PART 4.1: Job Evaluation Scheme
GUIDANCE
1. Single Status
1.1
The Local Government Single Status Job Evaluation Scheme has
been developed jointly by the National Joint Council for Local
Government Services and is attached as Appendix 1.
1.2
As a key part of the process to achieve single status all jobs
within scope of the “Green Book” (including jobs paid above
the maximum of the spine but excluding those covered by the
JNC for Chief Officers) will have to  be graded on a common
basis in accordance with equal pay legislation.  The NJC believes
that the design of its scheme meets this requirement.
1.3
The National Joint Council has also developed a users’ manual
for use in authorities where the scheme is being implemented.
2. Joint Ownership
2.1
Job evaluation gains maximum acceptance in the workplace
when it is “owned” by both the employer and the employee.
This scheme has been developed jointly by the employers and
trade unions nationally on the basis that that joint partnership
operates within the authority.
2.2
Provincial/associated councils are encouraged to support the
use of the scheme by providing training, advice and guidance as
appropriate.
2.3
Local employer and union representatives involved in
introducing and applying the scheme will need training both in
applying the scheme and in equality awareness to ensure
decisions are free from bias. 
2.4
The authority’s trade union facility agreement may need to be
reviewed to take on board the involvement of union
representatives in implementing the scheme.
Part 4.1
4.1.1

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3
Openness
3.1  Openness and transparency are crucial to the integrity of the
scheme. Information about the scheme and the process of
evaluation should be clear and accessible and communicated to
all concerned.
3.2
All employees need to know:
◆
why the scheme has been devised
◆
the principles of equal value and fairness on which it is
based
◆
the factor plan and weightings
◆
how the scheme will be applied locally
◆
the arrangements for appeals
◆
the locally agreed protection provision.
3.3
Following the local grading review, all employees will have to be
notified of their grade and appropriate pay point(s).  In
addition, individuals should be provided with the results of the
evaluation of their jobs, on request, setting out the points
scored under each factor.
4. Equality
4.1
The scheme has been designed to incorporate the principle of
equal pay for work of equal value.  The factor plan and
weightings aim to be free from gender bias and discrimination
on the grounds of race, sexuality, religion, age and disability.
4.2
In developing the scheme and the users’ manual, the Equal
Opportunities Commission (EOC) and the Commission for
Racial Equality (CRE) were consulted.
4.3
Further detailed guidance on equalities issues is set out in  the
users’ manual.
4.1.2
Part 4.1

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5. Implementation
5.1
The NJC Users’ Manual on the scheme gives detailed guidance
on the implementation of the scheme at local level.  
It covers:
◆
Equalities issues
◆
Getting started - The Steering Group
◆
Selecting jobs to evaluate
◆
Gathering job information
◆
Using the job description questionnaire (JDQ)
◆
Joint panels
◆
Evaluating jobs
◆
Grading appeals
This should be used in conjunction with the EOC Good Equal
Opportunities Practice in Analytical J E Guide and Part 4 advice
on Equal Pay and Grading.
6. Re-evaluation & Appeals
6.1
An evaluation panel should re-evaluate a job where it is claimed
that there has been a change to its content.  This change may
have resulted from the gradual addition of new features over a
period or as a result of restructuring.
6.2
Part 2 paragraph 5 of the NJC agreement establishes the right to
appeal  for a reconsideration of grading. Procedures must be
agreed locally to deal with such appeals.  The NJC has issued
joint guidance on the conduct of grading appeals.
6.3
In particular, where authorities are applying the scheme,
procedures should be developed to ensure that appeals are
decided using the scheme.  A model procedure is attached at
Appendix 2.
6.4
An employee who is dissatisfied with the grading of their job
after an evaluation using this scheme has a right of appeal on
one or more of the following grounds:
Part 4.1
4.1.3

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◆
the scheme has been wrongly applied e.g. factor levels
have been wrongly allocated, the evaluation panel has
failed to follow guidance etc.
◆
the job description questionnaire did not provide
complete information
◆
it is believed that an equivalent job is more highly graded
and paid.
6.5
All union and employer representatives involved in appeals
should be properly trained in the scheme design and operation
and equalities considerations.  They should not have been
members of the panel which initially evaluated the job under
appeal.
7. New Jobs
7.1
A new job should be evaluated by a joint panel.
8. Review
8.1
To maintain the relevance and integrity of the scheme it will be
reviewed as necessary by the National Joint Council.
8.2
At local level, joint reviews of the operation of the scheme
should be conducted regularly.
9. Further Guidance
9.1
The NJC has issued a users’ manual on the scheme and its
implementation.  This is available from LGMB, and from the
Trade Unions and Provincial Council offices.
9.2
For further guidance on job evaluation, equal pay for work of
equal value and related issues see:
◆
EOC Good Equal Opportunities Practice in Analytical JE:
A Checklist
◆
NJC Guidance on Equal Pay and Grading
4.1.4
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◆
EOC Code of Practice on Equal Pay
◆
European Union Code of Practice on Equal Pay
10. Copyright
10.1 The copyright for the Local Government Single Status Job
Evaluation Scheme is held by the National Joint Council for
Local Government Services.  It may not be reproduced in part
or in whole, nor adapted without the consent of the NJC.
Part 4.1
4.1.5

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Part 4.1: APPENDIX 1
Local Government Single Status 
Job Evaluation Scheme
(Factor Plan and Factor Guidance)
1.
Knowledge and Skills
1.1
Knowledge
1.2
Mental Skills
1.3
Interpersonal and Communication Skills
1.4
Physical Skills
2.
Effort Demands
2.1
Initiative and Independence
2.2
Physical Demands
2.3
Mental Demands
2.4
Emotional Demands
3.
Responsibilities
3.1
Responsibility for People
3.2
Responsibility for Supervision/Direction/
Co-ordination of Employees
3.3
Responsibility for Financial Resources
3.4
Responsibility for Physical Resources
4.
Environmental demands
4.1
Working Conditions
Part 4.1 Appendix 1
4.1.6

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General Factor Guidance Notes
1.
Words and phrases in the factor and factor level definitions have
their normal meanings, unless they are used in a specific
context, which is explained in these Guidance Notes.
2.
Some factor level definitions include alternative criteria for
meeting that demand level. Where a job meets more than one
of the alternatives, then the job should still be assessed at that
level, unless the combination of the relevant job features means
that it meets the criteria for the next higher level.
3.
Some factor level definitions incorporate introductory sentences
with terms "some", "considerable", "high", "major", "very major".
These represent a scale of demand; the individual phrases
should be interpreted accordingly.
4.
Part-time jobs: care must be taken when evaluating jobs known
to be undertaken on a part-time basis to avoid treating them
differently from full-time jobs. This is necessary to eliminate
discrimination against predominantly female groups.
This is especially true for those factors that require 
assessments of frequency and duration, for example, Physical 
Demands, Mental Demands and Working Conditions. It may be 
helpful, when making assessments under these factors, to 
examine the proportion of the part-timer’s working for which 
the demand occurs and to relate this to the factor  level 
definition.
For example, a School Crossing Attendant normally works 
outdoors for virtually all of their working time and should be 
assessed on this basis, even though their working hours are 
limited. This may mean that the School Crossing Attendant 
scores higher in relation to this job feature than, say, a Car 
Park  Attendant, who spends proportionately less time, but 
more actual hours outdoors. (The reduced hours outdoors of 
the School Crossing Attendant are, of course, accommodated 
through pro rata pay for hours worked.)
5.
All evaluations must reflect the job requirements and not the
abilities of the jobholder.
4.1.7
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The Knowledge and Skills Factor 
- General Guidance
1.
In order to facilitate evaluation, and avoid omission or under-
valuation of any individual job feature, the broad Knowledge
and Skills area has been divided into a number of discrete
factors. As a general rule, a specific type of knowledge and skill
should be evaluated under only one of these factors, but
distinct aspects of a skill may be evaluated under different
factors, for example:-
Language Knowledge and Skills: where a language other than
English is required for communication purposes as part of the
job, this should be assessed under the Communication and
Interpersonal Skills factor: but:
where sufficient knowledge of the structure, syntax and
alphabet of a language other than English is required, for
example, for translation or drafting purposes, then the level of
knowledge required should be assessed under the Knowledge
factor.
Word Processing/ Typing Knowledge and Skills: knowledge
of how to operate a typewriter or computer keyboard and of
associated lay-out techniques or software packages should be
assessed under the Knowledge factor: and:
the dexterity and co-ordination skills needed to achieve
required standards of accuracy and speed should be assessed
under the Physical Skills factor.
Driving or Operating Skills: knowledge of how to drive or
operate a particular type of vehicle or plant should be assessed
under the Knowledge factor: and:
the co-ordination and sensory skills needed to achieve required
standards of accuracy and safety should be assessed under the
Physical Skills factor.
2.
If a specific type of knowledge or skill is required to carry out
the job duties, then it should be assessed, even if it is only used
occasionally.
Part 4.1 Appendix 1
4.1.8

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4.1.9
Part 4.1 Appendix 1

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Knowledge
This factor measures the Knowledge required for the job. It covers all
technical, specialist, procedural and organisational knowledge
required for the job, including numeracy and literacy; knowledge of
equipment and machinery; and knowledge of concepts, ideas, other
cultures or languages, theories, techniques, policies, procedures and
practices.
It takes into account the breadth, diversity and range of knowledge
and the depth and complexity of the understanding required.
This factor does not take into account physical, mental and
interpersonal/communications skills required, as these are covered by
separate factors.
Level 1: 
The job requires knowledge of the procedures for a
limited number of tasks and the operation of associated
basic tools and equipment. The jobholder needs to be
able to follow straightforward oral and written
instructions and keep basic work records.
Level 2: 
The job requires knowledge of the procedures for a range
of tasks and the operation of associated tools and
equipment. The jobholder needs basic literacy and
numeracy skills.
Level 3: 
The job requires knowledge of the procedures for a range
of tasks, some of which, singly or in combination, are
relatively complex, and of the operation of associated
equipment and tools. Literacy and numeracy skills are
required.
Level 4: 
The job requires predominantly practical and procedural
knowledge across a technical or specialist area or an
equivalent level of organisational, procedural and policy
knowledge.
Level 5: 
The job requires theoretical plus practical and procedural
knowledge in a specialist area or an equivalent level of
organisational, procedural and policy knowledge.
Level 6: 
The job requires advanced theoretical, practical and
procedural knowledge across a specialist area or an
Part 4.1 Appendix 1
4.1.10

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equivalent level of organisational, procedural and policy
knowledge.
Level 7: 
The job requires advanced theoretical, practical and
procedural knowledge across a specialist area plus
detailed knowledge of the associated organisational
policies, practices and procedures or an equivalent level
of organisational, procedural and policy knowledge.
Level 8: 
The job requires advanced theoretical, practical and
procedural knowledge across a specialist area plus
detailed knowledge of the associated organisational
policies, practices and procedures for that and other
related specialist areas or an equivalent level of
organisational, procedural and policy knowledge.
4.1.11
Part 4.1 Appendix 1

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Knowledge - Guidance
1.
Literacy and Numeracy: references to work records and
literacy and numeracy at levels 1 - 3 relate to the levels of such
skills generally associated with the procedural and equipment
knowledge needed at the relevant level:-
Basic literacy and numeracy skills (at level 2) involve the ability
to read text, write straightforward sentences, and undertake
straightforward arithmetic functions.
Literacy skills (at level 3) include spelling, grammar and
punctuation. Numeracy skills include an understanding of
percentages and decimals.
Literacy should be considered in a broad sense (e.g. to include
map reading).
2.
Area of Knowledge: knowledge across a specialist or
technical area (at levels 4, 6 and above) means that the
jobholder requires knowledge of all the available practices and
procedures for the particular area.
Practical and Procedural knowledge (at level 4 and above) 
includes detailed knowledge of how tasks need to be 
undertaken or situations managed across a specialist area 
either directly by the job holder or in order to give advice.
Theoretical knowledge (at level 5 and above) includes
knowledge of relevant concepts and principles.
Advanced knowledge (at level 6) implies that a considerable
depth of knowledge across the relevant specialist area is
required.
Where a job covers a narrow specialist area (e.g. child
protection compared with social work generally; or bridge
maintenance compared to civil engineering generally), but
requires knowledge across the whole specialist area as essential
background or context to the work, then this should be taken
into account in assessing the level of Knowledge required. 
Specialist or technical knowledge includes understanding of the
operation of associated equipment and tools, where relevant.
Part 4.1 Appendix 1
4.1.12

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3.
Qualifications. The Knowledge factor levels are defined in
terms of the types of knowledge actually needed for the job,
with no reference to any related qualifications.
Qualification levels specified for a job may be misleading as a
means of determining the level of knowledge required. For
instance, specified qualifications may understate the level of
knowledge required, if, for example, they represent a minimum
academic qualification used as the basis only for the acquisition
of procedural job knowledge (e.g. 4 GCSEs specified for
complex clerical work). 
On the other hand, specified qualifications may overstate the
level of knowledge required, for instance, if they are used to
restrict the number of applicants for a post. 
Qualifications as a measure of knowledge required for a job may
also disadvantage (and indirectly discriminate against) those
groups in the workforce which have had less opportunity to
acquire the relevant qualifications.
Relevant qualifications and training may, however, provide an
indicator only of the type and level of Knowledge needed to
perform the job duties properly. Jobholders need not
necessarily hold such qualifications - they may have acquired an
equivalent level of knowledge through some combination of
relevant experience (work-related, or acquired through
voluntary activities or general life experience) and on- or off-the-
job training. Consider also what qualifications would currently
be expected of new jobholders.
On this basis, indicative levels of experience, training and
qualifications are shown below. The knowledge could be
gained, for example, through:-
Level 1:
A short induction period at the workplace.
Level 2:
Specific training in the job tasks, or through
previous relevant experience plus a short induction
period, or through some equivalent combination of
previous experience and training/induction.
4.1.13
Part 4.1 Appendix 1

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Level 3:
Previous formal education or training, or equivalent
experience, plus on-the job training and
experience.
Level 4:
Formal off-the job training supplemented by a short
induction period. Alternatively, the knowledge
could be gained through extended experience
and/or training in relevant areas of work.
Level 5:
A combination of formal off-the-job training and
experience in relevant areas of work over a period
of years, or through previous education to graduate
level. “Practitioner level” where knowledge of the
full range of procedures is required and some
knowledge of the theoretical basis on which they
have been developed. A job holder might have
considerable experience, but not necessarily a
professional qualification at this level. May include
part-qualified professional posts. 
Level 6:
Extended previous formal training, to graduate or
professional qualification level, or equivalent, plus
training or experience in the application of the
knowledge to the specific requirements of the job.
A job holder could be a specialist professional or a
more generalist manager with knowledge across a
range of areas.
Level 7:
Extended previous formal training, to graduate or
professional qualification level, or equivalent,  plus
training or experience in the application of the
knowledge to the specific requirements of the job,
plus experience in relevant areas of work. Either a
professional post with a considerable breadth and
depth of knowledge and experience across a
specialist area where this is a requirement of the
job or a more generalist manager who has
managerial responsibility for a range of specialist
areas.
Part 4.1 Appendix 1
4.1.14

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Level 8:
Extended previous formal training, to graduate or
professional qualification level, or equivalent, plus
training or experience in the application of the
knowledge to the specific requirements of the job, plus
extensive experience in the relevant areas of work.
4.
Equal Opportunities: account should be taken of the
knowledge of equal opportunities concepts, ideas, theories,
techniques, policies, procedures and practices, along with all
other types of knowledge required for the job.
Knowledge of other cultures should be taken into account at all
levels, where relevant.
5.
Policy Development and Advice: for policy development,
research, advisory and similar jobs, account should be taken
under this factor of knowledge of any concepts, ideas, theories,
techniques, policies, procedures and practices required for the
work, together with relevant subject area knowledge (e.g.
knowledge of housing policy, concepts, ideas, theories, statutes,
regulations etc. for a housing policy development job).
Requirements of such jobs for investigatory, analytical and 
developmental skills should be measured under the Mental 
Skills factor.
6.
First Aid Knowledge: should only be taken into account 
when it is a specific job requirement.
4.1.14a
Part 4.1 Appendix 1

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Mental Skills
This factor measures the Mental Skills required for the job. It includes
analytical, problem solving and judgemental skills. It also includes
creative and developmental skills, whether related to design, handling
of people or development of policies and procedures; and planning
and strategic skills.
It takes into account requirements to gather, collate and analyse the
facts needed to solve problems; and also requirements for imaginative
thinking.
Level 1:
The job requires judgemental skills, in order to identify
straightforward solutions to simple problems.
Level 2:
The job requires judgemental or creative skills, where
there is some need to interpret information or situations
and to solve straightforward problems.
Level 3:
The job requires analytical and judgemental or creative
and developmental skills, where there is need to interpret
information or situations and to solve varied problems or
develop solutions or plans over the short term.
Level 4:
The job requires analytical and judgemental or creative
and developmental skills to analyse and interpret
complex information or situations and to solve difficult
problems or develop solutions or plans over the medium
term.
Level 5:
The job requires analytical and judgemental or creative
and developmental skills to analyse and interpret varied
and complex information or situations and to produce
solutions or strategies over the long term.
Level 6:
The job requires analytical and judgemental or creative
and developmental skills to analyse and interpret very
varied and highly complex information or situations and
to produce solutions or strategies over the long term.
Part 4.1 Appendix 1
4.1.15

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Mental Skills - Guidance
1.
In this context, "planning" has its normal dictionary definition
of:
"the establishment of goals, policies and procedures for a social
or economic unit", 
rather than any specific meaning in the local authority context,
for example, town and country planning or economic
development.
Similarly, "analytical" has its normal dictionary meaning of:
"examining and identifying the components of the whole".
At levels 1 to 3 jobs may involve the application of ideas or 
concepts created by others but new to the organisation. At 
levels 4 to 6 jobs are likely to require innovative skills to 
develop fresh ideas or concepts.
2.
Planning Timescales: Timespans are only indicative and it is
the overall planning and analytical content of the job that
should be assessed, whether few longer-term plans/projects or
many shorter-term. References to the timescale for solutions and
planning relate to the period over which the plans are made,
not to the durability of what is planned. For example, planning
to win and deliver a 5 year education catering contract might
take months to plan. It is the months of planning, rather than
the 5 years of the contract which should be assessed. Likewise,
designing a particular structure, intended to stand for a
hundred years, might take a matter of weeks.
Indicative timescales are:-
Short term:
up to several weeks;
Medium term:
several months, up to a year;
Long term:
more than a year.
The degree of complexity involved in the work should be 
objectively assessed.
4.1.16
Part 4.1 Appendix 1

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3.
Relationship to Other Factors: the factor evaluates the Mental
Skills required by the job irrespective of the level of initiative
and independence, or its level of responsibility, which are
measured under other factors in the scheme. For example, a
computer programmer requires mental skills to design a
suitable program for a specified purpose, but may not have
made the decision for the program to be designed. The same
may apply to an architect designing a building. In both cases,
the level of Mental Skills may be high relative to the level of
Initiative and Independence.
The importance or value to the organisation of the computer
program or building is irrelevant to the assessment of the
Mental Skills required (although it may be taken into account
under the relevant Responsibility heading).
Part 4.1 Appendix 1
4.1.16a

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Interpersonal and Communication Skills
This factor measures the Interpersonal and Communication Skills
required for the job. It includes oral, linguistic, sign and written
communication skills.
The emphasis of the factor is on the purpose to which the
interpersonal and communication skills are put (for example,
training, promoting, obtaining information from others, interviewing,
gaining the co-operation of others, team working, advising,
motivating, persuading, counselling, conciliating, negotiating,
meeting the needs of others).
The factor covers the complexity or contentiousness of the subject
matter to be conveyed, and any requirements to exercise
confidentiality or sensitivity. It takes into account the nature, diversity,
cultural background and size of the intended audiences.
Level 1:
The job involves exchanging straightforward information,
usually orally, and with work colleagues, but could
include other people.
Level 2:
The job involves exchanging orally or in writing
information to inform other staff or members of the
public. Some tact may be required.
Level 3:
The job involves either:
(a)
exercising interpersonal caring skills, in order to
meet the basic welfare needs of clients: or:
b)
exercising training or motivational skills in relation
to other members of staff: or:
c)
exchanging orally or in writing varied information
with a range of audiences: or:
d)
exercising advisory, guiding, negotiating or
persuasive skills: or:
(e)
using a language other than English where there is
a need to exchange greetings and straightforward
information in that language.
4.1.17
Part 4.1 Appendix 1

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Level 4:
The job involves either:
(a)
exercising developed interpersonal caring or
training skills, in order to meet the more
demanding needs of clients: or
(b)
exercising developed training, developmental,
leadership or motivational skills in relation to other
staff: or:
(c)
exercising developed advisory, guiding, negotiating
or persuasive skills in order to encourage others to
adopt a particular course of action: or
(d)
exchanging orally and in writing complicated or
sensitive information with a range of audiences: or:
(e)
using one or more languages other than English
where there is a need to exchange complicated
information with individuals, or to identify and
respond to the needs of clients, in that language.
Level 5:
The job involves either:
(a)
exercising highly developed interpersonal caring or
training skills. in order to meet the very demanding
needs of clients: or:
(b)
exercising highly developed advisory, counselling,
negotiating or persuasive skills, or advocacy, in
order to convince others to adopt courses of action
they might not otherwise wish to take: or
(c)
exchanging orally and in writing complex and
contentious information with a range of audiences,
including non-specialists: or:
(d)
using one or more languages other than English
where there is a need to exchange orally and in
writing complicated information with groups and
individuals, or to identify and respond to the
demanding needs of clients, in that language.
Part 4.1 Appendix 1
4.1.18

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Level 6:
The job involves either:
(a)
exercising very highly developed caring or training
skills, in order to meet the exceptionally
demanding needs of clients: or:
(b)
exercising very highly developed influencing,
counselling, negotiating and persuasive skills, or
advocacy, in order to convince others to adopt
policies and courses of action they might not
otherwise wish to take: or:
(c)
exchanging orally and in writing wide ranging
complex and contentious information with a range
of audiences, including non-specialists.
4.1.19
Part 4.1 Appendix 1

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Interpersonal and Communication Skills 
- Guidance
1.
Scope of Factor: the job should be evaluated according to the
most demanding form of interpersonal or communication skill
(so, for example, a job requiring highly developed interpersonal
caring skills should be assessed at level 5, even if the written
communication skills needed are level 2 or 3 only).
Communication skills refer to oral and/or written
communication skills. Interpersonal skills, at level 3 and above,
include caring, leadership, motivational, counselling and
persuasive skills including those associated with the supervision
and management of own staff. The actual reaponsibility for
supervising employees is measured under the Responsibility for
Supervision/Direction/Co-ordination of Employees.
The level of interpersonal and communication skills takes into
account the nature of the clients, staff, and other audiences or
recipients of information. Certain individuals or groups may
require more developed skills because of their circumstances,
positions, attitudes or ability to understand the information
being conveyed.
2.
Clients: in this context, clients are people who are dependent
upon the caring skills and services of the local authority, for
example, the elderly, mentally infirm, those with mental or
physical impairments. Clients exclude internal authority
customers (as in client departments) or external customers (for
example, members of the public with planning applications),
because neither are dependent on the local authority for their
care and welfare.
The exceptional needs of clients refer to those which are
exceptionally demanding, not to those which are out of the
ordinary.
3.
Languages other than English: level definitions 3(e), 4(e) and
5(d) relate to different levels of demand for communication in
one or more languages other than English, where this is
required for effective performance of the job duties.
Part 4.1 Appendix 1
4.1.20

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The language referred to could, for example, be Welsh in a Welsh
speaking area. Or it could be a relevant ethnic minority language in
an area with significant numbers of ethnic minority residents.
4.
A recognised sign language, required for communication with
clients or members of the public, is to be treated in the same
way as a language other than English for the purposes of
applying the level definitions.
4.1.21
Part 4.1 Appendix 1

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Physical Skills
This factor measures the Physical Skills required for the job. It covers
manual and finger dexterity, hand-eye co-ordination, co-ordination of
limbs, and sensory co-ordination.
It takes into account the purpose to which the skills are put and
demands arising from the need to achieve specified standards of
speed and precision.
Level 1:
There are no particular requirements for developed
physical skills.
Level 2:
The work requires dexterity, co-ordination or sensory
skills, where there is some demand for precision in the
use of these skills.
Level 3:
The work requires dexterity, co-ordination or sensory
skills, where there is either: (a) some demand for both
precision and speed: or: (b) considerable demand for
precision, in the use of these skills.
Level 4:
The work requires dexterity, co-ordination or sensory
skills, where there are: either: (a) considerable demands
for both precision and speed: or: (b) high demands for
precision, in the use of these skills.
Level 5:
The work requires dexterity, co-ordination or sensory
skills, where there are very high demands for precision in
the use of these skills.
Part 4.1 Appendix 1
4.1.22

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Physical Skills - Guidance
1.
This factor covers all applications of Physical Skills, for example,
in operation of hand tools and other equipment. Activities
involving limited dexterity, with no requirement for developed
physical skills, for example, standing, sitting, walking, using a
pen, pencil or ruler, using a telephone, are covered by level 1.
2.
The factor covers:-
Driving Skills - where required for carrying out the job duties.
The level of skill required may vary with the context of the
driving, the size and complexity of the vehicle or plant, and the
nature of the passengers or load carried.
The driving skills required for an ordinary car, van or similar
vehicle are covered by level 2. The level of physical skills may be
higher when the nature of the load or passengers carried, the
size and complexity of the vehicle (for example, whether an
articulated vehicle, or one having ancillary equipment attached),
or the driving conditions are taken into account. Any of these
may increase the demand for precision particularly, but possibly
also speed, in the use of the skills.
Typical examples of vehicle and factor levels are: 
Car or light van - level 2
Minibus or similar - level 2 or 3
Medium van or similar - level 2 or 3
Large van or truck - level 3 or 4
Tractor, road roller, dump truck or similar - level 3 or 4
Articulated vehicle or JCB - level 4:
Note: account needs to be taken of the operation of any 
ancillary equipment e.g. tail lift. The requirement for a 
particular type of driving licence may be indicative of the level 
of skills needed.
Keyboard Skills - where required for carrying out the job
duties. The level of skill required may vary with the context,
nature and purpose of the keyboard activities, and any time
constraints.
Part 4.1 Appendix 1

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Use of a keyboard with a limited number of digits (e.g. 2-finger
operation), without any time constraints, and with the
opportunity to amend significantly, is covered by level 1. 
Level 2 requires some precision in the use of the keyboard, for
example, administrative or research jobs involving use of
computers for some aspects of the work. 
Level 3 involves elements of both precision and speed, where
the keyboard skills are integral to the main duties, for example,
computer programming, systems analysis or the use of
computerised financial management systems.
Level 4 covers the precision and speed required by specialist
keyboard operators, such as data input or word processing
operators, applying considerable precision and speed, in order
to complete tasks to the required standards and timescales.
3.
Speed - relates to the speed with which the physical skills are
exercised and not to the speed of the outcome. For example,
pressing a button to release a rocket set to fly faster than the
speed of sound requires only limited precision and speed.
The definitions relate to the standard level required for
competent performance of the job duties. Any higher rates
achieved, for example, in order to meet performance targets,
should not be taken into account.
Precision - refers to any precise action, irrespective of job
context.
4.
Consequences of Error. The outcome of the physical skills,
including the consequences of error, should not be taken into
account here, but under the appropriate Responsibility factor. If
the same degree of precision and speed is required to produce
items worth £100 and £100,000, the jobs should be assessed at
the same level on the Physical Skills factor.
5.
Previous Requirements for Physical Skills. The level of skill
required should be that needed for the job, and not any other
level required for a previous career position. Thus, a supervisor
of drivers only needs driving skills if still required to drive, or to
train others. The same applies to word processing skills for an
office manager.
Part 4.1 Appendix 1
4.1.24

---

Initiative and Independence
This factor measures the scope allowed to the jobholder to exercise
initiative and take independent actions.
It takes into account the nature and level of supervision of the
jobholder; the level and degree of direction and guidance provided
by policies, precedents, procedures and regulations; and any
requirements to organise or quality check own work.
Level 1:
The job involves following instructions which define the
tasks in detail. Minimal personal initiative is required. The
job is subject to supervisory or customer checks or close
supervision.
Level2:
The job involves working from instructions, but making
minor decisions involving the use of initiative. Problems
are referred to a supervisor/ manager. Little close
supervision is necessary beyond that provided by working
arrangements and methods.
Level 3:
The job involves working within recognised procedures,
which leave some room for initiative. The work may
involve responding independently to unexpected
problems and situations. The jobholder generally has
access to a supervisor/ manager for advice and guidance
on unusual or difficult problems.
Level 4:
The job involves working within recognised procedures,
within which the jobholder is required to organise own
workload. The work involves making decisions as to
when and how duties are to be carried out, and
responding independently to unanticipated problems and
situations. The jobholder generally has access to a
supervisor/ manager for advice and guidance on serious
problems.
Level 5:
The job involves progressing a series of activities within
recognised guidelines. The work involves making
frequent decisions and exercising initiative without ready
access to more senior officers. The jobholder consults a
supervisor/ manager for advice on policy or resource
issues.
4.1.25
Part 4.1 Appendix 1

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Level 6:
The job involves working within broad practice or
guidelines. The work involves using discretion and
initiative over a broad area of activity, with little access to
more senior officers. The job is subject to managerial
direction.
Level 7:
The job involves working within Council policies. The
work involves using wide discretion and initiative over a
very broad area of activity, with little access to others. The
job is subject to general managerial direction.
Level 8:
The job involves working within the overall policy of the
Council. The work involves using very wide discretion
and initiative over a very broad area of activity, without
recourse to others. The job is subject to minimal
managerial direction.
Part 4.1 Appendix 1
4.1.26

---

Initiative and Independence - Guidance
1.
Council Policies: all work is undertaken within Council
policies, including their development. Absence of reference to
Council policies at levels below levels 7 & 8 does not mean that
these levels are not within Council policies, but that they are
also subject to more detailed procedures, which themselves are
within Council policies. 
2.
Recommendations: jobholders may contribute to the decisions
of others by making recommendations. The initiative involved in
making such recommendations should be taken into account.
The level of initiative in making recommendations will depend
on how close to or far from the relevant decision making they
are, their degree of influence, the breadth of activity to which
they relate, and the degree of direction provided.
3.
Joint Decision Making: the nature and extent of the
jobholder's contribution to joint decision making by different
people, departments or committees should be taken into
account in assessing the level of initiative, in the same way as
with recommendations. The sharing of decision making and
action taking may reduce the level of initiative.
4.
Unexpected Problems and Situations: (at level 3) include
those where a jobholder attends a particular location to carry
out a set of duties within recognised procedures, only to find
that the situation has changed, but dealing with this is also
covered by recognised procedures.
Unanticipated Problems and Situations: (at level 4) are those
for which no recognised procedures are available to the
jobholder when decisions have to be made without reference to
a supervisor/manager.
5.
Organisation of Workload: (at level 4) includes meeting the
needs and demands of others, either internal or external. For
example, an IT support job would involve organising the
workload arising from internal customer demands. Similarly, a
housing repairs job could involve organising the workload
arising from external customer (tenant) requests for assistance.
6.
Managerial Direction: the extent ranges from managerial
direction through general to minimal. Account should be taken
of the amount, level and degree of the direction.
4.1.27
Part 4.1 Appendix 1

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Physical Demands
This factor measures the type, amount, continuity and frequency of
the physical effort required by the job. It covers stamina as well as
strength.
It takes into account all forms of bodily effort, for example, that
required for standing and walking, lifting and carrying, pulling and
pushing. It also includes the physical demands involved in working in
awkward positions, for example, bending, crouching, stretching; for
sitting, standing or working in a constrained position; and for
maintaining the required pace of work.
Level 1:
Tasks or activities are undertaken mainly in a sedentary
position, and allow for considerable flexibility of
movement. There may be limited requirements for
standing, walking, bending or stretching; or an occasional
need to lift or carry items.
Level 2:
The job involves either:
(a) 
some ongoing physical effort (for example, regular sitting
in a constrained position, or standing, or walking at a
normal pace, for long periods); or:
(b)
normally limited physical demand, but with periodic
requirements for considerable physical effort (for
example, lifting or carrying, pushing or pulling items of
light to moderate weight, rubbing or scrubbing, or
working in an awkward position).
Level 3: The job involves either:
(a)
ongoing considerable physical effort (for example, regular
lifting or carrying, pushing or pulling items of moderate
weight, rubbing or scrubbing, or working in awkward
positions): or:
(b)
normally limited or some physical demand, but with
periodic requirements for high physical effort (for
example, lifting or carrying, pushing or pulling items of
heavy weight, or working in very awkward positions).
Part 4.1 Appendix 1
4.1.28

---

Level 4: 
The job involves either:
(a) 
ongoing high physical effort (for example, frequent lifting
or carrying, pushing or pulling items of moderate or
heavy weight, rubbing or scrubbing, or working in very
awkward positions): or:
(b)
normally considerable physical demand, but with periodic
requirements for very high physical effort (for example,
lifting or carrying, pushing or pulling items of very heavy
weight, or manual digging).
Level 5: 
The job involves ongoing very high physical effort (for
example, frequent lifting and carrying, or pushing and
pulling, items of heavy or very heavy weight, or manual
digging).
4.1.29
Part 4.1 Appendix 1

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Physical Demands - Guidance
1.
Frequency and Continuity: the level definitions incorporate a
scale of frequency and continuity, as follows:-
Occasional - infrequently and/or for a short period of time -
would generally result in the job being assessed at level 1 or 2,
depending on the nature of the effort (unless the job also
involves other forms of physical effort) e.g. if the demand is
seasonal or occurring on average less than one day/shift in 10
over the year as a whole;
Periodic - more frequent than occasional, but less frequent than
regular; effort not necessarily associated with normal job duties;
Regular - in the dictionary sense of repeated; would usually be
associated with normal job duties;
Frequent - in the dictionary sense; certainly associated with
normal job duties;
Ongoing - continuous or almost continuous; associated with
the job duties undertaken for most of the working shift.
It is assumed that all relevant health and safety regulations are
complied with. However, in considering the continuity of effort,
breaks required by health and safety regulations (for example,
for VDU work or driving), or other recognised breaks, should
not be treated as breaks in the period of effort.
Demands over particular periods relate to the nature of the
work, and not to the contractual hours of the jobholder.
Considerable physical effort, for example, could be 
rubbing/scrubbing tables, painting walls or doors with a brush 
or roller, lifting/carrying piles of files or buckets of water or 
pushing a wheelchair with a child or adult occupant.
High physical effort, for example, could include scrubbing 
floors, sawing wood, lifting or carrying large containers of food 
or similar, pushing a wheelchair with a heavy occupant, 
pushing a well-laden trolley or sweeping mud or ice.
Very high physical effort, for example, could include lifting or 
carrying full dustbins, sacks of potatoes, pushing/pulling a bed 
Part 4.1 Appendix 1
4.1.30

---

with a very heavy occupant, digging heavy soil or soil below 
ground level or laying full-size paving stones.
2.
Weights: light, moderate and heavy, have their normal everyday
meanings, and are to be applied consistently, regardless of the
physical characteristics of the jobholder and  whether the duties
are normally carried out by women or by men; or by small
people or large people; or by fit or unfit people. So, a sack of
cement or a sack of potatoes is a heavy weight, even if it is lifted
and carried without obvious exertion by a tall, fit, young person.
Where mechanical aids are available, these should be taken into
account when assessing the level of demand. For instance, other
things being equal, moving sacks of potatoes with the aid of a
trolley involves less demand than lifting and carrying the sacks
over the same distance.
3.
Constrained Position: is where the jobholder has to remain in
a fixed and tensed position, in order to be able to carry out the
job duties efficiently. For example, sitting in a fixed and tensed
position at a keyboard, in order to type most efficiently and at
speed; sitting in a vehicle driving seat in a position which is
constrained by driving wheel, gear controls, brake and
accelerator, in order to drive properly; standing in a rigid
position to wash pans or operate equipment.
4.1.31
Part 4.1 Appendix 1

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Mental Demands
This factor measures the degree and frequency of the mental
concentration, alertness and attention required by the job.
It takes into account features which may make concentration more
difficult, for example, repetitive work, interruptions or the need to
switch between varied tasks or activities; and other forms of work
related pressure, for instance, arising from conflicting work demands.
It also takes into account the responsiveness required of the
jobholder.
Level 1:
The job requires general awareness and sensory attention
with short periods of concentrated sensory attention or
short periods of enhanced mental attention.
Level 2: 
The job requires general awareness and sensory
attention, with either:
(a)
medium periods of concentrated sensory attention: or
(b)
medium periods of enhanced mental attention: or
(c)
short periods of concentrated mental attention: or
(d)
some work-related pressure, for example, from 
deadlines, interruptions or conflicting demands on the 
jobholder.
Level 3: 
The job requires general awareness and sensory
attention, with either:
(a)
lengthy periods of concentrated sensory attention: or
(b)
lengthy periods of enhanced mental attention: or
(c)
medium periods of concentrated mental attention: or
(d)
considerable levels of work-related pressure, for example,
from deadlines, interruptions or conflicting demands on
the jobholder.
Level 4: 
The job requires general awareness and sensory attention
with either:
(a) 
prolonged periods of concentrated sensory attention: or:
(b)
prolonged periods of enhanced mental attention: or
(c) 
lengthy periods of concentrated mental attention: or
(d)
high levels of work-related pressure, for example, from
deadlines, interruptions or conflicting demands on the
jobholder.
Part 4.1 Appendix 1
4.1.32

---

Level 5:
The job requires general awareness and sensory attention
with either:
(a) 
prolonged periods of concentrated mental attention or:
(b)
lengthy periods of concentrated mental attention over a
range of different activities: or:
(c)
very high levels of work-related pressure, for example,
from deadlines, interruptions or conflicting demands on
the jobholder.
4.1.32a
Part 4.1 Appendix 1

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Mental Demands - Guidance
1.
Sensory Attention: attention of the senses (eyes, ears, smell),
as in watching, looking, listening, touching, smelling.
General awareness and sensory attention is the level required
for day-to-day activities, such as moving from one place to
another.
Concentrated Sensory Attention: occurs when the jobholder
needs to be particularly alert, for example, to traffic or the
actions of children; concentrating on visual or aural activities,
for example, typing, word processing, data input.
2.
Mental Attention: attention of the mind, as in thinking,
calculating.
Enhanced Mental Attention: occurs, for example, when 
undertaking the checking of documents for completeness or 
correctness (possibly of simple arithmetic), carrying out 
occasional calculations etc.
Concentrated Mental Attention: occurs, for example, when
undertaking repeated manual calculations or other work with
figures; or ordering of facts, as for instance, in report writing or
preparation of a presentation.
3.
Timespans: demands are affected by the period for which the
attention is needed:-
Short periods - periods of minutes, up to, say, one hour.
Medium periods - periods of between one and two hours.
Lengthy periods - periods of hours at a time, for example, 
most of the morning or afternoon.
Prolonged periods - all or most of a working day.
Notes: 1 - the frequency of the mental demand must be 
considered when assessing this factor. Very occasional or 
infrequent mental demands would be insufficient to score 
above level 1.
2 - where evaluating a part-time job, which can equally be 
done on a full-time basis then it should be assessed as if it 
were a full-time job.
Part 4.1 Appendix 1
4.1.33

---

Breaks required by health and safety regulations (for example,
for VDU work or driving), or other recognised breaks, should
not be treated as breaks in the period of attention.
Demands over particular periods relate to the nature of the
work, and not to the contractual hours of the jobholder.
4.
Work-Related Pressures arise from features outside the control
of the jobholder. Possible sources include interruptions,
conflicting demands (more than one person requiring assistance
simultaneously), constraining deadlines (for example, post or
bank deadlines; administrative or service delivery deadlines;
financial deadlines) or other time pressures. The nature and
impact of interruptions should be taken into account. For
example, answering a telephone call where this is an integral
part of the job should not be viewed as an interruption but can
be viewed as work-related pressure. Unavoidable interruptions
are where the jobholder has no opportunity to make themselves
“unavailable” and where there is a need to divert attention from
what is being done to meet the demands of the person making
the interruption.
Volume of work, as such, should not be taken into account and
is better dealt with in other ways. Otherwise decreasing volumes
of work (through additional staff being appointed) could result
in down-scoring of jobs; or increasing volumes of work could
result in the up-grading of jobs (at the cost of desirable work
practices).
4.1.34
Part 4.1 Appendix 1

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Emotional Demands
This factor measures the nature and frequency of the Emotional
Demands on the jobholder arising from contacts or work with other
people.
It takes into account the situation in which the contacts or work with
other people occur, for example, whether they are angry, difficult,
upset or unwell; or whether their circumstances are such as to cause
stress to the jobholder, for example, if the people concerned are
terminally ill, very frail, at risk of abuse, homeless or disadvantaged in
some other way.
Level 1: 
The job involves limited contact with, or work for, other
people, which through their circumstances or behaviour
place minimal emotional demands on the jobholder.
Level 2: 
The job involves contacts with, or work for, people,
which through their circumstances or behaviour
occasionally place emotional demands on the jobholder.
Level 3: 
The job involves contacts with, or work for, people,
which through their circumstances or behaviour either:
(a) 
regularly place emotional demands on the jobholder or:
(b) 
occasionally place significant emotional demands on the
jobholder.
Level 4: 
The job involves contacts with, or work for, people,
which through their circumstances or behaviour either:
(a)
regularly place significant emotional demands on the
jobholder or
(b)
occasionally place intense emotional demands on the
jobholder.
Level 5:
The job involves contacts with, or work for, people,
which through their circumstances or behaviour regularly
place intense emotional demands on the jobholder.
Part 4.1 Appendix 1
4.1.35

---

Emotional Demands - Guidance
1.
Sources of Emotional Demands: covers demands arising from
people-related features of the job (in contrast to the Mental
Demands factor which covers demands arising from work-
related features). Emotional demands are those which cause
emotional pressure and may result in the jobholder feeling
upset, or grieved, or angry.
Job features must be looked at objectively. Account should still
be taken of the source of the emotional demand, where
individual jobholders, who deal frequently with it, may learn to
"cope" and not to demonstrate the emotional pressure on them. 
It is assumed that all relevant precautions are taken, that the
jobholder is trained to deal with the relevant people and
complies with health and safety procedures.
2.
The 'people' who impose emotional demands may include the
public, local authority members, other employees of the local
authority or other organisations (internal and external clients;
customers; users of services provided by the jobholder). They
exclude immediate work colleagues, because changes in
personnel could otherwise result in changes to the evaluation.
3.
Verbal Abuse experienced by the jobholder, whatever the
source, is not measured under this factor heading, but is treated
as a form of people-related unpleasant condition under the
Working Conditions factor heading.
4.
Level of Emotional Demand:
Exposure to an emotional demand where the jobholder is 
required to deal with distressing, disturbing subject matter, for 
example, attending minuting and typing notes from child 
protection case conferences and associated telephone contact 
should be assessed under this factor.
Significant and intense emotional demands at levels 3, 4 and 5 
should be assessed only where the demand forms an expected 
part of the job role and the jobholder has direct responsibility 
to deal with those imposing the demands.
4.1.36
Part 4.1 Appendix 1

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Significant emotional demands include those arising from
dealing with those who are frail or have physical or mental
impairments, or are seriously disadvantaged through
homelessness.
Intense emotional demands include those arising from dealing
with terminally ill clients, cases of child abuse or where the
necessary actions of the jobholder may cause genuine distress
to, or be in conflict with the wishes of, the client (for example,
transfer from own home to residential care, removal of child to
foster care).
5.
Frequency of Emotional Demand:
Where emotional demands occur rarely (e.g. less than twice a 
year) level 1 would normally apply. However, if a jobholder 
experiences significant or intense emotional demands rarely, 
level 2 may be appropriate.
Occasional - taking place from time to time, not frequent or 
regular and/or for a short period of time;
Regularly - in the dictionary sense of repeated within the
normal cycle of activity.
Part 4.1 Appendix 1
4.1.37

---

The Responsibility Factors - General Guidance
1.
The scheme distinguishes 4 types of responsibility:
- Responsibility for People;
- Responsibility for Supervision/Direction and 
Co-ordination of Employees;
- Responsibility for Financial Resources;
- Responsibility for Physical Resources
to ensure that the diverse responsibilities of the wide range of
local authority jobs are considered.
A job may have any combination, and to any extent, of direct
responsibilities, and each should be considered separately. For
example, management of a nursing home includes responsibility
for the health and well-being of the residents (Responsibility for
People), direction and co-ordination of staff (Responsibility for
Supervision), budgetary responsibility (Responsibility for
Financial Resources) and responsibility for residents' records
(Responsibility for Physical Resources).
2.
Contributions to a Shared/Joint Responsibility. Each job
should be assessed according to its actual contribution to an
overall responsibility, as different people, departments or
committees may have a direct responsibility. For example, an
accountant in Financial Services may directly contribute to the
setting and monitoring of the budget and longer term financial
planning of a nursing home's maintenance programme
(Responsibility for Financial Resource) whilst the home's
manager has budgetary control responsibility for the
programme (Responsibility for Financial Resources), which is
managed by a maintenance manager (Responsibility for Physical
Resources).
The same principles apply in client contractor situations.
The actual responsibility of a jobholder who shares, or
contributes to, the same responsibility as others should be
assessed. For example, there is no dilution of responsibility
where a jobholder is responsible for the careful use of a piece of
equipment for the whole shift, even when other jobholders
have responsibility for the same equipment on other shifts.
4.1.37a
Part 4.1 Appendix 1

---

On the other hand, there is considerable dilution of
responsibility for a piece of equipment, which is shared by a
team of employees on the same shift, but which the jobholder
uses only occasionally.
Sharing of responsibility is normally with other employees, but
could equally be with others (for example, with clients, for
pensions, when collected by the jobholder; or residents, for
security of residential premises). The nature and degree of the
jobholder's responsibility for resources is more important in
assessing demand than who owns them.
3.
Direct Responsibilities and Impact. The following examples
illustrate circumstances where the Responsibility factors are
concerned with the direct impact of the job. An accounts job in
a charity has a direct Responsibility for Financial Resources, but
no Responsibility for People. A job involving home visits to the
charity's clients has a direct Responsibility for People, but
possibly no Responsibility for Financial Resources. The job of
the charity's shopworker involves some Responsibility for People
(those who visit the shop) and some Responsibility for Financial
Resources (the shop receipts).
The impact of a failure to carry out the responsibilities properly
(for instance, delays, inconvenience or discomfort to others,
financial loss, lower quality service) may be a useful indicator of
the level of responsibility.
4.
Other Responsibilities. The Responsibility factors also take 
account of any responsibility the jobholder may have through 
the provision of advice and guidance on policies and 
procedures, research or the adaptation or development of 
existing or new policies and procedures. However in all but a 
few exceptional situations this responsibility will relate to only 
one of the four Responsibility factors even though there may 
be a “knock-on” impact under another factor. It is therefore 
important to identify before evaluating the job under any 
Responsibility factor whether the job role encompasses a 
responsibility for advice and guidance or policy development 
and if so in which factor the main influence lies.
Part 4.1 Appendix 1
4.1.37b

---

For example:
Where the policy development, advisory or research 
responsibilities of jobs are mainly focused on policies which 
relate to the physical, mental, social, economic or 
environmental “well-being” of people (within, as well as 
external to, the Authority), they should be assessed under the 
Responsibility for People factor.
Where such responsibilities are mainly focused on the 
Authority’s policies with regard to the ways in which its 
employees are managed, disciplined or paid, they should 
normally be recognised under the Responsibility for 
Supervision factor.
If the main focus is on the financial policies and/or financial 
well-being of the Authority, then this should be taken into 
account under the Responsibility for Financial Resources 
factor.
Finally if the main focus is on the Authority’s policies in 
relation to any form of physical resource, including 
information, this should be assessed under the Responsibility 
for Physical Resources factor.
Remember that in relation to responsibilities for policy 
development, research, advice and guidance, it is only the 
primary focus that should be considered e.g. a financial 
policy that constrains highway development should be 
considered under Responsibility for Financial Resources; while 
a highways policy that has financial implications should be 
considered under Responsibility for Physical Resources.
However, where a job genuinely has more than one main 
policy, advice or research focus, then it should be assessed 
under each relevant factor - in the same way as direct hands-on 
responsibilities are assessed under each relevant Responsibility 
factor. But, as with direct hands-on responsibility jobs, care 
should be taken to avoid double-counting the same form of 
policy development, advice or research under more than one 
heading.
4.1.37c
Part 4.1 Appendix 1

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Responsibility for People
This factor measures the responsibility of the jobholder for individual,
or groups of, people (members of the public, service users and
recipients, clients), other than employees supervised or managed by
the jobholder.
The emphasis of the factor is on the nature and extent of the direct
impact on the well-being of individuals or groups.
The factor covers responsibilities, including any confidentiality
requirements, for the physical, mental, social, economic and
environmental well-being of people, including their health and safety.
These responsibilities could be exercised through, for example,
providing personal services, advice and guidance, or other forms of
assistance; implementing or enforcing regulations; or developing and
implementing services.
Level 1:
The job involves limited, or no, direct impact on the well-
being of individual, or groups of, people. The work may
require common courtesy or consideration where
encountering members of the public incidentally in the
course of normal duties.
Level 2:
The job involves some direct impact on the well-being of
individual, or groups of, people, through undertaking
tasks or duties which are to their direct benefit, or impact
directly on their health and safety.
Level 3:
The job involves considerable direct impact on the well-
being of individual, or groups of, people, through either:
(a)
an assessment of needs and implementation of
appropriate care or welfare for those who are reliant on
the jobholder for their basic needs or:
(b)
implementing regulations which have a direct impact on
the health, safety or well-being of people.
Level 4:
The job involves high direct impact on the well-being of
individual, or groups of, people, through either:
(a)
an assessment of the needs and implementation of
appropriate programmes of care or welfare for those who
are reliant on the jobholder or:
Part 4.1 Appendix 1
4.1.38

---

(b)
enforcing regulations which have a high direct impact on
the health, safety or well-being of people.
Level 5:
The job involves a major direct impact on the well-being
of individual, or groups of, people, who are reliant on the
jobholder; and involves assessment of their complex
needs and arranging for the delivery of appropriate
programmes of care or welfare. The jobholder has
responsibility for taking decisions which may affect the
future well-being and circumstances of individual clients.
Level 6:
The job involves a very major direct impact on the well-
being of substantial numbers of people, who are reliant
on Council services for their care or welfare; and involves
assessment of the needs of the relevant group of people
and determining how appropriate programmes of care or
welfare should be delivered. The jobholder has
responsibility for taking decisions which will affect the
future well-being of individual, and groups of, clients.
4.1.39
Part 4.1 Appendix 1

---

Responsibility for People - Guidance
1.
People: in this context are the recipients of services provided by
the local authority, or the direct beneficiaries of its activities, for
example:-
-
residents of local authority homes;
-
clients of, for example, social workers and home carers;
-
users of libraries and leisure facilities;
-
recipients of benefits or other payments, for which local
authorities are the originators or paying agents;
-
residents of privately-run homes, and the clients of
childminders, who benefit from local authority inspection
and registration activities;
-
users of cafes and restaurants, who benefit from local
authority inspection and enforcement activities.
Those who are "beneficiaries" or recipients will not necessarily
be happy with the relevant activities, for example, abused
children removed from their families, restaurant owners being
inspected for compliance with hygiene regulations.
2.
Equivalent Client or Customer Relationship: this factor
generally measures responsibilities which have a direct impact
on people other than Council employees. However, some jobs
with responsibilities for other groups of people, who are not
defined above, nor employees supervised by the jobholder,
should also be assessed. 
Those in an equivalent client or customer relationship include
other employees of the local authority (for example, customers
of internal staff catering facilities, or clients of personnel,
training, equalities or welfare officers); or the employees or
volunteers of a voluntary organisation, to whom the jobholder
is providing a direct service (but supervisory or co-ordinating
responsibilities should be measured under the Responsibility for
Supervision etc. factor).
3.
Reliance: (at levels 3a, 4a, 5 and 6) means that the people
concerned are personally dependent on the provision of service,
assessment of needs or decisions made by the jobholder.
Part 4.1 Appendix 1
4.1.40

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4.
Assessment: the automatic or mechanical process of delivering
or processing the requirements of people (for example, the
taking of details of income and circumstances) is not sufficient
for a job to be scored at level 3 or above, unless the deliverer or
processor also makes the initial assessment of needs. At level 3
the assessment could be informal, for example, whether or how
to carry out a prescribed programme of care in the light of the
condition of the client on a particular day. At level 4 and above,
assessment of needs is normally a formal process.
5.
Impact: direct impact on people does not necessarily require
direct contact, for example, environmental health, trading
standards and similar officers may have a direct impact on
people, through the implementation or enforcement of
regulations, without necessarily having direct contact with those
who benefit.
6.
Implementation and Enforcement of Regulations: (at levels
3(b) and 4(b)) refers to Statutory Regulations for which local
authorities are the implementation or enforcement agents. For
example, planning and building control, registration of private
homes for the elderly and childminders, enforcement of trading
standards and environmental health regulations.
For level 4(b), the job must involve formal responsibility for
initiating prosecution against those failing to comply with the
relevant Statutory Regulations.
The implementation and enforcement of Health and Safety 
Regulations should only be taken into account under levels 
3(b) and 4(b) where the job responsibilities actually involve 
implementation and enforcement of those regulations on 
behalf of the local authority as the statutory enforcement 
agency. The general health and safety responsibilities of all 
employees should not be taken into account under this factor 
but account should be taken of specific job responsibilities for 
the health and safety of other employees, for example, those of 
a Safety Officer or Occupational Health Nurse.
The responsibilities of health and safety reps. are not normally
part of the duties of the job: they generally attach to the
individual and should not be assessed.
4.1.41
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7.
Equivalent Levels of Responsibilities: jobs other than those
involved in the implementation of Statutory Regulations may
also have an impact on people without requiring direct contact,
or the delivery of care.
Such jobs could include, for example, policy development; 
advisory or research jobs, where the main focus of the work is 
the physical, mental, social, economic or environmental well-
being of people, for instance, in relation to local housing 
policy; advice on co-ordination of local government and health 
services for particular communities; development of social or 
environmental policies.
These jobs should be assessed as having equivalent levels of 
responsibility to those specified in the factor level definitions. 
The appropriate equivalences should be determined at local 
level, and will depend on the actual contribution of the job to 
the formulation of policies and their impact on the delivery of 
services. Consideration should also be given to whether the 
responsibility is an individual or shared one. However, 
indicative guidance might be as follows:
Level 2: providing general information, advice and guidance 
on established internal procedures in relation to the well-
being of people.
Level 3: providing advice and guidance on the operation of 
established internal policy and procedures, in relation to the 
well-being of people. This may involve some interpretation of 
policy and procedures to meet specific circumstances or 
problems.
Level 4: providing interpretation, advice and guidance on the 
operation and implementation of external regulations and 
statutory requirements in relation to the well-being of people. 
This may require adaptation of internal policies and 
procedures to meet the demands placed on a service or 
department.
Or
A shared responsibility for the development of policies and 
procedures which meet the social, economic, legal or technical 
demands on a service or department in relation to the well-
being of people. The development of such should be seen to
Part 4.1 Appendix 1
4.1.41a

---

have a significant impact on the operation of that service or
department.
Level 5: a major responsibility for the development of policies and
procedures which meet the social, economic, legal or technical
demands on a service or department in relation to the well-being of
people. The development of such should be seen to have a significant
impact on the operation of that service or department.
Level 6: a very major responsibility for the development of policies
which meet the social, economic, legal or technical demands on the
organisation in relation to the well-being of people and which can be
seen to have a major impact on the operation of, or strategy across,
services or departments.
Note: The definitions of “service” and “department” at levels 3, 4, 5
and 6 should be determined locally.
4.1.41b
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Responsibility for Supervision/Direction/
Co-ordination of Employees
This factor measures the direct responsibility of the jobholder for the
supervision, co-ordination or management of employees, or others in
an equivalent position.
It includes work planning and allocation; checking and evaluating the
work of others; and training, development and guidance. It also
includes responsibility for personnel functions for those for whom
the jobholder has a formal supervisory responsibility, such as
recruitment, discipline, appraisal; and planning, organising and long
term development of human resources.
The emphasis of the factor is on the nature of the responsibility,
rather than the precise numbers of employees supervised, co-
ordinated or managed. It takes into account the extent to which other
employees contribute to the overall responsibility.
Level 1:
The job involves limited, or no, direct responsibility for
the supervision, direction or co-ordination of other
employees. The work may involve demonstration of own
duties, or advice and guidance, to new employees, or
others.
Level 2:
The job involves some direct responsibility for the
supervision, co-ordination or training of other employees.
The work regularly involves advising, instructing,
checking work, or training other employees.
Level 3:
The job involves considerable direct responsibility for the
supervision, direction, co-ordination or
training/development of other employees. The work
involves the allocation of work to a small group or team,
checking of work, and the direction of staff, including,
where appropriate, on-the-job training.
Level 4:
The job involves high direct responsibility for the
supervision or management, direction, co-ordination or
training/development of other employees. The work
involves supervising, directing and co-ordinating the work
of a group of staff covering more than one area of activity
or in more than one workplace, including
Part 4.1 Appendix 1
4.1.42

---

allocation of work, and evaluation and appraisal of the
work carried out.
Level 5:
The job involves a major direct responsibility for the
management, direction, co-ordination and development
of significant numbers of other employees, covering
several different areas of activity or in several
geographically dispersed workplaces. The work involves
the organisation, allocation and re-allocation, as
appropriate, of areas of work and the evaluation of
activities and working methods.
Level 6: 
The job involves a very major direct responsibility for the
management, direction, co-ordination and development
of substantial numbers of other employees, covering
many different areas of activity or in many geographically
dispersed workplaces. The work involves overall
responsibility for the organisation, allocation and re-
allocation, as appropriate, of areas of work and the
evaluation of activities and working methods.
4.1.43
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Responsibility for Supervision/Direction/
Co-ordination of Employees - Guidance
1.
Scope of Factor: consideration should be given to all aspects
of the definition, not just to the size of the group supervised.
The aim is to find the level definition which best fits the job.
There are deliberately no indications of the size of groups:
numbers may vary with the circumstances of the job. Size of
local authority is not relevant. 
2.
Co-ordination and Management: where a jobholder co-
ordinates or manages the work of staff through others' direct
supervision, account should be taken of the actual contribution
to the overall directing and co-ordinating responsibility for all
those concerned.
3.
Areas of activity: (at levels 4 to 6) include cooking, gardening,
housing benefits, highways inspection, recruitment and
selection, payroll. Closely associated support activities (for
example, clerical, secretarial) should be treated as part of the
same area of activity.
4.
Others in an Equivalent Situation: account should be taken
of all employees or others who are supervised, managed, or co-
ordinated including:
-
contractors' or suppliers' employees; 
-
volunteers and the employees/workers of voluntary
organisations;
-
work experience students or trainees;
-
students on placement for practical experience;
-
others in a similar situation
where they are a direct responsibility of the job.
5.
Equivalent Levels of Responsibility: jobs other than those 
involving direct managerial responsibilities may also have an 
impact on staff without necessarily requiring direct contact or 
supervision.
Part 4.1 Appendix 1
4.1.44

---

Such jobs could include, for example, policy development, 
advisory or research jobs, where the main focus of the work 
is staff, for instance, in relation to personnel or human 
resources advice or policy, including reward strategies, or 
health and safety policies. The policy development, advice or 
research aspect of these jobs could be measured either under 
this factor or under the Responsibility for People factor 
(treating staff as those in an equivalent position to people), 
but not both. For example, a legal job where the main focus 
was advice on employee disciplinary and Employment Tribunal 
cases should probably be measured under this factor (i.e. 
personnel functions). While a job where the main focus was 
providing advice on welfare or health and safety policy might 
be better assessed under the Responsibility for People factor 
(i.e. employees in equivalent position to clients).
Where such policy, advisory or research features are taken into 
account under this factor, they should be assessed as having 
equivalent levels of responsibility to those specified in the 
factor level definitions. The appropriate equivalences should 
be determined at local level, and will depend on the actual 
contribution of the job to the formulation of policies and their 
impact on staff. Consideration should also be given to whether 
the responsibility is an individual or shared one. However, 
indicative guidance might be as follows:
Level 2: providing general information, advice and guidance 
on established internal procedures in relation to personnel or 
human resources.
Level 3: providing advice and guidance on the operation of 
established internal policies and procedures in relation to 
personnel or human resources. This may involve 
interpretation of policies and procedures to meet specific 
circumstances or problems.
Level 4: providing interpretation, advice and guidance on the 
operation and implementation of external regulations and 
statutory requirements in relation to personnel or human 
resources. This may require adaptation of internal policies and 
procedures to meet the demands placed on a service or 
department.
4.1.44a
Part 4.1 Appendix 1

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Or
A shared responsibility for the development of policies and 
procedures which meet the social, economic, legal or technical 
demands on a service or department in relation to personnel 
or human resources. The development of such should be seen 
to have a significant impact on the operation of that service or 
department.
Level 5: a major responsibility for the development of policies 
and procedures which meet the social, economic, legal or 
technical demands on a service or department in relation to 
personnel or human resources. The development of such 
should be seen to have a significant impact on the operation 
of that service or department.
Level 6: a very major responsibility for the development of 
policies which meet the social, economic, legal or technical 
demands on the organisation in relation to personnel or 
human resources and which can be seen to have a major 
impact on the operation of, or strategy across, services or 
departments.
Note: The definitions of “service” and “department” at levels 
3, 4, 5 and 6 should be determined locally.
Part 4.1 Appendix 1
4.1.44b

---

Responsibility for Financial Resources
This factor measures the direct responsibility of the jobholder for
financial resources, including cash, vouchers, cheques, debits and
credits, invoices, budgets and income.
It takes into account the nature of the responsibility, for example,
correctness and accuracy; safekeeping, confidentiality and security;
deployment and degree of direct control; budgetary and business
planning responsibilities; planning, organising and long term
development of the financial resources.
It also takes into account the degree to which other employees
contribute to the overall responsibility, the frequency with which the
responsibility is exercised and the value of the financial resources.
Level 1:
The job involves limited, or no, direct responsibility for
financial resources. The work may involve occasionally
handling small amounts of cash, processing cheques,
invoices or equivalent.
Level 2:
The job involves some direct responsibility for financial
resources. The work regularly involves either:
(a)
handling of cash, or processing of cheques, invoices or
equivalent or:
(b)
accounting for considerable sums of money, where care
and accuracy are important or:
(c)
being accountable for small expenditures from an agreed
budget or equivalent income.
Level 3: 
The job involves considerable direct responsibility for
financial resources. The work involves either:
(a)
accounting for large sums of money, in the form of cash,
cheques, direct debits, invoices, or equivalent, where
care, accuracy and security are important or:
(b)
being accountable for considerable expenditures from an
agreed budget or equivalent income. The responsibility
may include contributing to the setting and monitoring of
the relevant budget and ensuring effective spend of
budgeted sums.
4.1.45
Part 4.1 Appendix 1

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Level 4:
The job involves high direct responsibility for financial
resources. The work involves either:
(a)
accounting for very large sums of money, in the form of
cash, cheques, direct debits, invoices, or equivalent,
where care, accuracy and security are important or:
(b)
being accountable for large expenditures from an agreed
budget or equivalent income. The responsibility may
include contributing to the setting and monitoring of the
relevant budget and ensuring effective spend of budgeted
sums.
Level 5:
The job involves a major direct responsibility for financial
resources. The work involves being accountable for very
large expenditures from an agreed budget or equivalent
income. The responsibility includes contributing to the
setting and monitoring of the relevant budget(s) and
ensuring effective spend of budgeted sums.
Level 6:
The job involves a very major direct responsibility for
financial resources. The work involves being accountable
for extremely large expenditures from an agreed budget
or equivalent income. The responsibility includes
contributing to the setting and monitoring of the relevant
budget(s), long-term financial planning and changing the
nature, level and composition of expenditure to meet
service or other requirements.
Part 4.1 Appendix 1
4.1.46

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Responsibility for Financial Resources - Guidance
1.
Monetary Values: the job should be evaluated according to the
nature and extent of the responsibility, rather than to the exact
monetary value. 
Values should be interpreted in relation to the financial size of
the authority. It may be helpful, at the outset of the exercise, to
consider levels of departmental expenditures in order to
identify these which should be assessed as "extremely large",
and to develop an appropriate scale.
2.
Accounting for - give reckoning of; explain; monitor; audit;
authorise payment of invoices from committed expenditures -
covers receipts as well as expenditures.
Accountable for - bound to give account for; commit
expenditure.
Handling/processing - must be an active responsibility, for
example, checking invoices and cheques against other
documentation to identify errors; but excluding the mechanical
printing of cheques, without any checking process (the
responsibility for printing equipment and materials should be
considered under Responsibility for Physical Resources).
3.
Equivalent Levels of Responsibility: it is impossible to specify
all forms of financial responsibility, as many jobs in many
departments may contribute to the overall accounting or
accountability responsibility, for example, finance officers in
corporate finance, departmental finance officers, service budget
holders, cashiers, invoice checkers etc. In determining
equivalences, it is important to look at the nature of the
responsibility, the frequency with which it is exercised, the scale
of the responsibility and so on of each job.
Occasional authorisation of small expenditures from a small
budget may be equivalent to level 1, on account of the
frequency and value.
Similarly, responsibility for controlling a petty cash box, or
taking care of clients' monies, may normally be level 1, but, if
the sums involved are relatively large and the responsibility is 
4.1.47
Part 4.1 Appendix 1

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exercised on a daily basis, this may be level 2 (or, exceptionally,
level 3).
In relation to research, policy or advisory jobs, where the 
main focus of the research, policy or advice relates to the 
authority’s financial policies or well-being, then these should 
be assessed as having equivalent levels of responsibility to 
those specified in the factor level definitions.
The appropriate equivalences should be determined at local 
level, and will depend on the actual contribution of the job to 
the formulation of financial advice or policies and their impact 
on the delivery of services and the financial well-being of the 
organisation. Consideration should also be given to whether 
the responsibility is an individual or shared one. However, 
indicative guidance might be as follows:
Level 2: providing general information, advice and guidance on
established internal procedures in relation to finance.
Level 3: providing advice and guidance on the operation of 
established internal policies and procedures in relation to 
finance. This may involve interpretation of policies and 
procedures to meet specific circumstances or problems.
Level 4: providing interpretation, advice and guidance on the 
operation and implementation of external regualtions and 
statutory requirements in relation to finance. This may require 
adaptation of internal policies and procedures to meet the 
demands placed on a service or department.
Or
A shared responsibility for the development of policies and 
procedures which meet the social, economic, legal or technical 
demands on a service or department in relation to finance. 
The development of such should be seen to have a significant 
impact on the operation of that service or department.
Level 5: a major responsibility for the development of policies 
and procedures which meet the social, economic, legal or 
technical demands on a service or department in relation to 
finance. The development of such should be seen to have a 
significant impact on the operation of that service or 
department.
Part 4.1 Appendix 1
4.1.48

---

Level 6: a very major responsibility for the development of 
policies which meet the social, economic, legal or technical 
demands on the organisation in relation to finance and which 
can be seen to have major impact on the operation of, or 
strategy across, services or departments.
Note: The definitions of “service” and “department” at levels 3, 
4, 5 and 6 should be determined locally.
4.
Income Collection and Generation: should be taken into
account, for example:-
- 
"bidding" for grants from Government, the European
Commission and other grant giving bodies;
- 
developing financial partnership arrangements with the
private sector;
- 
collection of Council Tax and other revenues.
Income generation and expenditure sums should not be
counted twice, but the nature of the combined responsibility
should be taken into account.
4.1.48a
Part 4.1 Appendix 1

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Responsibility for Physical Resources
This factor measures the direct responsibility of the jobholder for
physical resources, including manual or computerised information;
data and records; office and other equipment; tools and instruments;
vehicles; plant and machinery; land, construction works, buildings
and fittings and fixtures; personal possessions; and goods, produce,
stocks and supplies.
It takes into account the nature of the responsibility, for example,
safekeeping, confidentiality and security; deployment and degree of
direct control; maintenance and repair; ordering, purchasing and
replacement authority; planning, organising and long term
development of the physical resources.
It also takes into account the degree to which other employees
contribute to the overall responsibility, the frequency with which the
responsibility is exercised and the value of the physical resources.
Level 1: 
The job involves limited, or no, direct responsibility for
physical resources. The work may involve limited
handling or processing of information or careful use of
low value equipment or care of the limited personal
possessions of others.
Level 2: 
The job involves some direct responsibility for physical
resources. The work regularly involves either:
(a) 
handling and processing of manual or computerised
information, where care, accuracy, confidentiality and
security are important or:
(b)
careful use of expensive equipment or:
(c) 
cleaning of buildings, external locations or equivalent or:
(d) 
some responsibility for security of buildings, external
locations or equivalent or:
(e)
day-to-day maintenance of equipment or premises or:
(f) 
care of the personal possessions of others or:
(g) 
ordering, or stock control of, a limited range of 
supplies.
Part 4.1 Appendix 1
4.1.49

---

Level 3: 
The job involves considerable direct responsibility for
physical resources. The work involves either:
(a) 
handling and processing of considerable amounts of
manual or computerised information, where care,
accuracy, confidentiality and security are important or:
(b) 
cleaning, maintenance and repair of a range of
equipment, buildings, external locations or equivalent or
(c) 
regular careful use of very expensive equipment or:
(d) 
security of buildings, external locations or equivalent or:
(e) 
ordering, or stock control of, a range of equipment and
supplies.
Level 4: 
The job involves high direct responsibility for physical
resources. The work involves either:
(a) 
adaptation, development or design of significant
information systems or
(b)
adaptation, development or design of a wide range of
equipment, land, buildings, other construction works or
equivalent or:
(c) 
security of a range of high value physical resources or:
(d) 
ordering of a wide range of equipment and supplies or:
(e)
making a significant contribution to the adaptation,
design or development of either large-scale information
systems for use by others, or of a range of equipment,
land, buildings, other construction works or equivalent.
Level 5: 
The job involves a major direct responsibility for physical
resources. The work involves either:
(a) 
adaptation, development or design of large-scale
information systems for use by others or:
(b) 
adaptation, development or design of a wide and high
value range of equipment, land, buildings, other
construction works or equivalent or
(c) 
security of a wide and very high value range of physical
resources or:
4.1.50
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(d) 
ordering of a wide and high value range of equipment
and supplies.
Level 6: 
The job involves a very major direct responsibility for
physical resources. The work involves overall
responsibility for the procurement and deployment of
substantial physical resources. The responsibility includes
long-term planning of the procurement and deployment
of physical resources and changing the source, nature,
level and composition of such resources to meet service
or other requirements.
Part 4.1 Appendix 1
4.1.51

---

Responsibility for Physical Resources - Guidance
1.
The job should be evaluated according to the highest level of
Responsibility for Physical Resources. For example, a job
involving regular use of very expensive equipment and care of
the personal possessions of clients should be assessed at level 3,
in line with the first of these features.
2.
Amounts of Information: "considerable amounts" of
information (at level 3) include:-
-
processing electoral register data;
-
processing benefit contribution forms or records.
3.
Expensive Equipment: "very expensive" items of equipment (at
level 3) include:-
-
heavy plant;
-
a refuse lorry or similarly adapted large vehicle;
-
a mainframe computer system, where the jobholder has
active responsibility for its operation;
-
dedicated in-house printing system or operation.
"Expensive" items of equipment (at level 2) include:-
-
a car, used only for local authority purposes;
-
a minibus or transit van, used for transporting passengers
or goods.
A computer terminal or PC is basic equipment (level 1), because
the active responsibility for its careful use is very limited.
4.
Security: examples of "some responsibility" for security (level 2)
are:-
- 
keyholder responsibility for part or all of a building,
external location or construction site;
- 
responsibility for opening or closing (with keys) one or
more buildings;
- 
responsibility for checking windows, switching on alarm
systems or similar, where there is no caretaker.
Examples of level 3 security responsibilities include acting as
security guard or attendant, where this is a major job feature.
4.1.52
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5.
Equivalent Levels of Responsibility for Physical 
Resources: it is impossible to specify all forms of 
responsibility for physical resources, as many jobs in many 
departments may contribute to the overall responsibility. For 
example, IT help-desk or advisory staff, jobs involving policy 
advice or development in relation to any form of physical 
resources, for example, on IT systems or traffic management 
schemes.
Policy development, advisory or research jobs whose main
focus is on physical resources should be assessed as having 
equivalent levels of responsibility to those specified in the 
factor level definitions. The appropriate equivalences should 
be determined at local level, and will depend on the actual 
contribution of the job to the formulation of advice or policies 
in relation to physical resources and their impact on the 
delivery of services and the financial well-being of the 
organisation. Consideration should also be given to whether 
the responsibility is an individual or shared one. However, 
indicative guidance might be as follows:
Level 2: providing general information, advice and guidance 
on established internal procedures in relation to any form of 
physical resources
.
Level 3: providing advice and guidance on the operation of 
established internal policies and procedures in relation to 
physical resources. This may involve interpretation of policies 
and procedures to meet specific circumstances or problems.
Level 4: providing interpretation, advice and guidance on the 
operation and implementation of external regulations and 
statutory requirements in relation to physical resources. This 
may require adaptation of internal policies and procedures to 
meet the demands placed on a service or department.
Or
A shared responsibility for the development of policies and 
procedures which meet the social, economic, legal or technical 
demands on a service or department in relation to physical 
resources. The development of such should be seen to have a 
significant impact on the operation of that service or 
department.
Part 4.1 Appendix 1
4.1.52a

---

Level 5: a major responsibility for the development of policies 
and procedures which meet the social, economic, legal or 
technical demands on a service or department in relation to 
physical resources. The development of such should be seen 
to have a significant impact on the operation of that service or 
department.
Level 6: a very major responsibility for the development of 
policies which meet the social, economic, legal or technical 
demands on the organisation in relation to physical resources 
and which can be seen to have a major impact on the 
operation of, or strategy across, services or departments.
Note: The definitions of “service” and “department” at levels 
3, 4, 5 and 6 should be determined locally.
4.1.52b
Part 4.1 Appendix 1

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Working Conditions
This factor measures exposure to disagreeable, unpleasant,
uncomfortable or hazardous working conditions arising from the
environment or from work with people.
It covers the frequency, duration and nature of conditions, such as
dust, dirt, temperature extremes and variations, humidity, noise,
vibration, fumes and smells, human or animal waste, steam, smoke,
grease or oil, inclement weather, lack of privacy or isolation, and the
risk of illness or injury arising from exposure to diseases, toxic
substances, machinery or work locations. It also covers abuse,
aggression and risk of injury from people.
The factor measures those aspects of the working environment which
are unavoidable and integral to the job. Health and safety regulations
and requirements are assumed to be met, but the requirement to
wear protective clothing may create disagreeable or uncomfortable
conditions.
The emphasis of this factor is on the degree of unpleasantness or
discomfort caused. This takes into account the frequency, intensity
and duration of exposure to particular conditions; and the additional
effect of variations or combinations of conditions.
Level 1: 
The job involves minimal exposure to disagreeable,
unpleasant or hazardous:
- 
environmental working conditions or:
- 
people related behaviour.
Level 2: 
The job involves some exposure to disagreeable,
unpleasant or hazardous:
- 
environmental working conditions or:
-
people related behaviour.
Level 3: 
The job involves considerable exposure to disagreeable,
unpleasant or hazardous:
- 
environmental working conditions or:
- 
people related behaviour.
Part 4.1 Appendix 1
4.1.53

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Level 4: 
The job involves high exposure to disagreeable,
unpleasant or hazardous:
- 
environmental working conditions: or
-
people related behaviour.
Level 5: 
The job involves very high exposure to disagreeable,
unpleasant or hazardous:
- 
environmental working conditions: or
- 
people related behaviour.
4.1.53a
Part 4.1 Appendix 1

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Working Conditions - Guidance
1.
Scope of Factor: covers all people related behaviour,
including any form of verbal abuse and aggression from people
other than immediate work colleagues; and environmental
working conditions, including the risk of injury from people,
dirt, smells and noise resulting from both the physical
environment and contact or work with people.
The emphasis is on the degree of unpleasantness or
discomfort encountered, which is affected by the frequency,
intensity and duration of exposure to particular conditions.
2.
The factor has five levels, from minimal to very high. "Minimal"
includes either occasional exposure to disagreeable conditions
(environmental or people related) or more frequent exposure
to marginally unpleasant conditions. "Considerable" includes
regular exposure to disagreeable conditions. "High" and "very
high" cover continuous (or almost continuous) disagreeable or
very disagreeable conditions respectively.
3.
Indoor/Outdoor Work: outdoor work generally involves more
exposure to disagreeable conditions than indoor work, but
consideration must be given to all other features, for example: 
- 
whether or not the outdoor work can be organised
to minimise exposure to cold and wet and
maximise exposure to sun and warmth;
-
other unpleasant aspects e.g. fumes, smells, noise,
abuse;
- 
whether or not the indoor work involves exposure
to heat, cold or abuse from people; 
- 
the extent to which the work can be organised by
the jobholder to lessen the exposure to unpleasant
conditions, and the level of control over the
conditions.
Where a job is split between indoor and outdoor work, the
frequency of each, and any other relevant features, should be
taken into account.
Part 4.1 Appendix 1
4.1.54

---

4.
Personal Comfort Levels: the degree and nature of the
unpleasantness, and the frequency and duration with which it is
encountered should be assessed, rather than individual
responses to these, which vary. For example, some people are
better at withstanding cold, or prefer heat; some are better at
withstanding abuse. Responses may also vary with the familiarity
with the condition, for example, some people become
accustomed to an odious human or environmental smell. 
5.
Hazards/Risk of Injury: are included, because it is recognised
that some jobs are inherently more hazardous than others. The
scheme assumes that all appropriate precautions and safeguards
are taken, for example, special training, protective measures and
clothing, being accompanied by another responsible person
where feasible.
The extent of hazards and risk of injury takes into account the
likelihood of such incidents occurring. This may vary between
similar jobs, depending on their precise nature, location and
degree of isolation.
4.1.55
Part 4.1 Appendix 1

---

.
ork.
Env
10
20
30
40
50
-
-
-
5.0
5.0
W
Conds.
Demands
13
26
39
52
65
78
7.8
Phys. Res.
13
26
39
52
65
78
--
--
7.8
Fin. Res.
31.2
13
26
39
52
65
78
7.8
Super
vision
Responsibilities
TRIX
el
13
26
39
52
65
78
--
--
v
7.8
eople
P
13
20
30
40
50
-
-
-
5.0
Emotional
10
20
30
40
50
-
-
-
5.0
15.0
oints per Le
Mental
t Demands
10
20
30
40
50
-
-
-
WEIGHTING MA
5.0
Effor
Physical
13
26
39
52
65
78
91
104
10.4
10.4
Init &
Indep
actors  and P
F
13
26
39
52
65
-
-
-
6.5
Physical
SCORING and 
13
26
39
52
65
78
-
-
7.8
Comm.
13
26
39
52
65
78
-
-
7.8
38.4
Mental
Knowledge and Skills
20
40
60
80
edge
100
121
142
163
16.3
Knowl
evel
1
2
3
4
5
6
7
8
L
actor%
F
Heading%
Part 4.1 Appendix 1
4.1.56

---

---

PART 4.1: APPENDIX 2
Local Government Single Status Job 
Evaluation Scheme - Grading Appeals
Model Procedure
1
An employee who wishes to appeal against the grading of
his/her job must submit the claim in writing to management
setting out the grounds for the application.
2
As a first step, the appeal should be discussed with the
employee, a representative of management and her/his union
representative as soon as possible.  A representative of the
department responsible for maintaining the JE scheme for the
authority should also be present.
3
If the appeal is not settled and/or withdrawn, the first stage of
the formal appeal must commence within a timescale agreed at
local level.
4
The appeal will be heard by a joint panel at authority level.  The
panel will consist of representatives from the recognised trade
unions and management and/or elected members.  An
independent person may be appointed to chair the panel.
5
The decision of the joint panel is final.
6
The local parties may agree to a further appeals mechanism to
apply in exceptional cases where the panel fails to reach
agreement.  This may involve the provincial/associated council.
7
The NJC recommends that appeals should be dealt with within
three months of being submitted.
8
Nothing in this procedure shall prejudice the legal rights of the
employee and the employer.
Part 4.1 Appendix 2
4.1.57

---

---

PART 4.1: APPENDIX 3
Local Government Job Evaluation Scheme -
User’s Manual
1
Introduction
1.1
The Local Government Job Evaluation Scheme has been
developed jointly by the National Joint Council for Local
Government Services. It is the only scheme that has been
developed with the explicit purpose of covering the full range
of jobs within the scope of the National Joint Council.
1.2
Single status, as it is understood and intended by the National
Joint Council, will not be achieved until all jobs within its scope
in an authority are graded on a common basis in accordance
with fairness and equal pay legislation. The evaluation process
results in a series of point scores for each of the jobs evaluated.
The resulting scores should be used as the basis for a new
grading structure for all jobs.
1.3
Job evaluation gains maximum acceptance in the workplace
when it is “owned” by both the employer and the employee.
This scheme has been developed jointly by the employers and
trade unions nationally on the basis that that joint partnership
operates within the authority.
1.4
This manual is intended for use at local level where the scheme
has been adopted and should be read in conjunction with the
Part 4 Guidance on the scheme. It will be essential that all
union and employer representatives involved in introducing and
applying the scheme receive full training.
1.5
The Users’ Manual has the status of a Part 4 provision offering
further guidance on applying the scheme.
2
Equalities Issues
2.1
The scheme has been designed to be free from gender bias and
discrimination on the grounds of race, sexuality, religious belief,
age and disability. The following issues are particularly
susceptible to bias:
◆
how information about the scheme is made available
Part 4.1 Appendix 3
4.1.59

---

◆
how information is gathered from job holders for
evaluation
◆
the selection of jobs for evaluation
◆
the make up of evaluation and appeals panels
◆
the conduct of appeals
◆
stereotypes and/preconceptions about the status and
worth of individual jobs
◆
access to appeals
◆
the relationship between evaluation scores and
grading/rates of pay.
2.2
Employer and union representatives should be aware at the
outset that avoiding sex bias in evaluating jobs will mean that
existing relativities are challenged and may be altered.
2.3
Equality training is essential for all union and employer
representatives who are involved in job evaluation, particularly
for those interviewing job holders and/or gathering information
about job content, and for evaluation panel and appeal panel
members. Specialist trainers will need to be knowledgeable
about the scheme as well as equality and equal pay issues. The
use of equal opportunities specialists at other points in the
process may also be considered.
2.4
Information about the scheme and its operation may need to be
provided in a range of formats to take account of disabled
employees and for employees for whom English is not their first
language.
2.5
Communications from the authority and the unions need to
reach all those covered by the review. This will include those
employees absent on maternity leave (and other approved long
term leave including sick-leave); part-time employees and job-
sharers, those working non-standard hours and employees who
work away from main buildings.
2.6
Access to the appeals procedure must be open to all employees.
4.1.60
Part 4.1 Appendix 3

---

2.7
The results of evaluations and appeals should be jointly
monitored over a period of time on a regular basis to ensure
that scoring, grading and pay outcomes remain free from sex
and race bias.
3
Getting Started - The Steering Group
3.1
Having made the decision to use the scheme, responsibility for
its implementation should be given to a joint steering group.
The steering group as a priority will need to consider and agree
on:
◆
training for all union and management representatives
who will be directly involved in gathering information
about jobs and evaluating them 
◆
the ways in which the scheme and its implementation will
be communicated to employees (including named union
and employer contacts). Progress on implementing the
scheme should be reported on a regular basis, in general
and in relation to individuals’ jobs
◆
how specialist advisers on equal opportunities and equal
value might be involved
◆
the composition of the joint evaluation panel/panels,
including arrangements for chairing and gender/race
balance
◆
the basis on which jobs are to be selected for evaluation
◆
the terms on which there should be protection against
the loss of remuneration
◆
the appeals procedure
◆
overall timescales for the evaluation process
◆
arrangements for monitoring the work of evaluation
panels
Part 4.1 Appendix 3
4.1.61

---

4
Selecting Jobs To Evaluate
4.1
Over time, every job (but not necessarily every job holder) in
the authority should be evaluated. However, as every job in the
authority cannot be evaluated immediately, the steering group
will need to decide which jobs will be evaluated as a priority,
the order in which jobs are to be evaluated and the timescale
for evaluations.
4.2
The steering group may agree to identify a number of
benchmark jobs to evaluate first. Benchmark jobs are selected to
be representative of particular levels and types of jobs and can
be used as a reference point against which other jobs may be
assessed. It is therefore important that they are evaluated
consistently across the authority.
4.3
Great care must be taken to ensure that the selection of
benchmark jobs is representative of the workforce as a whole
and that sex and race bias is avoided in the selection and
evaluation process. This first tranche of jobs should be
representative of the spread of jobs in the authority and should
cover the main occupational groups, as well as smaller groups
with rarer characteristics. The jobs selected should reflect a
gender balance and a mix of part-time/full-time jobs.
5
Gathering Job Information:
Using The Job Description Questionnaire
5.1
Collecting accurate job description information is a crucial part
of the job evaluation process. A standard job description
questionnaire has been drawn up to be used as an integral part
of the scheme. All authorities implementing the scheme are
strongly recommended to use the job description questionnaire
(JDQ).
5.2
The JDQ should be used as:
◆
it provides a standard format which delivers information
needed to cover all the scheme’s factor headings and
allows a proper comparison of different jobs;
4.1.62
Part 4.1 Appendix 3

---

◆
it has been designed to be compatible with a
computerised scoring system which may apply to the
scheme in future.
5.3
Job descriptions created for recruitment purposes or
employment contracts are unlikely to provide sufficient relevant
information for job evaluation, and may distort the functioning
of the scheme because they are rarely in a common format and
are produced over many years. Older job descriptions are
unlikely to reflect changes to jobs which have taken place in the
intervening period. Generic job descriptions should also be
avoided because they may be unreliable.
5.4
All employees whose jobs are to be evaluated should be advised
in advance and given an explanation of the job evaluation
process. Job holders must be involved in completing the JDQ
and should be encouraged to provide all relevant information.
5.5
The job holder should be provided with an opportunity to look
through the questionnaire prior to an interview where the JDQ
will be completed and discuss it with their trade union
representative. This will allow those involved to understand the
order of questions and when to provide information that is
relevant. Arrangements may need to be made to accommodate
the needs or preferences of disabled job holders in completing
the JDQ e.g. provision of a larger print or audio materials.
5.6
The JDQ should normally be completed at an interview between
the job holder, a representative of management and a union
representative.
5.7
Interviews in a standard format, following the JDQ, help to
maintain consistency and ensure that all aspects of the job are
captured. This will expedite the evaluation stage of the process.
The information given to interviewers must be recorded in a
clear and concise manner on the JDQ (unexplained
abbreviations should be avoided). Job holders should not be
made to feel pressured or rushed to get through the interview.
There will be a responsibility on interviewers to adopt a
professional and bias-free approach. Training will be required
for those unfamiliar with interviewing techniques.
Part 4.1 Appendix 3
4.1.63

---

Interpretation or translation facilities should be provided as
appropriate.
5.8
Where job holders do not work during all normal office hours
e.g. part-timers, shift workers etc, interviews need to be
arranged at times and places suitable to them.
5.9
The completed JDQ should be signed by the job holder, the line
manager and the trade union representative. Disagreement over
the content of the job is best resolved at interview but if this is
unsuccessful, the job should not be evaluated until the matter is
settled.
5.10 It is particularly important at these early stages to establish
confidence in the process on the part of all those involved -
management, union representatives and employees. Once
confidence is gained and the scheme is better understood by all,
a simpler method of gathering job information, using the JDQ,
may be agreed.
5.11 Job titles should not identify the gender of the job holder. Nor
should the sex of the job holder be identified in the JDQ. In
particular, personal pronouns (his/her, he/she) should not be
used, instead the descriptions used should simply refer to the
“job holder”.
5.12 Gender-bias can creep in in the use of language used to
describe jobs, e.g. there is a tendency to describe jobs typically
done by men in a more technical or complex way. This tendency
needs to be noted and avoided in completing the JDQ. The JDQ
answers should not contain interpretation, analysis or
assumptions about how information given will fit the scheme.
5.13 Care should also be taken to ensure that aspects of jobs
typically done by women are not omitted or under-described.
Nor should features which typically characterise men’s jobs be
over-emphasised.
5.14 Everyone involved in gathering job information and evaluating
jobs must observe confidentiality in respect of information
supplied by job holders.
4.1.64
Part 4.1 Appendix 3

---

6
Joint Panels
6.1
Evaluation panels should:
◆
comprise equal numbers of union and employer
representatives.
◆
be balanced in terms of gender and race (as far as is
practicable).
◆
be a workable size i.e. not so large as to be unwieldy but
not so small as for its work to be burdensome.
6.2
The chair may be appointed from within the panel. Or the chair
may rotate on an agreed basis. Alternatively, the steering group
may agree to appoint an independent chair (or chairs).
6.3
Before panels sit, panel members (including independent
chairs) should receive training about the scheme and should be
well informed about the provisions of the national agreement,
and associated NJC guidance on equal opportunities and equal
pay and grading.
6.4
Panels should agree a quorum and both sides should make
arrangements for named (and trained) substitutes. Every effort
should be made to ensure consistent membership and
attendance on panels.
6.5
Efficient administrative arrangements should be made for the
work of panels. It is particularly important that consistent, clear
records are kept, especially in relation to scoring jobs and
appeals decisions.
6.6
It is important to ensure that new panel members receive
training in the use of the scheme.
7
Evaluating Jobs
7.1
Consistency and objectivity are important attributes in
evaluation. The following list represents the most common do’s
and don’ts for evaluators. They should:
◆
not make assumptions about the nature or scope of
others’ jobs. This can lead to underestimation or
overestimation of the value of different jobs.
Part 4.1 Appendix 3
4.1.65

---

◆
ensure that any important job demands are not omitted.
◆
ensure that there is no double counting of job demands.
◆
be wary of the “halo effect”, that is an unconscious
assumption that a job holder should score highly on all
factors, because the job holder has scored well on the
first factor(s).
◆
be wary of the “reverse halo effect”, that is an
unconscious assumption that a job holder should not
score well on all factors, because the job holder has not
scored well on the first factor(s).
◆
be aware that jobs that are known to have high status will
not necessarily score highly on all factors. Similarly jobs
which have low status will not necessarily score poorly on
all factors.
◆
not allow prior knowledge about present pay or the
status of job holders to influence rating decisions.
7.2
The following points represent good practice which may be
helpful to evaluation panels:
◆
the decision making process of the panels should be
monitored.
◆
everyone on the panel should have an opportunity to
score the job individually before any discussion about
reason or differences begin. This would normally be done
before the panel meets.
◆
job scores should be reviewed to check that there are no
consistent differences on gender lines. For example, that
the top/high score for each factor is not given to male
dominated job classes.
◆
awareness of how descriptions and job titles can be
applied to undervalue jobs done by women.
◆
a record should be kept of decisions on the meaning of
words in the factor plan such as “same” or “simple”.
◆
consensus decisions on job scores should be recorded on
the “reasons for decisions” sheets.
4.1.66
Part 4.1 Appendix 3

---

◆
it is always appropriate to go back to previous jobs in the
light of a present discussion or to re-examine the reasons
for the score given.
◆
feedback to employees at the end of the exercise.
◆
ensure that panels are continually reminded of the need
for consistency.
7.3
Where a reasonable adjustment is made to a job under the
provisions of the Disability Discrimination Act 1995 (DDA),
evaluation should generally follow the principle of evaluating
the job, not the job holder. For example, where a reasonable
adjustment involves the disabled job holder using technology
that the post would not otherwise require or the re-allocation of
minor or subsidiary duties to another employee, these
modifications should not affect the evaluation of the post.
Where, however, major adjustments are made to the duties of a
post, beyond what might be deemed “reasonable”, in order to
enable a disabled person to take or stay in the job, and which
substantially alter the job, the job should be re-evaluated as a
“changed” job. Guidance and examples of “reasonable
adjustment” are provided in the “Code of Practice for the
elimination of discrimination in the field of employment against
disabled persons or persons who have had a disability”.
7.4
Wherever possible, panels should reach a consensus on the
evaluation of individual jobs and every effort should be made to
do so. In the event of strong disagreement, it often helps to put
that job aside and return to it after a number of (possibly
similar) jobs have been evaluated. Panels’ decisions (and the
reason for them) must be recorded giving scores by factor as
well as the total scores for each job.
8
Re-evaluation and Appeals
8.1
Where the scheme is adopted, appeals against grading will be
dealt with using the scheme. It is important to the maintenance
of the integrity of the scheme that no other process is used.
Part 4.1 Appendix 3
4.1.67

---

8.2
The NJC Part 4 Guidance on the scheme sets out the grounds
for re-evaluation and appeals. Appeals normally arise because
employees believe that their jobs have changed and their pay no
longer reflects the value of their present job. The job evaluation
scheme provides an objective way to test that claim - changes
can be identified and their value measured. Usually an appeal
against the grading of a job will result in a re-evaluation of the
job by an evaluation panel.
8.3
Where jobs are restructured, for example arising from a
departmental review, they should be evaluated by a panel.
8.4
Once an evaluation or re-evaluation has been conducted and
the result passed to an employee, the scheme allows for the
employee who remains dissatisfied to appeal further. A model
procedure is appended to the Part 4 Guidance on the scheme.
8.5
The appeal against evaluation might be considered by people
who are usually not involved with the everyday operation of the
scheme. It is important therefore that all those sitting on appeal
panels are fully trained in equality awareness and the scheme to
maintain its integrity.
9
Further Information
Contact Organisations
Association of Local Authorities in Northern Ireland
123 York Street
Belfast
BT15 1AB
The Commission for Racial Equality
Elliot House
10/12 Allington Street
London SW1E 5EH
The Convention of Scottish Local Authorities
Rosebery House
9 Haymarket Terrace
Haymarket
Edinburgh EH12 5XZ
4.1.68
Part 4.1 Appendix 3

---

Equal Opportunities Commission
Overseas House, 
Quay Street 
Manchester M3 3HN
GMB
22/24 Worple Road
London SW19 4DD
Local Government Association
26 Chapter Street
London SW1P 4ND
Local Government Management Board
Layden House
76-86 Turnmill Street
London EC1M 5QU
Northern Ireland Public Services Alliance
Harkin House
54 Wellington Park
Belfast BT9 6DZ
Provincial/Associated Councils in England and Wales, Northern
Ireland and Scotland
Transport & General Workers Union
Transport House
Palace Street
London SW1E 5JD
UNISON
1 Mabledon Place
London WC1H 9AJ
Publications
◆
EOC Code of Practice on Equal Pay (1997)
◆
EOC Good Equal Opportunities Practice in Analytical Job
Evaluation: A Checklist
◆
EOC Job Evaluation Schemes Free of Sex Bias (1994)
◆
European Union Code of Practice on Equal Pay (1997)
Part 4.1 Appendix 3
4.1.69

---

◆
National Joint Councils’ Equal Opportunities Guidance
(see Part 4.2)
◆
National Joint Council for Local Government Services
Guidance on Equal Pay and Grading (1998)
◆
Race Relations Code of Practice: For the elimination of
racial discrimination and the promotion of equality of
opportunity in employment, CRE, (1984)
◆
Local Authorities and Racial Equality, CRE, (1995)
◆
Racial Equality Means Quality: A Standard For Racial
Equality for Local Government in England and Wales,
CRE, (1995)
◆
Racial Equality Means Quality: A Standard For Racial
Equality for Local Government in Scotland, CRE, (1995)
◆
The Gender Impact of Compulsory Competitive
Tendering in Local Government, EOC, (1995)
◆
LGMB Disability Discrimination Act Employment Guide
(1996)
4.1.70
Part 4.1 Appendix 3

---

Document Outline

• Contents
• Implementation Agreement 1997
  • Pay & Grading
  • Working Time Arrangements
  • DSOs and CCT
  • Methods and Periods of Payment
  • Bonus
  • Continuous Service
• Implementation Agreement 2004
• ANNEX: Assimilation Table
• PART 1
  • PRINCIPLES
  • PART 2
  • PART 3
  • PART 4
• ANNEX: Constitution
• CONDUCT OF BUSINESS
• PART 2 Key National Provisions
  • 1. Equalities
  • 2. Official Conduct
  • 3.Training and Development
  • 4. Health, Safety and Welfare
  • 5. Pay and Grading
  • 6.Working Time
  • 7. Leave
  • 8. Part Time Employees
  • 9.Temporary Employees
  • 10. Sickness Scheme
  • 11. Maternity Scheme
  • 12. Car Allowances
  • 13. Reimbursment of Expenditure
  • 14. Continuous Service
  • 15. Period of Notice to Terminate Employment
  • 16. Grievance Procedures
  • 17. Disciplinary Procedures
  • 18.Trade Union Facilities
  • 19. London and Fringe Area Allowances
• PART 3 Other National Provisions
  • 1. Pay and Grading
  • 2.Working Arrangements
  • 3.Deleted see Part 4.8
  • 4. Sickness Scheme
  • 5. Child Care and Dependants
  • 6. Car Allowances
  • 7. Payments to Employees in the Event ofDeath or Permanent Disablement Arising
  • 8. Meals and Accommodation Charges
  • 9. Schools� Retained Employees and NurseryEmployees
• PART 3 APPENDIX 1: Transitional Provisions
  • 1. Grading Provisions
  • 2.Working Arrangements
• PART 3 APPENDIX 2: Retained Employees andNursery Employees inEducational Establisments
• PART 4 Joint Advice
• PART 4.1: Job Evaluation Scheme
  • GUIDANCE
    • 1. Single Status
    • 2. Joint Ownership
    • 3 Openness
    • 4. Equality
    • 5. Implementation
    • 6. Re-evaluation & Appeals
    • 7. New Jobs
    • 8. Review
    • 9. Further Guidance
    • 10. Copyright
• Part 4.1: APPENDIX 1
  • General Factor Guidance Notes
  • The Knowledge and Skills Factor- General Guidance
  • Knowledge
  • Knowledge - Guidance
  • Mental Skills
  • Mental Skills - Guidance
  • Interpersonal and Communication Skills
  • Interpersonal and Communication Skills- Guidance
  • Physical Skills
  • Physical Skills - Guidance
  • Initiative and Independence
  • Initiative and Independence - Guidance
  • Physical Demands
  • Physical Demands - Guidance
  • Mental Demands
  • Mental Demands - Guidance
  • Emotional Demands
  • Emotional Demands - Guidance
  • The Responsibility Factors - General Guidance
  • Responsibility for People
  • Responsibility for People - Guidance
  • Responsibility for Supervision/Direction/Co-ordination of Employees
  • Responsibility for Supervision/Direction/Co-ordination of Employees - Guidance
  • Responsibility for Financial Resources
  • Responsibility for Financial Resources - Guidance
  • Responsibility for Physical Resources
  • Responsibility for Physical Resources - Guidance
  • Working Conditions
  • Working Conditions - Guidance
  • Scoring & Weighting Matrix
• PART 4.1: APPENDIX 2
  • Local Government Single Status JobEvaluation Scheme - Grading Appeals
• PART 4.1: APPENDIX 3
  • Local Government Job Evaluation Scheme -User�s Manual
  • 1 Introduction
  • 2 Equalities Issues
  • 3 Getting Started - The Steering Group
  • 4 Selecting Jobs To Evaluate
  • 5 Gathering Job Information:Using The Job Description Questionnaire
  • 6 Joint Panels
  • 7 Evaluating Jobs
  • 8 Re-evaluation and Appeals
  • 9 Further Information
    • Publications
• PART 4.1: APPENDIX 4
  • Local Government Job Evaluation Scheme-Guidance on the Computerised Version
    • 1 Introduction
    • 2 Getting started -The decision to use the computerised version
    • 3 The Steering Group
    • 4 Evaluating the benchmark sample
    • 5 Interviewing job holders
    • 6 Appeals
    • 7 New jobs
    • 8 Equalities.
• PART 4.2 Equal Opportunities Guide
  • INTRODUCTION
  • The Equal Opportunities Policyand its Implementation
    • Comments
  • Recruitment and Selection Procedures
    • Comment
  • Training
    • Comments
  • Pay, Grading and Conditions of Service
    • Comments
  • Analysis, Monitoring and Review
    • Comments
  • Dealing with Harassment
    • Comments
• PART 4.2: AppendixSources and Publications
• PART 4.3 Guidance on Appeals
  • 1. Background
  • 2. Features of an Appeal Process
• Part 4.4: Guidance on Equal Pay and Grading
  • 1 Introduction
  • 2 Establishing Grade Boundaries
  • 3 Incremental Scales or Single Pay Points
  • 4 Labour Market Additions
  • 5 Protection Against Loss of Remuneration
  • 6 The Role of Monitoring
• Part 4.5: Guidance on Maternity Related and Work Life Balance Issues
• Part 4.6: Parental Leave Model Scheme
  • 1 Entitlement
  • 2 Notice
  • 3 Postponement
  • 4 Flexibility
  • 5. Return
  • 6. Terms and conditions during parental leave
• Part 4.7: Management of Health & Safety
  • 1. Introduction
  • 2. Joint Consultation
  • 3. Local Authorities should recognise that:
  • 4. The NJC will produce further joint guidance onimplementation issues.
• Part 4.8: Guidance on Local Workforce Development Plans
  • Preamble
  • 2. Workforce Development Plan Guidelines
  • 3. General Information and Advice
• Part 4.8:Appendix A
  • 1. Introduction
  • 2. Why Workforce Development is Important
  • 3. What is Workforce Planning and a WorkforceDevelopment Plan?
  • 4. Why is Workforce Planning and Producing a WorkforceDevelopment Plan Important?
  • 5. How Can It Be Done?
  • 6. Learning At Work and the Union LearningRepresentative
  • 7. Overcoming Obstacles to Learning at Work
  • 8. Lack of Time
  • 9. Cost/Lack of Money
  • 10. Fear of Learning
  • 11. Lack of Information
  • 12. Fear That Staff Will Leave
  • 13. In Summary
• Part 4.8:Annex A
• Part 4.9: Pay & Grading Reviews
  • Overview
  • 2. JOB EVALUATION
  • 3. PAY AND GRADING STRUCTURE
  • 4. IMPLEMENTATION ISSUES
• Part 4.10 Equal Pay Audits
  • 1. Introduction
  • 2. What is an Equal Pay Audit?
  • 3. The Case for Equal Pay Audits
  • 4. The EOC Equal Pay Review Kit
  • 5. Content of an EqPA
  • 6. Establishing Work of Equal Value
  • 7. Data Collection and Analysis
  • 8. Developing an Action Plan
  • Useful Reference Documents
• Part 4.10 Appendix A
  • 1. Equality Standard For Local Government
• Part 4.10 Appendix B
  • 1. Scope of an EqPA
• Part 4.11: Equality Impact Assessments (EqIAs)
  • 1. Introduction
  • 2. What is an Equality Impact Assessment (EqIA)?
  • 3. Why Undertake an EqIA?
  • 4. Who Should be Covered?
  • 5. Carrying out an Equality Impact Assessment
• Part 4.11:Appendix 1
  • The Equality Standard for Local Government
  • Areas covered by the Equality Standard
  • Anti Discrimination Legislation
  • Race Relations (Amendment) Act 2000 and Impact Assessments
• PAY AND ALLOWANCES CARD April 2002
• PAY AND ALLOWANCES CARD Oct 2002
• PAY AND ALLOWANCES CARD April 2003
• PAY AND ALLOWANCES CARD April 2004
• PAY AND ALLOWANCES CARD April 2005

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