The Employer's Handbook: An Essential Guide to Employment Law Personnel Policies and Procedures

Product Information

The correct way to identify a suitable profile is not by looking at factors 2 and 12 but by using the principle purpose of the job in the job descriptions and comparing this with the job statement at the top of a profile. 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. Disputes over whether a job has changed significantly should be resolved through the local grievance procedure or a local arbitration process. If your current practices, in partnership do not comply with this advice, JEG recommends that you revisit matching outcomes to ensure they are robust. For additional specialist knowledge, indicators of level 6 knowledge, acquired primarily through experience are, for example, a requirement to have worked:

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. 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. Please be aware that skills levels used by education and qualification organisations, e.g. Skills for Health (SfH), are not equivalent to NHS JE Scheme factor levels. For example a SfH level 2 does not equate to a band 2 job or even that the KTE is level 2. Ensuring and maintaining capacity is essential to ensure thorough and timely application of job evaluation practices.There had been some developments, mainly from the early 1980s onwards, in response to increasing tensions within the system, for example: 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. Judgements involving highly complex facts or situations, which require the analysis, interpretation and comparison of a range of options. 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. in the specialist area and to a clear and substantial programme of knowledge development, e.g. rotating and actively participating in all aspects of the specialist work, attending appropriate study days and short courses, undertaking extended self-study.

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: A sufficiently large number of factors to ensure that all significant job features can be measured fairly. Planning and organisation of a broad range of complex activities (level 4) includes planning programmes which impact across or within departments, services or agencies. All of these options may entail some cost to the organisation and the following questions will need to be considered carefully before proceeding: b) presenting complex, sensitive or contentious information to a large group of staff or members of the public, orA human resources professional required to have sufficient additional knowledge gained through experience to be able to be the autonomous HR adviser for a directorate or equivalent organisational area, or for an equivalent subject area of responsibility. 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. 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. 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. d. Employees should have the same right of review of matching or evaluations of new and changed jobs, as in the original exercises.

Information required for matching, which is not usually included in job descriptions of person specifications (for example, in relation to the effort and environment factors) can be collected by other means, for instance, by short questionnaire or through oral evidence. 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. Base level of theoretical knowledge (Level 3) equates to NVQ level 3, Vocational Qualifications level 3, GCE AS and A level, Baccalaureate Qualification Advanced or equivalent level of knowledge. implement the new common job structure and then undertake AfC matching and evaluation of new or changed jobs, or 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.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. 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. As with the difference between levels 5 and 6, and 6 and 7, not all experience delivers the required additional knowledge for level 8. 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. 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 such as would be acquired through a taught postgraduate course. 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)