pay equity commissionpay equity commission step by step to pay equity mini-kit this kit is for...

Pay Equity Commission

Step by Step to Pay Equity

Mini-Kit

This Kit is for information only and is not intended to restrict Review Officers or the Pay Equity Hearings Tribunal in their determination of matters. Refer to the Pay Equity Act for exact interpretation.

Step by Step to Pay Equity (Mini-Kit)

This publication is the copyrighted material of and owned by Her Majesty the Queen in right of Ontario, © Queen's Printer for Ontario, 2013. Unauthorized reproduction of this material is strictly prohibited.

Le present document est asussi disponible en français sous le titre « Guide pratique de l’équité salariale (Mini-trousse) » [978-1-4606-1996-4 (version imprimée) 978-1-4606-1998-8 (version PDF).

Disclaimer

This Kit is for information only, and is not intended to restrict Review Officers or the Pay Equity Hearings Tribunal in their determination of matters. Refer to the Pay Equity Act for exact

interpretation.

Date Published: December 2013

ISBN: 978-1-4606-1995-7 (PDF) ISBN: 978-1-4606-1993-3 (Print)

ISBN: 978-1-4606-1994-0 (HTML)


Table of Contents

Introduction ................................................................................................................................................................. 4

About this Kit ............................................................................................................................................................... 4

Employer Information ................................................................................................................................................ 4

Job Classes/Job Rates ............................................................................................................................................. 5

Definitions ................................................................................................................................................................ 5

Job Analysis ................................................................................................................................................................ 6

Introduction ............................................................................................................................................................. 6

Factors/Sub-Factors .................................................................................................................................................. 7

Factors: Skill, Effort, Responsibility and Working Conditions ......................................................................... 7

Sub-Factors: ........................................................................................................................................................... 8

Creating a Weighting Formula ................................................................................................................................. 9

Job Evaluation System ............................................................................................................................................ 10

Rating Results & Comparisons .............................................................................................................................. 10

Retroactivity .............................................................................................................................................................. 12

Maintaining Pay Equity ............................................................................................................................................ 12

Resources ................................................................................................................................................................. 12

Templates ...................................................................................................................................................................... 13

Template 1: Employer Information ........................................................................................................................ 14

Template 2: Job Classes/Job Rates ..................................................................................................................... 15

Template 3: Elements of Work ............................................................................................................................... 16

Template 4: Create a Weighting Formula ............................................................................................................ 20

Template 5: Calculating the Point Values of Levels ........................................................................................... 21

Template 6: Master Job Evaluation (JE) System ................................................................................................ 22

Template 7: Rating Sheet ....................................................................................................................................... 27

Template 8: Master Job Evaluation Summary Rating Sheet ............................................................................ 32

Template 9: Rating Results & Comparisons ........................................................................................................ 34


Introduction

The purpose of the Pay Equity Act (the Act) is to redress systemic gender discrimination in compensation for work performed by employees in female job classes. Section 4 (1)

Systemic gender discrimination in compensation shall be identified by undertaking comparisons between each female job class in an establishment and the male job classes in the establishment in terms of compensation and in terms of the value of the work performed. Section 4 (2)

You need to retain all information and documents that pertain to pay equity as there is no limitation period in the Act. This means that an employer or former employee may launch a complaint about non-compliance at any time and an investigation into the complaint may be retroactive to the date when the employer should have implemented pay equity.

About this Kit

This Kit sets out the basic steps for achieving pay equity under the Act for private sector employers. It is most suitable for employers who came into existence after January 1, 1988 or who were in existence on that date but had less than 100 employees. Employers who had 100 or more employees on December 31, 1987 are required to follow the steps set out in Part II of the Act.

We recommend that you refer to the Guide to Interpreting Ontario’s Pay Equity Act for detailed information about the law’s requirements and to determine if Part II applies to you.

Employer Information

Employer/Employee:

In the majority of cases there is only one recognizable employer. If it is not clear who the employer is, consideration should be given to who has overall responsibility for financial and compensation practices; who hires; who terminates; who disciplines and who sets policy.

Employees are all full-time, part-time, seasonal, casual workers, contract workers, students working while at school and employees in management positions. Temporary agency workers and students working only during their vacation are not covered by the Act.

Implementation and/or start-up date:

This Kit is developed for private sector employers that:

i. Came into existence before December 1, 1987 and had between 10 and 99 employees at that time.

Achievement Date: January 1, 1993

ii. Came into existence after December 1, 1987

Achievement Date: date when you hired your 10th employee.

My achievement date is:

http://www.payequity.gov.on.ca/en/resources/guide/ope/index.php


Establishment(s):

Pay equity must be achieved in each of the employer’s establishments. List all locations where you conduct business. If you have several locations within the same municipality, county or territorial district, they will all belong in the same establishment.

For example, a business that has a warehouse and offices in Ottawa would be one establishment. If the same business also has a warehouse in Toronto, the Toronto warehouse can be considered a separate establishment. The employer has the option to expand the definition of “establishment” and consider all operations wherever located as one establishment.

Unions:

For further information about the role of unions, please contact the Pay Equity Office.

Note:

If you have more than one establishment, complete one worksheet for each establishment.

Job Classes/Job Rates

Definitions

Job classes are one or more positions that have 4 things in common:

1. Similar duties and responsibilities; 2. Similar qualifications; 3. Are filled by similar recruiting procedures, and 4. Have the same compensation schedule, salary range or range of salary rates.

To determine gender of the job classes (female, male, or gender neutral job classes) consider the following:

If 60% of the incumbents are female, it's a female job class;

If 70% are male, it's a male job class;

If there are about the same number of females and males, it may be gender neutral;

You should also consider the gender that is usually associated with that kind of work (gender stereotype) and if you are doing pay equity retroactively to your achievement date, you should also consider the gender of the employees who have done the work in the past (historical incumbency).

To determine job rate:

Use the highest rate of compensation for a job class

Compensation means all payments and benefits provided to a person who performs functions for the organization.


Tips

Only female and male job classes are part of the pay equity process. Gender neutral job classes are not part of the pay equity process.

Consider past numbers, present percentages and stereotypes to determine gender. If none of these apply, you may then have a gender neutral job class.

Consider what would best serve the intent and purpose of pay equity (to redress discrimination in compensation for women’s jobs).

Historical incumbency is not applicable if you are a new business implementing pay equity at start up.

Job Analysis

Introduction

The Act requires that job classes be valued using the following criteria: skill, effort, responsibility

and working conditions. Before jobs can be valued, it is important to understand the content of

jobs.

When using this kit, it is important to capture elements of work so that it is consistent with the

requirements of the job class. You must separate the job from the person – it is the job that is

being rated, not the individual. Also focus on the facts – do not overstate or understate duties,

knowledge, skills, abilities, and other characteristics. Exclude skills that an incumbent may have

that are not required by the position. Finally, ensure that responsibilities and authority to make

decisions are attributed to the correct job classes.

Job Evaluation:

Job evaluation is a process for determining the relative value of jobs classes using job information.

Relative Value:

Job evaluation is concerned only with job content.

Job evaluation is a tool to identify the relative value of jobs classes within an organization. It is not

about determining whether a job class in one organization is paid the same as a similar job class

in another organization or what market forces are at play. These issues are separate from job

evaluation and from pay equity, which is an internal process.

Gathering Job Information:

The objective of job analysis is to identify the content of jobs in terms of tasks and responsibilities,

relationships to other jobs and the conditions under which the work is performed.


For pay equity purposes, there must be enough job content information to allow a comparison

between female and male job classes in the organization, based on consistent definitions of skill,

effort, responsibility and working conditions for the workplace applicable to all of the job classes.

Interview employees

Have employees fill out questionnaires

Prepare job statements/descriptions

Conduct desk audits, or

Any combination of the above

Be gender neutral:

To ensure fairness, it is necessary to have complete, accurate, up-to-date and gender neutral job

information.

Factors/Sub-Factors

Factors: Skill, Effort, Responsibility and Working Conditions

Skill:

This factor measures the skill required to do the job which includes education and experience.

Knowledge, Education, Experience

Interpersonal Skills/Contacts

Problem Solving/Judgement

Effort:

Mental Effort:

While all jobs require some mental effort, this factor measures the amount of attentiveness and/or concentration when it becomes a consideration in performing the job.

Physical Effort:

This factor measures the amount and frequency of physical activity – light, medium and heavy – and the duration in the job.

Responsibility:

This factor measures the level of accountability for things like confidentiality, decisions, quality control, production, financial, human, information and material resources, results, safekeeping and teamwork.

Working Conditions:

This factor measures the frequency and degree of exposure to disagreeable elements and hazards in the physical and psychological environment, such as deadlines, conflict, health hazards, interruptions, stress, noise from open office environments, crowded conditions, and confined awkward spaces.


The checklist (Template 3) contains common aspects/elements of work that describe the four factors and a combination of these elements is usually present in most workplaces. Keep in mind that this list is not exhaustive. You can use it as is to identify the aspects of work in your workplace or you can amend it by adding any work elements that exist in your particular workplace.

Take care not to double-count: Double-counting occurs when you choose elements of jobs that give value to work twice. Example: manual effort is sometimes considered a skill and at other times an effort; financial information is usually considered under Responsibility for Financial Resources, unless your system doesn’t have a financial sub-factor, in which case you might count this under Responsibility for Information Resources; or when you evaluate communication skills under "Communication Skills/Contacts", make sure you don't also value these skills under "Responsibility for Supervision/Human Resources”.

Determine what job content is to be covered by which factor and do so consistently for each job.

Sub-Factors:

It is difficult to grasp the scope of the work content just by looking at the four factors required by the Act. Therefore skill, effort, responsibility and working conditions are usually broken down into general descriptive categories. In other words, each factor can be divided into sub-factors (Figure 1). This more detailed tool is commonly referred to as a job evaluation (JE) system.

Figure 1

Your JE system must show an overall balance of the sub-factors so that the work of both

female and male job classes is identified and valued fairly. The sub-factors you choose

should reflect your organization's goals, products and services, and what your organization

pays employees to do.


Creating a Weighting Formula

This section will help you create an appropriate job evaluation (JE) system that suits the content of

all the jobs in the workplace, and can capture job information as well as value the work.

Creating a Point Value System:

This method provides a rational distribution of points for your job evaluation system, because it reflects your organization's values. Remember, these values are determined by the weighting you assign to the four factors of skill, effort, responsibility and working conditions.

Once your system has been created, this same system will be used to evaluate all of your job classes.

The following is a step by step instruction to help you determine the point value for each level in your evaluation system. You will need to use Template 5 and Template 6 of the Mini-Kit.

The Point Formula:

Decide the total number of points for your system. The majority of systems use 1,000 points to make calculations easier. Therefore if a job class was rated at the top level for every sub-factor in the system, the total points for that job class would be 1,000.

Step 1: Determine the percentage for each factor (Template 4)

Take the percentage for each factor and multiply it by 10 to determine the points assigned to each factor.

Example: If skill is weighted at 35% of the system, then the total points would be 350 (10 x 35 = 350 points)

Step 2: Distribute the percentage allotted for each across your sub-factors (Template 4)

Take the percentage for each sub-factor and multiply it by 10 to determine the points assigned to each sub-factor.

Example: If communication skill is weighted at 10% of the system, then the total points would be 100 (10 x 10 = 100 points).

Step 3: Determine the total points for each level (Template 4)

Divide the total number of points assigned to each sub-factor by the number of its levels.

Example: If communication skill has 100 points, divide 100 by the number of levels (4). Each level is assigned 25 points.

Level 1 = 25 points

Level 2 = 50 points

Level 3 = 75 points

Level 4 = 100 points

If the sub-factor had 5 levels, then the total points for each level would be 20 points.


Step 4: Shade up or down when you need more flexibility (Template 5)

This system provides flexibility by allowing levels to be shaded up or down. Use the "+" or "-" factor to rate job classes that do not fit the definition of the sub-factor's level.

Example: if a job class fits best in Level 2 under the Communication skills sub-factor, but on occasion the person doing this job has to provide explanations on complex material, the job class may be scored properly at Level 2+.

To calculate points for the "+" or "-" factor, divide the number of points allotted to Level 1 by 3, and add or subtract that amount.

Example: If each level of the Communication Skills has 25 points, divide 25 by 3.

The "+" or "-" factor is 8.3 points. Add or subtract that amount from the appropriate level.

Note: You will need to round off your numbers.

To work out the point formula for your workplace, use Template 5 to insert the factor and sub-factor percentage weights and to calculate points for each sub-factor's level.

Job Evaluation System

To create an appropriate job evaluation (JE) system that suits the content of all the jobs in the workplace and can capture job information as well as value the work.

This Guide contains master templates for an 11 sub-factor Job Evaluation system (Template 6)

as well as Rating Sheet on (Template 7).

Remember to print one set of Job Rating Sheets for each job class in your organization and

attach the job data used to value the job classes.

Enter all evaluation results on Template 8 of this Mini-Kit to create a Master Summary Rating

Sheet.

Rating Results & Comparisons

The Rating Results & Comparisons (Template 9) contains a summary of the evaluation of each job class and will identify the male job comparators for the female job classes.

Two methods to compare jobs

The Act directs employers to use either or both of the two comparison methods for achieving pay equity for female job classes:

1. Job-to-Job (J-J) 2. Proportional Value (PV).

Pay equity is achieved when a female job class is paid at least the same as a male job class of equal or comparable value. Equal or comparable value means similar, not necessarily identical, in value.


Method 1: Job-to-Job (J-J) Comparisons/Direct comparisons

With the job-to-job comparison method, male comparator job classes of "equal or comparable" value need to be identified for each female job class. Job rate (pay and benefits) comparisons shall be made only between the female job classes and their male comparator job classes.

Different methods can be used to identify female and male job classes of equal or comparable value, such as: job clusters and banding. For more information refer to the Guide to Interpreting Ontario’s Pay Equity Act.

Under the job-to-job method, there may be unmatched female job classes – that didn’t find a male comparator. If pay equity can’t be achieved using job-to-job, then the proportional value method of comparison must be used for those unmatched female job classes.

Method 2: Proportional Value (PV) Comparisons/Indirect comparisons

Proportional value is a method of indirectly comparing female and male job classes and is used to provide pay equity for female job classes or any unmatched female job class under the job-to-job method.

Pay equity is achieved using the proportional value method of comparison when every female job class is compared to a representative group of male job classes.

Employers are required to look at the way male job classes are paid in the organization by examining the relationship between the value of the work performed and the compensation received.

To achieve pay equity using the proportional value method, employers must:

Select a representative group of male job classes;

Establish the relationship between job values and job rates;

Compare female job classes to male pay pattern

Determine job rate

Calculate retroactive pay equity adjustments where necessary; and,

Adjust job rates for female job classes where necessary

(Pay equity is achieved when the relationship between the value of the work performed and the

compensation received is at least the same for female as for male job classes.)

http://www.payequity.gov.on.ca/en/resources/proportional_calculator.php

http://www.payequity.gov.on.ca/en/resources/proportional_calculator.php


Retroactivity

Employers that did not implement pay equity according to the deadlines have to conduct pay equity job evaluations and comparisons as if these tasks were completed on time and, if necessary, make payments retroactive to the applicable deadline.

Maintaining Pay Equity Maintenance is the means by which an employer ensures that compensation practices are kept up-to-date and remain consistent with pay equity principles. Subsection 7 (1) imposes an obligation on an employer to establish and “maintain” compensation practices that provide for pay equity. Subsection 7 (2) prohibits employers and unions from agreeing to compensation practices that if implemented would result in a contravention of 7 (1).

Once pay equity is achieved:

Review job classes to capture substantial changes to job duties and responsibilities;

Evaluate new female job classes using the same system;

Assess the creation or the loss of male job classes used as comparators;

Assess changes to compensation…to name a few.

Resources

1. Publications and tools can be found online on the Pay Equity Commission’s website at www.payequity.gov.on.ca

2. Guide to Interpreting Ontario’s Pay Equity Act

3. Interactive Job Comparison Tool for Small Business

4. Create a Weighting Formula

To contact the Pay Equity Office

Send your questions to: [email protected] Or Telephone: 416-314-1896 Toll-free: 1 800-387-8813

http://www.payequity.gov.on.ca/en/resources/guide/ope/index.php

http://www.payequity.gov.on.ca/en/resources/case_tools.php

http://www.payequity.gov.on.ca/en/resources/case_tools.php

mailto:[email protected]


Templates


Template 1: Employer Information

In the space provided below, record your employer information, implementation/start-up date, number of establishment(s). If you have more than one establishment, copy one set of the Employer Information worksheet for each establishment.

If you require assistance with completing this form see pages 3-4 of the Mini-Kit.

(a) Employer:

(b) Implementation and/or start-up date:

(c) Establishment(s)/Locations:


Template 2: Job Classes/Job Rates

In the space provided below, list all the job classes in your establishment – female, male and neutral – and their job rates. List union job classes separately from non-union job classes (see pages 4-5).

Column 1 Column 2

Column 3

Column 4

Column 5 Column 6 Column 7

Column 8

Job Class (non-union or union)

Number of Females (F) in the job class

Number of males (M) in the job class

% M or F (60% F or 70% M)

Historical gender M, F or N (Neutral)

Stereotype (M or F or N)

Decision M or F or N job class

Job Rate

‘M’ is Male, ‘F’ is Female and ‘N’ is Neutral.


Template 3: Elements of Work

Check off the aspects of work that exist in all your job classes. This overview will also help you when evaluating jobs (see pages 5-7).

Skill

Ability to do detailed or routine work

Accuracy

Analytical ability

Communicating in a second language

Communication skills - verbal/written

Contacts with public/clients/staff

Counseling, advising or negotiating

Creativity

Decision-making

Dexterity

Education

Experience, on-the-job or off-the-job

Independence of action

Interpersonal skills

Interpretation or explaining (complexity)

Judgement

Knowledge, theoretical and/or technical

Knowledge of machinery

Knowledge of materials and processes

Licenses or certificates

Managerial techniques

Manual quickness

Manual or motor skills

Physical skill (co ordination)

Problem solving

Resourcefulness

Social skills


Training programs or additional self-study

Versatility

Responsibility

Accountantibility

Accuracy

Budget responsibility

Cash (responsibility for)

Confidentiality

Contact with public and/or customers/clients, etc.

Co ordination of work flow/tasks

Consequence and/or cost of errors

Details

Determining company policy

Effects of volume of work

Effect on other operations

Equipment, machinery

Financial decisions

Goodwill and public relations

Information, including confidential

Initiative required

Materials, supplies

Methods

Payroll

Personnel

Physical property

Plant and services

Products

Property

Quality of work

Records

Resources

Safekeeping


Safety and health of others

Spoilage of materials

Storage, usage, maintenance, repair of resources

Supervision of others

Training, orienting, motivating, evaluating staff

Volume of work

Mental Effort

Attention demand

Concentration using the five senses

Effects from dealing with people

Handling complaints or emergencies

Listening

Mental strain (intensity, frequency, duration)

Reading instruments

Verifying columns of numbers

Visual application

Watching a computer screen

Physical Effort

Assembly

Bending

Keyboarding

Lifting - children or adults

Lifting - inanimate objects

Manual effort

Packing

Physical strain (intensity, frequency, duration)

Pushing or pulling

Sitting for long periods of time

Speed

Standing


Working Conditions

Bodily Fluids

Cleaning up after others

Danger

Dirtiness

Disagreeableness

Exposure to accident hazard

Exposure to health hazard, eyestrain

Exposure to toxic chemicals, toners, inks

Infectious diseases, airborne viruses

Injuries – exposure to machinery, tools or equipment

Open office, crowded conditions

Monotony

Physical environment and surroundings

Physical or verbal abuse from clients or patients

Stress of multiple demands

Temperature hot or cold

Time pressure

Travel, in or out of town, trouble spots

Violence (including the threat of)


Template 4: Create a Weighting Formula

1. Manual calculation: Use the chart below to manually calculate percentages and points. Follow the directions on page 8 to help you decide on the number of levels needed and on how to calculate points for each level.

2. Enter your final formula percentages and points from your manual or interactive calculation to the Master JE System (Template 6).

Your Formula Weighting formula breakdown for each factor, sub-factor and level

Skill ( %) Weight (Points) Points for levels

% 0 1 2 3 4 5

1. Knowledge/Education/Experience % 0

2. Interpersonal Skills/Contacts % 0

3. Problem Solving/Judgement % 0

Effort ( %) Weight (Points) Points for levels

% 0 1 2 3 4 5

1. Mental Effort % 0

2. Physical Effort % 0

Responsibility ( %) Weight (Points) Points for levels

% 0 1 2 3 4 5

1. Material Resources % 0

2. Information Resources % 0

3. People, Policies and Practices % 0

4. Financial Resources % 0

Working Conditions ( %) Weight (Points) Points for levels

% 0 1 2 3 4 5

1. Environment % 0

2. Hazards % 0

100% 1000


Template 5: Calculating the Point Values of Levels

See Step 4: Creating a weighting formula on page 9

Shade up or down when you need more flexibility.

To calculate points for the "+" or "- " factor, divide the number of points allotted to each level by 3, and add or subtract that amount.

Sub-Factors 0 1- 1 1+ 2- 2 2+ 3- 3 3+ 4- 4 4+ 5- 5 5+

Knowledge/Education/Experience 0

Interpersonal Skills/Contact 0

Problem Solving/Judgement 0

Mental Effort 0

Physical Effort 0

Material Resources 0

Information Resources 0

People, Policies and Practices 0

Financial Resources 0

Environment 0

Hazards 0


Template 6: Master Job Evaluation (JE) System

Modify descriptions if needed and add your weights/points. This is your master JE System

Date:

Skill ( %) Pts Levels Descriptions

Knowledge/Education/Experience ( %)

Measures:

Education

Job knowledge

Life and work experiences

On-or-off the job training (How much time is needed to learn the job: up to 3 months, 3-6 months, 6-12 months, 1-2 years, more than 2 years)

0 0 No knowledge required, no previous experience required

1 Little acquired knowledge, little training needed

2 Some acquired knowledge, job specific courses may be needed

3 Higher level of acquired job knowledge and schooling, job specific courses, longer training period required

4 Some specialized acquired knowledge, required combination of courses or schooling required, designation or certification, may need to update skills periodically

5 Specialized acquired knowledge, advanced degree or certification, lengthy periods of training, requirement for continuous update of skills and knowledge.

Interpersonal Skills/Contacts ( %)

Measures:

Confidentiality

Customer Service

Dealing with upset or irate people

Purpose of contacts and complexity of information (not problem-solving)

Selling, negotiating, consulting, teaching/instructing, advising

Types, frequency of contacts

Written, oral communication, multiple languages

0 0 No interpersonal skills/contact required

1 Little or no communication, contacts primarily inside the company; minimal difficult or problem situations referred to higher level

2 Some communication, contacts in-out of the company: routine information; difficult contacts are referred to a higher level

3 Regular communication, contacts, in-out of the company, semi-complex information, some interpretation, persuasion, counseling and/or negotiation, handles difficult matters

4 Frequent communication, contacts in-out of the company; some complex information, to persuade, influence, sell, teach, counsel, team-build; tact, courtesy for handling difficult situations

5 Constant communication; contacts in-out of the company; may provide detailed and complex explanations, persuade,



influence, consult, advise, teach, sell, counsel, negotiate; requires sensitivity to situations and leadership

Problem Solving/Judgement ( %)

Measures:

Independence of action, judgement, use of guidelines

Interpretation, analysis

Referrals, recommendations

Simple to complex problems

0 0 No problem solving or judgement required

1 Routine and standard problem/solutions

2 Somewhat standard problems/solutions

3 Variable problems/alternative approaches and solutions

4 Non-standard problems/interpret and analyze solutions

5 Complex and unique problems/novel solutions

Effort ( %) Pts Levels Descriptions

Mental Effort ( %)

Measures:

Concentration, attentiveness

Duration, intensity of effort

Thinking, watching, listening, verifying, checking numbers, creating, designing

0 0 Activities are low intensity, less than2 hrs/day

1 Activities are low intensity, more than 2 hrs/day

2 Activities are moderate intensity, less than 2hrs/day

3 Activities are moderate intensity at 2-4 hrs/day or high intensity at less than 2 hrs/day

4 Activities are moderate intensity at more than 4 hrs/day or high intensity at 2-4 hrs/day

5 Activities are high intensity at more than 4 hrs/day

Physical Effort ( %)

Measures:


Energy required: standing, walking, lifting, keyboarding, pushing, pulling, sitting, packing, assembling, bending, twisting

Fine or coarse movements

0 0 Activities are low intensity, less than 2hrs/day







Responsibility ( %) Pts Levels Descriptions

Material Resources ( %)

Types of resources:

Consequence and cost of errors (can be losses in time, money, property)

Machinery, work aids, equipment

Materials, properties, work aids

Products, stock, inventory, tools

0 0 No material resource responsibility

1 Very limited responsibility for care/usage of materials; minimal value (calculators, supplies, mops, hand tools, shovels)

2 Limited responsibility for care/usage of materials; limited value (equipment, computers, photocopiers, lawn tractors)

3 Moderate responsibility for safe operation and/or maintenance of materials; moderate value (equipment, machinery, vehicles)

4 Considerable responsibility for safe operation/maintenance of materials; considerable value (lab/manufacturing/production equipment)

5 Extensive responsibility for safe operation/maintenance of materials; significant value (machinery, manufacturing, presses, computer systems)

Information Resources ( %)

Types of resources:


Information

Services

Add one level for confidential information.

0 0 No information resources responsibility

1 Very limited responsibility for using, recording information/data

2 Limited responsibility for using, recording, storing; use of databases and/or spreadsheets

3 Moderate responsibility for information collection; modification of databases and/or spreadsheets

4 Considerable responsibility for establishing information collection or adapting systems for use by others

5 Extensive responsibility for developing and managing systems. Same as above, but for confidential information

People, Policies and Practices ( %)

Includes HR matters:

1. Assigning work 2. Development, evaluation 3. Health and safety 4. People, supervision

0 0 No people, policies or practices responsibility

1 Little responsibility, usually supervised

2 Some responsibility, provides informal training/instruction to others

3 Limited responsibility, occasionally assigns work or coordinates the work of others, may provide input for policies



5. Performance 6. Scheduling work 7. Training 8. Well-being of others

4 Direct responsibility, may supervise unit or a few people, provides formal training, may evaluate personnel or consult, recommend on policies and practices, may be responsible for training and developing staff on work and health and safety

5 Overall responsibility on all affecting the company including health and safety, accountable for compliance with laws and regulations, develops policy, hires, fires, disciplines

Financial Resources ( %)

Types of resources and measures:

Acquisitions

Expenditures

Financial data, money

Records

Negative impact to the organization due to an error and its consequences

0 0 No financial resources responsibility

1 Infrequently involved in financial matters; little or no negative impact on organization

2 Compiles, records, maintains financial information and data, collects and balances cash transactions, may spend and collect small amounts of cash; some negative impact on organization

3 Formulates budgetary needs for unit and submits for approval, has input in fiscal policy; significant negative impact on organization

4 Formulates company budget, develops fiscal policies, approves revenue planning and expenditures, liaises with auditors, government officials, legal personnel and others; serious negative impact on organization.

Working Conditions ( %) Pts Levels Descriptions

Environment ( %)

Includes:

Dirt/dust/grease/oil/temperature

Distractions, multiple demands

Poor ventilation, verbal abuse, noise

0 0 No exposure to disagreeable elements

1 Little exposure to disagreeable elements

2 Some exposure to disagreeable elements

3 Regular or recurring exposure to disagreeable elements

4 Frequent exposure to disagreeable elements

5 Constant exposure to disagreeable elements

Hazards ( %)

Includes:

0 0 No risk of injury, harm or illness

1 Minor risk of injury, harm or illness

2 Minor to moderate risk of injury, harm or



Chemicals, fumes, smoke

Likely potential of injury, harm, illness, infectious diseases

Machinery, equipment

Threat of violence

illness

3 Moderate risk of injury, harm or illness

4 Moderate to high risk of injury, harm or illness; extra safety measures may be needed

5 High risk of injury/harm/illness; more stringent safety measures may be needed; potentially life threatening or disabling conditions may exist


Template 7: Rating Sheet

Print one for each job class

Date:

Job Title:

Gender:

Value:


Knowledge/Education/Experience ( %)

Measures:

Education

Job knowledge

Life and work experiences

On-or-off the job training (How much time is needed to learn the job: up to 3 months, 3-6 months, 6-12 months, 1-2 years, more than 2 years)

0 0 No knowledge required, no previous experience required

1 Little acquired knowledge, little training needed

2 Some acquired knowledge, job specific courses may be needed

3 Higher level of acquired job knowledge and schooling, job specific courses, longer training period required

4 Some specialized acquired knowledge, required combination of courses or schooling required, designation or certification, may need to update skills periodically

5 Specialized acquired knowledge, advanced degree or certification, lengthy periods of training, requirement for continuous update of skills and knowledge.

Interpersonal Skills/Contacts ( %)

Measures:

Confidentiality

Customer Service

Dealing with upset or irate people

0 0 No interpersonal skills/contact required

1 Little or no communication, contacts primarily inside the company; minimal difficult or problem situations referred to higher level

2 Some communication, contacts in-out of the company: routine information; difficult



Purpose of contacts and complexity of information (not problem-solving)

Selling, negotiating, consulting, teaching/instructing, advising

Types, frequency of contacts

Written, oral communication, multiple languages

contacts are referred to a higher level

3 Regular communication, contacts, in-out of the company, semi-complex information, some interpretation, persuasion, counseling and/or negotiation, handles difficult matters

4 Frequent communication, contacts in-out of the company; some complex information, to persuade, influence, sell, teach, counsel, team-build; tact, courtesy for handling difficult situations

5 Constant communication; contacts in-out of the company; may provide detailed and complex explanations, persuade, influence, consult, advise, teach, sell, counsel, negotiate; requires sensitivity to situations and leadership

Problem Solving/Judgement ( %)

Measures:

Independence of action, judgement, use of guidelines

Interpretation, analysis

Referrals, recommendations

Simple to complex problems

0 0 No problem solving or judgement required

1 Routine and standard problems/solutions

2 Somewhat standard problems/solutions

3 Variable problems/alternative approaches and solutions

4 Non-standard problems/interpret and analyze solutions

5 Complex and unique problems/novel solutions


Mental Effort ( %)

Measures:

Concentration, attentiveness


Thinking, watching, listening, verifying, checking numbers, creating, designing









Physical Effort ( %)

Measures:


Energy required: standing, walking, lifting, keyboarding, pushing, pulling, sitting, packing, assembling, bending, twisting

Fine or coarse movements








Material Resources ( %)

Types of resources:


Machinery, work aids, equipment

Materials, properties, work aids

Products, stock, inventory, tools

0 0 No material resource responsibility

1 Very limited responsibility for care/usage of materials; minimal value (calculators, supplies, mops, hand tools, shovels)

2 Limited responsibility for care/usage of materials; limited value (equipment, computers, photocopiers, lawn tractors)

3 Moderate responsibility for safe operation and/or maintenance of materials; moderate value (equipment, machinery, vehicles)

4 Considerable responsibility for safe operation/maintenance of materials; considerable value (lab/manufacturing/production equipment)

5 Extensive responsibility for safe operation/maintenance of materials; significant value (machinery, manufacturing, presses, computer systems)

Information Resources ( %)

Types of resources:

0 0 No information resources responsibility

1 Very limited responsibility for using, recording information/data




Information

Services

Add one level for confidential information.

2 Limited responsibility for using, recording, storing; use of databases and/or spreadsheets

3 Moderate responsibility for information collection; modification of databases and/or spreadsheets

4 Considerable responsibility for establishing info collection, or adapting systems for use by others

5 Extensive responsibility for developing and managing systems. Same as above, but for confidential information

People, Policies and Practices ( %)

Includes H.R. matters:

1. Assigning work 2. Development, evaluation 3. Health and safety 4. People, supervision 5. Performance 6. Scheduling work 7. Training 8. Well-being of others

0 0 No people, policies or practices responsibility

1 Little responsibility, usually supervised

2 Some responsibility, provides informal training/instruction to others

3 Limited responsibility, occasionally assigns work or coordinates the work of others, may provide input for policies

4 Direct responsibility, may supervise unit or a few people, provides formal training, may evaluate personnel or consult, recommend on policies and practices, may be responsible for training and developing staff on work and health and safety

5 Overall responsibility on all affecting the company including health and safety, accountable for compliance with laws and regulations, develops policy, hires, fires, disciplines

Financial Resources ( %)

Types of resources and measures:

Acquisitions

Expenditures

Financial data, money

Records

Negative impact to the organization due to an error and its consequences

0 0 No financial resources responsibility

1 Infrequently involved in financial matters; little or no negative impact on organization

2 Compiles, records, maintains financial information and data, collects and balances cash transactions, may spend and collect small amounts of cash; some negative impact on organization

3 Formulates budgetary needs for unit and submits for approval, has input in fiscal policy; significant negative impact on organization

4 Formulates company budget, develops fiscal policies, approves revenue planning and expenditures, liaises with auditors,



government officials, legal personnel and others; serious negative impact on organization.


Environment ( %)

Includes:

Dirt/dust/grease/oil/temperature

Distractions, multiple demands

Poor ventilation, verbal abuse, noise

0 0 No exposure to disagreeable elements

1 Little exposure to disagreeable elements

2 Some exposure to disagreeable elements

3 Regular or recurring exposure to disagreeable elements

4 Frequent exposure to disagreeable elements

5 Constant exposure to disagreeable elements

Hazards ( %)

Includes:

Chemicals, fumes, smoke

Likely potential of injury, harm, illness, infectious diseases

Machinery, equipment

Threat of violence

0 0 No risk of injury, harm or illness

1 Minor risk of injury, harm or illness

2 Minor to moderate risk of injury, harm or illness

3 Moderate risk of injury, harm or illness

4 Moderate to high risk of injury, harm or illness; extra safety measures may be needed

5 High risk of injury/harm/illness; more stringent safety measures may be needed; potentially life threatening or disabling conditions may exist


Template 8: Master Job Evaluation Summary Rating Sheet

Summary sheet – list jobs in descending order in terms of value, then indicate gender and job rates

Master Summary Rating Sheet

KEE: Knowledge/Education/Experience

IS: Interpersonal Skills

PS/C: Problem-solving/Contacts

ME: Mental Effort

PE: Physical Effort

MR: Material Resources

IR: Information Resources

PPP: Personnel, Policies and Practices

FR: Financial Resources

ENV: Environment

HAZ: Hazards

Job Classes Gender M/F

KEE IS PS/C ME PE MR IR PPP FR ENV HAZ Total Value

$


Job Classes Gender M/F

KEE IS PS/C ME PE MR IR PPP FR ENV HAZ Total Value

$


Template 9: Rating Results & Comparisons

In descending value, list your job classes, their gender, points and job rates. Use this sheet to

identify comparators (see pages 9-10).

Job # Job Classes Gender Points Current $ Adjusted $

1

2

3

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9

10

11

12

13

14

15

16

17

18

19

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21

22

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25

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28

29

30

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