuring that changes are implemented.
Implements policies (level 2 and above) refers to the introduction and putting into practice of new or revised policies eg implementing policies relating to personnel practices, where the jobholder is pro-active in bringing about change in the policy or service. This is a greater level of responsibility than following new policy guidelines for own job, which is covered by the Level 1 definition.
Own work area (levels 2 and 3) refers to the immediate section/department. Proposes policy or service changes (level 3) includes participation on working parties proposing policy changes as an integral part of the job (i.e. not a one-off exercise on a single issue). At this level, policy or service changes must impact on other disciplines, sections, departments or parts of the service.
Beyond own area of activity (level 3) refers to own function/service/discipline and not a geographic area e.g. where policy changes impact on other disciplines within multi-disciplinary (non-clinical or clinical) teams or outside own specialist area. It does not refer, for example, to the same function, service or discipline in other parts of the trust/organisation.
Service (level 4) refers to a (discrete) standalone service, which may be a sub-division of a directorate, e.g. oncology, haematology, care of the elderly, catering, accounts.
Responsible for policy implementation and for discrete policy or service development (level 4) applies where the jobholder has overall responsibility for policy or service development and for its practical implementation. This responsibility should normally be specified on the job description.
Directorate or equivalent (level 5) refers to areas such as the medical services, children services, community services, estates services, hotel services, finance directorate and human resources directorate.
Corporate responsibility (level 6) refers to responsibility for policy or service development such as is held by those on the Board or equivalent level of accountability e.g. director of HR, director of corporate services, providing they hold the highest level of responsibility for the particular policy or service development area, besides the chief executive.
This factor measures the responsibilities of the job for financial resources (including cash, vouchers, cheques, debits and credits, invoice payment, budgets, revenues, income generation); and physical assets (including clinical, office and other equipment; tools and instruments; vehicles, plant and machinery; premises, fittings and fixtures; personal possessions of patients/clients or others; goods, produce, stocks and supplies).
It takes account of the nature of the responsibility (e.g. careful use, security, maintenance, budgetary and ordering responsibilities); the frequency with which it is exercised; the value of the resources; and the degree to which the responsibility is shared with others.
| Level 1: | Observes personal duty of care in relation to equipment and resources used in course of work. |
| Level 2: | (a) Regularly handles or processes cash, cheques, patients’ valuables, or (b) responsible for the safe use of equipment other than equipment which they personally use, or (c) responsible for maintaining stock control and/or security of stock, or (d) Authorised signatory for small cash/financial payments, or (e) responsible for the safe use of expensive or highly complex equipment. |
| Level 3: | (a) Authorised signatory for cash/financial payments, or (b) responsible for the purchase of some physical assets or supplies, or (c) monitors or contributes to the drawing up of department/service budgets or financial initiatives, or (d) holds a delegated budget from a budget for a department/service, or (e) responsible for the installation or repair and maintenance of physical assets. |
| Level 4: | (a) Budget holder for a department/services, or (b) responsible for budget setting for a department/service, or (c) responsible for the procurement or maintenance of all physical assets or supplies for a department/service. |
| Level 5: | (a) Responsible for the budget for several services, or (b) responsible for budget setting for several services, or (c) responsible for physical assets for several services. |
| Level 6: | Corporate responsibility for the financial resources and physical assets of an organisation. |
Definitions and notes: General point on double counting
There is a risk of double-counting clinical technical services jobs under the Finance and Physical Assets factor, where part of the job role is about calibrating and repairing complex medical equipment. If the principal purpose of the job is providing a clinical technical service, these jobs will score for this under the Patient/Client Care factor and not again under the Finance and Physical Assets factor.
Personal duty of care in relation to equipment and resources (level 1) refers to careful use of communal equipment and facilities and/or ordering supplies for personal use.
Regularly (level 2a) means at least once a week on average.
Safe use of equipment (level 2b) includes dismantling and assembling equipment for use by other staff or patients/clients. It also includes overall responsibility e.g. for office machinery or cleaning equipment for a location or area of activity.
Maintaining stock control (level 2c) is appropriate for jobs which include responsibility for re-ordering goods/stock from an agreed point/supplier on a regular basis.
Security of stock (level 2c) is appropriate for jobs where the responsibility is a significant feature of the job e.g. responsible for the security of a substantial amount/volume of drugs/materials. It also includes being a departmental key holder but holding the food store or drugs cupboard key for the shift is not sufficient to be assessed at this level.
Authorised signatory for small cash/financial payments (level 2d) includes e.g. ‘signing off’ travel expenses, overtime payments, agency/bank staff time sheets totalling less than around £1,000 per month. It also includes responsibility for the financial verification of documents/information such as expense sheets or purchase documents up to this amount, where it is a significant and on-going job responsibility. This role would normally be carried out within the finance department.
Safe use of expensive equipment (level 2e) refers to the personal use of individual pieces of equipment valued at £30,000 or more.
Highly complex equipment (level 2e) refers to the personal use of individual pieces of equipment which are complicated, intricate and difficult to use, for example radiography equipment.
Authorised signatory (level 3a) includes for example, “signing off” travel expenses or overtime payments agency/bank staff time sheets totalling around £1,000 or more per month. It also includes responsibility for the financial verification of documents/information such as expense sheets or purchase documents up to this amount, where it is a significant and ongoing job responsibility. This role would normally be carried out within the finance department.
Responsible for the purchase of some physical assets or supplies (level 3b) covers responsibility for the purchase or signing off orders valued at around £5,000 per year or greater. This level is appropriate for jobs where there is discretion to select suppliers taking into account cost, quality, reliability etc.
Monitors (level 3c) is applicable to situations where a jobholder is required to regularly review a set of financial information/accounts to ensure that they are consistent with guidelines and within pre-determined budgetary limits, as an ongoing job responsibility.
Financial initiatives (level 3c) includes income generation and cost improvement programmes.
Delegated budget (level 3d) refers to jobs which have responsibility for a sub-division of a departmental or service budget. This level also applies to jobs involved in committing substantial financial expenditures from a budget held elsewhere without formally holding a delegated budget e.g. commissioning care packages for social services clients.
Responsible for the installation or repair and maintenance (level 3e) refers to jobs which have a responsibility for carrying out repairs and maintenance on equipment, machinery or the fabric of the building. It also includes overall responsibility for security of a site.
Department/service* (levels 4a, b and c) is appropriate where there is full responsibility for budget/physical assets over a department or service. Where it involves large and multi-stranded financial/physical services, this should be treated as the equivalent of ‘several services’. (i.e. Levels 5abc).
Budget holder (level 4a) refers to responsibility for authorising expenditure and accountable for expenditure within an allocated budget.
Budget setting (levels 4b and 5b) refers to an accounting activity with responsibility for overseeing the financial position.
Responsible for procurement (level 4c) refers to responsibility for selecting suppliers or authorising purchases, taking into account cost, quality, delivery time and reliability.
Several services* (levels 5a, b and c) is appropriate where there is significant responsibility over different departments and/or services and where the responsibility covers large and/or multi stranded financial/physical services.
Corporate responsibility (level 6) refers to accountability for financial governance across the organisation(s), at the highest level of responsibility other than the chief executive officer.
Commissioning of patient services should be assessed under the Responsibilities for Financial and Physical Resources factor, as a form or purchase of procurement of assets and supplies. The relevant level definitions are 3 (b), 4(c), 5(c) and, where there is corporate responsibility for the commissioning of patient services, 6.
It will be necessary to determine on an equivalence basis which of these is the appropriate definition to cover the job in question.
*The assessment should take into account the range and scope of the responsibility and the degree of control that is required. It is also helpful to consider whether the jobholder has full control of the budget(s)/physical assets or whether it is a delegated responsibility.
This factor measures the responsibilities of the job for management, supervision, co-ordination, teaching, training and development of employees, students/trainees and others in an equivalent position.
It includes work planning and allocation; checking and evaluating work; undertaking clinical supervision; identifying training needs; developing and/or implementing training programmes; teaching staff, students or trainees; and continuing professional development (CPD). It also includes responsibility for such personnel functions as recruitment, discipline, appraisal and career development and the long-term development of human resources.
The emphasis is on the nature of the responsibility, rather than the precise numbers of those supervised, co-ordinated, trained or developed.
| Level 1: | Provides advice, or demonstrates own activities or workplace routines to new or less experienced employees in own work area. |
| Level 2: | (a) Responsible for day-to-day supervision or co-ordination of staff within a section/function of a department/service, or (b) regularly responsible for professional/clinical supervision of a small number of qualified staff or students, or (c) regularly responsible for providing training in own discipline/practical training or undertaking basic workplace assessments, or (d) regularly responsible for the provision of basic HR advice. |
| Level 3: | (a) Responsible for day to day management of a group of staff, or (b) responsible for the allocation or placement and subsequent supervision of qualified staff or students, or (c) responsible for the teaching/delivery of core training on a range of subjects or specialist training, or (d) responsible for the delivery of core HR advice on a range of subjects. |
| Level 4: | (a) Responsible as line manager for a single function or department, or (b) responsible for the teaching or devising of training and development programmes as a major job responsibility, or (c) responsible for the delivery of a comprehensive range of HR services. |
| Level 5: | (a) Responsible as line manager for several/multiple departments, or (b) responsible for the management of a teaching/training function across the organisation, or (c) responsible for the management of a significant part of the HR function across the organisation. |
| Level 6: | Corporate responsibility for the human resources or HR function. |
Definitions and notes: Day-to-day supervision or co-ordination (level 2a) includes work allocation and checking. It also includes ongoing responsibility for the monitoring or supervision of one or more groups of staff employed by a contractor.
Professional and clinical supervision (level 2b) is the process by which professional and clinical practitioners are able to reflect on their professional practice in order to improve, identify training needs and develop. It can be conducted by a peer or superior. It is not for the purpose of appraisal or assessment and only for the purpose of improving practice in context of clinical governance etc. It may include mentoring.
Regularly (level 2b, c and d) at least once a week on average but could be in more concentrated blocks e.g. six weeks every year. Above Level 2 the responsibility must be ongoing. Practical training (level 2c) e.g. training in lifting and handling, Control of Substances Hazardous to Health (COSHH) regulations
Training in own discipline (level 2c) means training people from own or other disciplines concerning subjects connected with own work e.g. an accountant training departmental managers in budgetary requirements, a specialist dietitian providing training to other professionals concerning the importance of diet in different clinical situations.
Undertaking basic workplace assessments (level 2c) includes undertaking assessments of practical skills e.g. NVQ assessments.
Provision of basic HR advice (level 2d) refers to a specific and ongoing responsibility for giving basic advice on HR policies and practices to staff other than those who they supervise/manage, for example, on recruitment procedures and practices within the organisation.
Day to day management (level 3a) includes responsibility for all or most of the following: initial stages of grievance and discipline; appraisal, acting as an appointment panel member; ensuring that appropriate training is delivered to staff; reviewing work performance and progress; work allocation and checking.
Responsibility for allocation or placement and subsequent supervision (level 3b) includes liaison with training providers, allocation of students/trainees to staff for training purposes, ensuring that student/trainee records or assessments are completed.
Responsibility for teaching/delivery of core or specialist training (level 3c) refers to a significant and on-going job responsibility for training individuals in either elements of the jobholder’s specialism or a core range of subjects. The trainees may be from either within or outside the jobholder’s profession.
Responsible for delivery of core HR advice across a range of subjects (level 3d) refers to responsibility for giving advice and interpretation across a range of HR issues e.g. recruitment, grievance and disciplinary matters, employment law, as a primary job function. Line manager (level 4a, 5a) includes responsibility over own staff for all or most of the following: appraisals; sickness absence; disciplinary and grievance matters; recruitment and selection decisions; personal and career development; departmental workload and allocation (i.e. allocation and re-allocation of blocks of work or responsibilities for areas of activity, not just allocation of tasks to individuals).
Single function or department (level 4a) refers to any unit of equivalent scope to a department where there is a significant management responsibility; taking into account the diversity and scope of the workforce managed.
Several/multiple departments (level 5a) refers to units of equivalent scope to departments in different functions where there is significant management responsibility e.g. estates and hotel services or therapy and diagnostic services.
Teaching or devising training as a major job responsibility (level 4b) refers to situations where teaching or devising training is one of the primary job functions and specified as a ‘job purpose’ and/or as a major job duty.
Responsible for the delivery of a comprehensive range of HR services (level 4c) the provision of specialist advice, for example, on change management, work development and similar issues, should be treated on an equivalence basis as meeting the level 4 definition of being responsible for the delivery of a comprehensive range of HR services.
Responsible for the management of a teaching/training function across the organisation (level 5b) refers to major responsibility for managing the provision of multi-disciplinary training across the organisation, including nursing, management development, AHP, statutory training. It would normally include responsibility for liaising with universities and other educational bodies.
Responsible for the management of a significant part of the HR function across the organisation (level 5c) covers jobs involving responsibility for the provision of highly specialist advice on HR issues which impact across the organisation, where the job holder is responsible for the nature and accuracy of the advice and for anticipating its consequences eg strategic employment relations, compensations and benefits or change management advice at the highest level of the organisation should be treated on an equivalence basis as meeting the level 5c definition of being responsible for the management of a significant part of the HR function across the organisation.
Corporate responsibility (level 6) refers to accountability for HR across the organisation(s) at the highest level of responsibility other than the Chief Executive Officer.
This factor measures specific responsibilities of the job for information resources (for example computerised; paper based, microfiche) and information systems (both hardware and software for example medical records).
It takes account of the nature of the responsibility (security, processing and generating information, creation, updating and maintenance of information databases or systems) and the degree to which it is shared with others. It assumes that all information encountered in the NHS is confidential.
| Level 1: | Records personally generated information |
| Level 2: | (a) Responsible for data entry, text processing or storage of data compiled by others, utilising paper or computer-based data entry systems, or (b) occasional requirement to use computer software to develop or create statistical reports requiring formulae, query reports or detailed drawings /diagrams using desktop publishing (DTP) or computer aided design (CAD). |
| Level 3: | (a) Responsible for taking and transcribing formal minutes, or (b) regular requirement to use computer software to develop or create statistical reports requiring formulae, query reports or detailed drawings /diagrams using desktop publishing (DTP) or computer aided design (CAD), or (c) responsible for maintaining one or more information systems where this is a significant job responsibility. |
| Level 4: | (a) Responsible for adapting / designing information systems to meet the specifications of others, or (b) responsible for the operation of one or more information systems at department / service level where this is the major job responsibility. |
| Level 5: | (a) Responsible for the design and development of major information systems to meet the specifications of others, or (b) responsible for the operation of one or more information systems for several services where this is the major job responsibility. |
| Level 6: | Responsible for the management and development of information systems across the organisation as the major job responsibility. |
| Level 7: | Corporate responsibility for the provision of information systems for the organisation. |
in whatever form the data is recorded (manuscript, word processed, spreadsheets, databases).
Data entry, text processing or storage of data (level 2a) includes word processing, typing or producing other computerised output such as drawings; inputting documents or notes compiled by others (for example test/research results, correspondence, medical or personnel records); collating or compiling statistics from existing records; pulling and/or filing of medical, personnel or similar records.
Occasional (level 2b) at least two or three times per month on average.
Develop or create statistical reports requiring formulae, (levels 2b and 3b) refers to a job requirement to produce statistical reports which require setting up and /or adjusting formulae.
Query reports (levels 2b and 3b) are computer generated structured reports used to request information from a database.
Taking and transcribing formal minutes (level 3a) includes board or trustee meetings, case conferences or similar where formal minutes are required, which are published to a wider audience than those attending the original meeting, and where this is a significant job responsibility. It does not include taking notes at departmental meetings or similar, or processing notes taken by others.
Regular (level 3b) at least two or three times a week on average.
Responsible for maintaining one or more information systems as a significant job responsibility (level 3c) includes responsibility for updating software, operating help facilities for an information system(s); managing storage and retrieval of information or records.
Responsible for adapting /designing information systems (levels 4a and 5a) refers to an ongoing and specific job responsibility for modifying or creating software, hardware or hard copy information systems.
Note: Level 5a is appropriate where the jobholder is responsible for the design and development of an entire system or equivalent.
Responsible for the operation of one or more information systems (levels 4b and 5b) includes direct responsibility for managing the operation of one or more systems which process, generate, create, update or store information.
Responsible for the operation of one or more information systems for several departments/services (levels 5b) includes responsibility for several departments/ services which process, generate, create, update, or store information as a principal activity.
Responsible for the management and development of information systems (levels 6) is appropriate only where it is the principal job responsibility and where it covers the whole organisation.
Corporate responsibility (level 7) refers to accountability, normally at board or equivalent level, at the highest level of responsibility other than the Chief Executive Officer, for information resources across the organisation(s).
This factor measures the responsibilities of the job for informal and formal clinical or non-clinical research and development (R&D) activities underpinned by appropriate methodology and documentation, including formal testing or evaluation of drugs, or clinical or non-clinical equipment. It takes into account the nature of the responsibility (initiation, implementation, oversight of research and development activities), whether it is an integral part of the work or research for personal development purposes, and the degree to which it is shared with others.
| Level 1: | Undertakes surveys or audits, as necessary to own work; may occasionally participate in R&D, clinical trials or equipment testing. |
| Level 2: | (a) Regularly undertakes R&D activity as a requirement of the job, or b) regularly undertakes clinical trials, or (c) regularly undertakes equipment testing or adaptation. |
| Level 3: | Carries out research or development work as part of one or more formal research programmes or activities as a major job requirement. |
| Level 4: | Responsible for co-ordinating and implementing R&D programmes or activity as a requirement of the job. |
| Level 5: | Responsible, as an integral part of the job, for initiating (which may involve securing funding) and developing R&D programmes or activities, which support the objectives of the broader organisation. |
| Level 6: | Responsible, as an integral part of the job, for initiating and developing R&D programmes, which have an impact outside the organisation for example NHS-wide or outside the health service. |
Research and development (All levels) this includes testing of, e.g. drugs and equipment and other forms of formal non-clinical research (such as human resources, communications, health education) as well as formal clinical research. This factor measures the requirement for active direct participation in research or trials and does not include indirect involvement as a result of a patient being involved in the research. Occasionally (Level 1) one or two such projects or activities per year. Undertaking audits (Level 1) includes building and facilities audits or surveys, functional audits, clinical audits. Specific, one-off complex audits using research methodology should be counted as R& D activity (Level 2a).
Undertakes R & D activity (Level 2a) includes complex audits using research methodology for example specific one-off audits designed to improve a particular area or service. It also includes the collation of research results. Undertakes clinical trials or equipment testing (Levels 2b and 2c) is appropriate where active participation is required. Regularly (Levels 2a, 2b and 2c) is appropriate where it is a regular feature of the work, normally identified in a job description, with relevant activity on average at least once a month and usually more frequently. Major job requirement (Level 3) indicates a continuing involvement for at least some part of every working week (20 per cent or more per week on average). This level is only appropriate where the jobholder normally has at least one project ongoing requiring this amount of involvement. Where the high-level involvement is only required for a one-off project, the job should be assessed according to the normal degree of involvement. Formal audits/investigations which meet the continuing involvement criteria should also be included at this level. Co-ordinating and implementing R&D programmes (Level 4) includes taking overall control of a local, regional or national programme, which may be managed elsewhere. It also includes project management of R & D activities. An integral part of the job (Level 5) is appropriate where R & D is a significant part of the job and takes up a substantial amount of working time. Initiating and developing (Level 6) is appropriate where the jobholder is required to specify and develop R & D programmes and get these off the ground.
This factor measures the extent to which the jobholder is required to be accountable for their own actions and those of others, to use own initiative and act independently; and the discretion given to the jobholder to take action.
It takes account of any restrictions on the jobholder’s freedom to act imposed by, for example, supervisory control; instructions, procedures, practices and policies; professional, technical or occupational codes of practice or other ethical guidelines; the nature or system in which the job operates; the position of the job within the organisation; and the existence of any statutory responsibility for service provision.
| Level 1: | Generally works with supervision close by and within well established procedures and/or practices and has standards and results to be achieved. |
| Level 2: | Is guided by standard operating procedures (SOPs), good practice, established precedents and understands what results or standards are to be achieved. Someone is generally available for reference and work may be checked on a sample/random basis. |
| Level 3: | Is guided by precedent and clearly defined occupational policies, protocols, procedures or codes of conduct. Work is managed, rather than supervised, and results/outcomes are assessed at agreed intervals. |
| Level 4: | Expected results are defined but the post holder decides how they are best achieved and is guided by principles and broad occupational policies or regulations. Guidance may be provided by peers or external reference points. |
| Level 5: | Is guided by general health, organisational or broad occupational policies, but in most situations the post holder will need to establish the way in which these should be interpreted. |
| Level 6: | Is required to interpret overall health service policy and strategy, in order to establish goals and standards. |
Definitions and notes
Within well-established procedures and/or practices (Level 1) is appropriate where jobholders are required to follow well defined procedures and do not generally deviate from these without seeking advice and guidance is guided by standard operating procedures (SOPs), good practice and established precedents (Level 2).
Is guided by standard operating procedures (SOPs), good practice, established precedents (Level 2) for example a jobholder may be required to deal with enquiries and other matters which are generally routine, but is normally able to refer non-routine enquiries and other matters to others. Is guided by precedent and clearly defined occupational policies, protocols, procedures or codes of conduct (Level 3), is appropriate where the jobholder has the freedom to act within established parameters. Qualified professional/clinical/ technical/scientific/administrative roles typically meet this requirement
Work is managed, rather than supervised (Level 3) is appropriate where jobholders are required to act independently within appropriate occupational guidelines, deciding when it is necessary to refer to their manager.
Is guided by principles and broad occupational policies (Level 4) is appropriate where the jobholder has significant discretion to work within a set of defined parameters. This applies, for example, to those who are the lead specialist or section/department manager in a particular (non-clinical or clinical) field e.g. an HR job specialising in continuing personal development (CPD), a clinical practitioner specialising in a particular field. This level also applies to jobs with responsibility for interpreting policies in relation to a defined caseload or locality in the community.
Establish the way in which these should be interpreted (Level 5) indicates freedom to take action based on own interpretation of broad clinical/professional/ administrative/technical/scientific policies, potentially advising the organisation on how these should be interpreted e.g. consultant, professional and managerial roles. This also applies to specialists, who have the freedom to initiate action within broad policies, seeking advice as necessary. By definition there can only be one or a very small number of jobs at this level in any service or department.
Is required to interpret overall health service policy and strategy (Level 6) would be appropriate for jobs with an ongoing requirement to act with minimal guidelines and set goals and standards for others.
This factor measures the nature, level, frequency and duration of the physical effort (sustained effort at a similar level or sudden explosive effort) required for the job. It takes account of any circumstances that may affect the degree of effort required, such as working in an awkward position or confined space. The job requires:
| Level 1: | A combination of sitting, standing and walking with little requirement for physical effort. There may be a requirement to exert light physical effort for short periods. |
| Level 2: | (a) There is a frequent requirement for sitting or standing in a restricted position for a substantial proportion of the working time, or (b) there is a frequent requirement for light physical effort for several short periods during a shift, or (c) there is an occasional requirement to exert light physical effort for several long periods during a shift, or (d) there is an occasional requirement to exert moderate physical effort for several short periods during a shift. |
| Level 3: | (a) There is a frequent requirement to exert light physical effort for several long periods during a shift, or (b) there is an occasional requirement to exert moderate physical effort for several long periods during a shift, or (c) there is a frequent requirement to exert moderate physical effort for several short periods during a shift. |
| Level 4: | (a) There is an ongoing requirement to exert light physical effort, or (b) there is a frequent requirement to exert moderate physical effort for several long periods during a shift, or (c) there is an occasional requirement to exert intense physical effort for several short periods during a shift. |
| Level 5: | (a) There is an ongoing requirement to exert moderate physical effort, or (b) there is a frequent requirement to exert intense physical effort for several short periods during a shift, or (c) there is an occasional requirement to exert intense physical effort for several long periods during a shift. |
Definitions and notes:
Light physical effort (levels 2 to 4) means lifting, pushing, pulling objects weighing from two to five kilos; bending/kneeling/crawling; working in cramped conditions; working at heights; walking more than a kilometre at any one time.
Sitting or standing in a restricted position (level 2a) restricted by the nature of the work in a position which cannot easily be changed e.g. inputting at a keyboard, wearing a telephone headset, in a driving position, sitting at a microscope examining slides; standing at a machine in a restricted area; standing while making sandwiches or serving meals on a conveyor belt system.
Moderate physical effort (levels 2 to 5) means lifting, pushing, pulling objects weighing from six to fifteen kilos; controlled restraint of patients e.g. in mental health or learning disabilities situations; sudden explosive effort such as running from a standing start; clearing tables; moving patients/heavy weights (over fifteen kilos) with mechanical aids including hoists and trolleys; manoeuvring patients/clients into position e.g. for treatment or personal care purposes; transferring patient/clients from a bed to a chair or similar.
Intense physical effort (levels 4 to 5) means lifting, pushing, pulling objects weighing over fifteen kilos with no mechanical aids; sudden explosive effort such as running from a standing start pushing a trolley; heavy manual digging, lifting heavy containers; heavy duty pot washing.
Occasional at least three times per month but fewer than half the shifts worked, a shift being a period of work.
Frequent occurs on half the shifts worked or more, a shift being a period of work.
Several periods this applies to jobs where there are repeated recurrences of physical effort and does not apply to jobs where the effort in question occurs only once per shift. For example, level 3c applies to jobs involving the repeated moving or manoeuvring of patients, with mechanical or human assistance, into positions in which care or treatment can be carried out.
Weights quoted are illustrative only. Evaluators should take into account the difficulty of the lifting.
Ongoing is continuously or almost continuously.
Short periods are up to and including 20 minutes.
Long periods are over 20 minutes.
Walking or driving to work is not included.
This factor measures the nature, level, frequency and duration of the mental effort required for the job (for example concentration, responding to unpredictable work patterns, interruptions and the need to meet deadlines).
| Level 1: | General awareness and sensory attention; normal care and attention; an occasional requirement for concentration where the work pattern is predictable with few competing demands for attention. |
| Level 2: | (a) There is a frequent requirement for concentration where the work pattern is predictable with few competing demands for attention, or (b) there is an occasional requirement for concentration where the work pattern is unpredictable. |
| Level 3: | (a) There is a frequent requirement for concentration where the work pattern is unpredictable, or (b) there is an occasional requirement for prolonged concentration. |
| Level 4: | (a) There is a frequent requirement for prolonged concentration, or (b) there is an occasional requirement for intense concentration |
| Level 5: | There is a frequent requirement for intense concentration. |
Definitions and notes: General awareness and sensory attention (level 1) is the level required for carrying out day-to-day activities where there is a general requirement for care, attention and alertness but no specific requirement for concentration on complex or intricate matters.
Concentration (levels 2 to 4) is where the jobholder needs to be particularly alert for cumulative periods of one to two hours at a time for example when checking detailed documents; carrying out complex calculations or analysing detailed statistics; active participation in formal hearings; operating machinery; driving a vehicle; taking detailed minutes of meetings; carrying out screening tests/microscope work; examining or assessing patients/clients.
Normal concentration for example seeing patients, writing reports, attending meetings and all other such activities which are interrupted by phone calls should be level 2.
Unpredictable (levels 2b and 3a) is where the jobholder is required to change from one activity to another at third party request. Dealing with frequent interruptions (as in telephone or reception work) is not unpredictable unless they frequently cause the post holder to change from what they are doing to another activity (eg responding to emergency bleep, or changing from one accounting task to another in response to requests for specific information). These levels are appropriate for jobs where the jobholder has no prior knowledge of an impending interruption but has to immediately change planned activities in response to one. Prolonged concentration (levels 3b and 4a) refers to a requirement to concentrate continuously for more than half a shift, on average, excluding statutory breaks. This is appropriate where the jobholder undertakes few duties other than concentrating on a detailed, intricate and important sample/slide/document, for example cytology screening, clinical coding.
This is greater than a requirement to observe and/or record the reactions of a patient/client or other person.
Occasional fewer than half the shifts worked; a shift being a period of work. There will be activities which are carried out very occasionally for once in six months, which should not be counted under this factor.
Frequent occurs on half the shifts worked or more; a shift being a period of work.
This factor measures the nature, level, frequency and duration demands of the emotional effort required to undertake clinical or non-clinical duties that are generally considered to be distressing and/or emotionally demanding.
| Level 1: | (a) Exposure to distressing or emotional circumstances is rare, or (b) occasional indirect exposure to distressing or emotional circumstances. |
| Level 2: | (a) Occasional exposure to distressing or emotional circumstances, or (b) frequent indirect exposure to distressing or emotional circumstances, or (c) occasional indirect exposure to highly distressing or highly emotional circumstances. |
| Level 3: | (a) Frequent exposure to distressing or emotional circumstances, or (b) occasional exposure to highly distressing or highly emotional circumstances, or (c) frequent indirect exposure to highly distressing or highly emotional circumstances. |
| Level 4: | (a) Occasional exposure to traumatic circumstances, or (b) frequent exposure to highly distressing or highly emotional circumstances. |
Indirect exposure to highly distressing (levels 2c and 3c) for example, taking minutes or typing reports concerning child abuse.
Highly distressing or emotional circumstances (levels 3b and 4b)
Traumatic incidents (level 4a) for example:
Rare means less than once a month on average.
Occasional means once a month or more on average. This level is also appropriate where the circumstances in which the jobholder is involved are very serious, such as a major accident or incident, but occur less than once a month.
Frequent means on average, once a week or more.
Fear of violence is measured under working conditions.
This factor measures the nature, level, frequency and duration of demands arising from inevitably adverse environmental conditions (such as inclement weather, extreme heat/cold, smells, noise, and fumes) and hazards, which are unavoidable (even with the strictest health and safety controls), such as road traffic accidents, spills of harmful chemicals, aggressive behaviour of patients, clients, relatives, carers.
| Level 1: | Exposure to unpleasant working conditions or hazards is rare. |
| Level 2: | (a) Occasional exposure to unpleasant working conditions, or (b) occasional requirement to use road transportation in emergency situations, or (c) frequent requirement to use road transportation, or (d) frequent requirement to work outdoors, or (e) requirement to use Visual Display Unit equipment more or less continuously on most days. |
| Level 3: | (a) Frequent exposure to unpleasant working conditions, or (b) occasional exposure to highly unpleasant working conditions. |
| Level 4: | (a) Some exposure to hazards, or (b) frequent exposure to highly unpleasant working conditions. |
| Level 5: | Considerable exposure to hazards |
Definitions and notes:
Exposure to unpleasant working conditions is rare (level 1) is appropriate where exposure to unpleasant working conditions occurs on average less than three times a month.
Unpleasant working conditions (levels 1 to 3) includes direct exposure to dirt, dust, smell, noise, inclement weather and extreme temperatures, controlled (by being contained or subject to health and safety regulations) chemicals/samples. Verbal aggression should also be treated as an unpleasant working condition. This level also includes being in the vicinity of, but not having to deal personally with, body fluids, foul linen, fleas, lice, noxious fumes (i.e. highly unpleasant working conditions if there is direct exposure).
Highly unpleasant working conditions (levels 3b to 4b) means direct contact with (in the sense of having to deal with, not just being in the vicinity of) uncontained body fluids, foul linen, fleas, lice, noxious fumes.
Some exposure to hazards (level 4a) is appropriate where there is scope for limiting or containing the risk (e.g. through panic alarms or personal support systems) such as accident and emergency departments and acute mental health wards. Considerable exposure to hazards (level 5) is appropriate where there is exposure to hazards on all or most shifts and where the scope for controlling or containing the exposure is limited for example, emergency ambulance service work. This level does not apply in situations where potential hazards (chemicals, laboratory samples, electricity, radiation) are controlled through being contained or subject to specific health and safety regulations.
Rare means less than three times a month on average.
Occasional means three times a month or more on average.
Frequent means several times a week with several occurrences on each relevant shift. Driving to and from work is not included.
1.4 A number of models of weighting and scoring were tested. They all had a similar effect on the rank order of jobs. The changes occasioned by different models had a very limited effect. It was agreed that in order to effect significant changes to the rank order, very extreme weighting would need to be applied and this could not be justified.
1.5 The model has a maximum of 1,000 points available. The number of points available for each factor is distributed between the levels on an increasing whole number basis. Within the available maximum number of points for the scheme, the maximum score for each factor has a percentage value, the values being the same for similar factors. The allocation of total points to factors is set out below.
Responsibility: 6 factors: – maximum score 60: – 6 x 60 = 360 – 36% of all available points in the scheme.
Freedom to act: 1 factor: – maximum score 60: – 1 x 60 = 60 – 6% of all available points.
Knowledge: 1 factor:– maximum score 240: – 1 x 240 = 240 –24% of all available points.
Skills: 4 factors:– maximum score for each 60: – 4 x 60 = 240 –24% of all available points.
Effort and environmental: 4 factors: – maximum score for each 25: – 4 x 25 = 100: – 10% of all available points.
| Factor | Level | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1. Communication and relationship skills | 5 | 12 | 21 | 32 | 45 | 60 | ||
| 2. Knowledge, training and experience | 16 | 36 | 60 | 88 | 120 | 156 | 196 | 240 |
| 3. Analytical skills | 6 | 15 | 27 | 42 | 60 | |||
| 4. Planning and organisation skills | 6 | 15 | 27 | 42 | 60 | |||
| 5. Physical skills | 6 | 15 | 27 | 42 | 60 | |||
| 6. Responsibility – patient/client care | 4 | 9 | 15 | 22 | 30 | 39 | 49 | 60 |
| 7. Responsibility – policy and service | 5 | 12 | 21 | 32 | 45 | 60 | ||
| 8. Responsibility – finance and physical | 5 | 12 | 21 | 32 | 45 | 60 | ||
| 9. Responsibility – staff/HR/leadership/training | 5 | 12 | 21 | 32 | 45 | 60 | ||
| 10. Responsibility – information resources | 4 | 9 | 16 | 24 | 34 | 46 | 60 | |
| 11. Responsibility – research and development | 5 | 12 | 21 | 32 | 45 | 60 | ||
| 12. Freedom to act | 5 | 12 | 21 | 32 | 45 | 60 | ||
| 13. Physical effort | 3 | 7 | 12 | 18 | 25 | |||
| 14. Mental effort | 3 | 7 | 12 | 18 | 25 | |||
| 15. Emotional effort | 5 | 11 | 18 | 25 | ||||
| 16. Working conditions | 3 | 7 | 12 | 18 | 25 |
| Band | Job weight |
|---|---|
| 1 | 0-160 |
| 2 | 161-215 |
| 3 | 216-270 |
| 4 | 271-325 |
| 5 | 326-395 |
| 6 | 396-465 |
| 7 | 466-539 |
| 8a | 540-584 |
| 8b | 585-629 |
| 8c | 630-674 |
| 8d | 675-720 |
| 9 | 721-765 |
