NHS Job evaluation handbook
Seventh edition, September 2018
(amended April 2020)
Seventh edition, September 2018
2
The contents of this handbook have been agreed in partnership by the NHS Staff
Council.
1. Introduction to job evaluation 3
2. The status of additional guidance 9
3. Maintaining job evaluation practice 11
4. Merger and reconfigurations of health service organisations 19
5. Factor plan and guidance notes 23
6. Job Evaluation weighting and scoring 70
7. Job Evaluation weighting scheme – scoring chart 72
8. Job Evaluation band ranges 73
9. Guide to use of profiles 74
10. Job descriptions and other job information 77
11. Matching procedure 79
12. Local evaluation 83
13. The review process 88
14. Achieving quality and consistent outcomes 92
15. Support from the Job Evaluation Group (JEG) 97
16. Glossary 100
Contents
NHS Job evaluation handbook 3
1. Introduction to job evaluation
1. Overview of contents
1.1 This version of the Job Evaluation (JE) handbook incorporates NHS Staff Council advice which
has been published since the second edition of the handbook, as well as the factor plan and
procedures to implement and maintain job evaluation (JE) in your organisation.
1.2 In this first introductory section, the text is either in bold or non-bold:
• bold is used for the tools for carrying out the matching/evaluation processes
• non-bold is used for associated advice from NHS Staff Council to cover a number of
possible scenarios.
1.3 Chapter one provides the background to the JE scheme. Chapter two contains advice on the
status of guidance approved by the NHS Staff Council, professional bodies and staff side
organisations and whether advice is mandatory or advisory.
1.4 Chapters three and four contain essential guidance for future use of the scheme in a changing
NHS, either when roles are new or change, or when the service is reconfigured.
1.5 Chapter five contains the factor plan and important guidance notes on how to apply it.
1.6 Chapters six, seven and eight have information on the weighting and scoring of the scheme
and the band ranges.
1.7 Chapter nine explains the development and use of national job profiles and chapter ten gives
the NHS Staff Council advice on job descriptions and Agenda for Change (AfC).
1.8 Chapters eleven, twelve and thirteen describe in detail the job matching, job evaluation and
review protocols, and chapter fourteen reinforces the importance of the consistency
checking process.
1.9 Finally, chapter fifteen sets out the NHS Staff Council procedure on what to do if one of the
evaluation processes become blocked at a local level and the advice available to job
evaluation partners from the Job Evaluation group.
2. The background on NHS pay structures before Agenda for Change
2.1 Collective bargaining arrangements and associated pay structures have changed relatively
little since the creation of the National Health Service (NHS) in 1948 until the introduction of
AfC in 2004.
NHS Job evaluation handbook 4
2.2 Pre October 2004, in line with industrial relations practice in the public sector in the immediate
post-war period, there was an over-arching joint negotiating body for the sector, the General
Whitley Council, and more than 20 individual joint committees and subcommittees for the
different occupational groups, each with responsibility for its own grading and pay structures,
and terms and conditions of employment.
2.3 There had been some developments, mainly from the early 1980s onwards, in response to
increasing tensions within the system, for example:
• Reviews of individual grading structures. The most well-known of these (largely because
of the high number of appeals generated) was the introduction of the Clinical Grading
Structure for nurses and midwives on 1 April 1988, which brought in the previous grades A
to I. There were other grading structure reviews in the late 1980s and early 1990s which
covered professions including estates officers, speech and language therapists and
hospital pharmacists. There was no attempt to undertake cross-Whitley Committee
reviews.
• The introduction of independent pay review bodies for doctors and dentists (1971), and
nursing staff, midwives, health visitors and professions allied to medicine (1984). These
took evidence from all relevant parties and recommended annual pay increases. They
replaced the traditional collective bargaining approach, which was considered to have
delivered unsatisfactory pay levels for some key public sector groups, but had no remit to
compare pay from one group to another (even among their remit groups). Staff groups
not covered by pay review bodies continued to use collective bargaining on pay increases,
but these increasingly mirrored the pay review body settlements.
• Changes to health service legislation from 1992. These changes allowed organisations to
develop their own terms and conditions and to apply these to new and promoted
employees, although existing employees could choose to retain their Whitley terms and
conditions. Most trust terms and conditions shadowed the relevant Whitley arrangements
in most areas, but a small number of trusts introduced totally new pay and grading
structures, and other terms and conditions. These were generally based on the various
commercial job evaluation systems available at the time e.g. Medequate, Hay.
2.4 By the mid-1990s this resulted in a mixture of pay and grading systems, with some significant
defects:
• Difficulty in accommodating developing jobs, such as healthcare assistants, operating
department practitioners (ODPs), and multi-disciplinary team members, who might be
carrying out similar roles, but whose salaries could vary significantly, depending on the
occupational background of the jobholders.
• Inability to respond quickly to technological developments and changes to work
organisation, even where everyone agreed they were desirable.
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• Inability to respond to external labour market pressures, causing severe recruitment and
retention problems in some areas. Additional increments, which could be applied flexibly
to meet such pressures, were introduced into a number of the major Whitley structures,
but these were insufficient to solve the problems.
• From a union perspective, the Whitley system was viewed as having delivered low pay
compared with other parts of the public sector and unequal pay between the various
Whitley groups.
3. The equality background
3.1 Health service pay structures and relativities were well established long before the advent of
UK anti-discrimination legislation. Professional and managerial groups benefited from
negotiations, following a 1948 Royal Commission on Equal Pay to achieve equal pay between
men and women carrying out the same work. However female ancillary staff were paid lower
rates than their male colleagues until the Equal Pay Act in 1970, which made such practices
illegal. Under the Equal Pay Act, the gap between male and female ancillary pay rates was
eliminated in stages between 1970 and 1975.
3.2 However, as the Equal Pay Act only applied where women and men were undertaking:
• ‘like work’, that is, the same or very similar work (who were already generally receiving
equal pay)
• ‘work rated as equivalent under a job evaluation scheme’ (only ancillary workers in the
health service were covered by job evaluation) it had little impact elsewhere in the health
service.
3.3 From 1984, the Equal Pay Act was amended to allow equal pay claims where the applicant
considered that they were carrying out: ‘work of equal value’ (when compared ‘under
headings such as effort, skill and decision’) to a higher paid male colleague.
3.4 The equal value amendment has resulted in many claims to employment tribunals, mainly by
women who believe that they are paid less than men doing work with similar demands. In an
important case for the NHS, speech and language therapists submitted equal value claims
comparing their work to that of clinical psychologists and clinical pharmacists. The European
Court of Justice found in favour of the claimants [Enderby v Frenchay Health Authority and
Secretary of State for Health (1993)]. This, together with the need to simplify the existing pay
systems, influenced the decision to introduce a new job evaluation scheme in the NHS.
4. The first Job Evaluation working party
4.1 The first Job Evaluation working party (known retrospectively as JEWP I) was set up in the
mid1990s to review those job evaluation schemes introduced in the NHS following the 1992
health reform legislation. Its stated aim was to develop a ‘kitemarking’ system for those
meeting equality requirements.
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4.2 JEWP I developed a set of criteria for what would make a fair and non-discriminatory scheme
for use in the NHS and tested a number of schemes against these criteria. None met all the
criteria but some were better than others.
4.3 The working party also evaluated an agreed list of jobs against each of six off the shelf JE
schemes to ascertain whether or not they would deliver similar outcomes. There were some
significant differences in the resulting rank orders. JEWP I, therefore, concluded that it was
not possible to ‘kitemark’ schemes for NHS use and it would be necessary to develop a tailor-
made scheme.
5. The Agenda for Change proposals
5.1 In 1999, the Government published a paper Agenda for Change: Modernising the NHS pay
system. The proposals set out in that paper included:
• A single job evaluation scheme to cover all jobs in the health service to support a review of
pay and all other terms and conditions for NHS employees.
• Three pay spines for: (1) doctors and dentists; (2) other professional groups covered by
the Pay Review Body; (3) remaining non-Pay Review Body staff.
• A wider remit for the Pay Review Body covering the second of these pay spines.
6. The development of the NHS Job Evaluation Scheme
6.1 Following the publication of Agenda for Change: Modernising the NHS pay system, the Job
Evaluation Working Party was re-constituted (JEWP II and subsequently referred to as JEWP)
as one of a number of technical sub-groups of the Joint Secretariat Group (JSG), a sub-
committee of the Central Negotiation Group of employer, union and Department of Health
representatives, set up to negotiate new health service grading and pay structures.
6.2 The stages in developing the NHS Job Evaluation Scheme were:
a. Identifying draft factors. This drew on the work of JEWP I in comparing the schemes in use in
the NHS.
b. Testing draft factors. This was done using a sample of around 100 jobs. Volunteer jobholders
were asked to complete an open-ended questionnaire, providing information under each of
the draft factor headings and any other information about their jobs which they felt was not
covered by the draft factors. The draft factors were then refined.
c. Development of factor levels. The information collected during the initial test exercise was
used by JEWP, working in small joint teams, to identify and define draft levels of demand for
each factor.
d. Testing of draft factor plan. A benchmark sample of around 200 jobs was drawn up, with two
or three individuals being selected for each job to complete a more specific factor-based
questionnaire, helped by trained job analysts, to ensure that the information provided was
accurate and comprehensive.
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e. Completed questionnaires were evaluated by trained joint panels. The outcomes were
reviewed by JEWP members and the validated results were then put on a computer database.
This led to the initial development of national job profiles by JEWP, which were summaries of
typical jobs using the evaluated questionnaires.
f. Scoring and weighting. The job evaluation results database was used to test various scoring
and weighting options considered by a joint JSG/JEWP group.
g. Guidance notes. Provisional guidance notes, to assist evaluators and matching panel
members to apply the factor level definitions to jobs consistently, were drafted for the
benchmark exercise. These were then expanded as a result of the benchmark evaluation
exercise and have continued to be developed following successive training and profiling.
h. Computerisation. The scale of implementing the NHS JE Scheme meant it was essential to
consider how it could be computerised. A bespoke computerised JE software package was
developed to assist in the process of matching and evaluating local jobs under the rules of the
scheme.
7. Equality features of the scheme
7.1 One of the reasons for NHS pay modernisation was to ensure equal pay for work of equal
value. In line with this, it was crucial that every effort was made to ensure that the NHS Job
Evaluation Scheme was fair and non-discriminatory in both design and implementation.
7.2 A checklist was developed, based on the equality criteria drawn up by JEWP I. As the exercise
progressed, its stages were compared with the checklist and a compliance report drafted. The
final section of the checklist covered statistical analysis and monitoring of both the
benchmark exercise and the final outcomes. This is ongoing.
7.3 The equality features of the NHS JE Scheme design include:
• A sufficiently large number of factors to ensure that all significant job features can be
measured fairly.
• Inclusion of specific factors to ensure that features of predominantly female jobs are fairly
measured, for example communication and relationship skills, physical skills,
responsibilities for patients/clients and emotional effort.
• Avoidance of references in the factor level definitions to features which might operate in
an indirectly discriminatory way, for example direct references to qualifications under the
knowledge factor, references to tested skills under the physical skills factor.
7.4 Scoring and weighting were designed in accordance with a set of gender neutral principles,
rather than with the aim of achieving a particular outcome, for example all responsibility
factors are equally weighted to avoid one form of responsibility been viewed as more
important than others.
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7.5 Equality features of the implementation procedures include:
• A detailed matching procedure to ensure that all jobs have been compared to the national
benchmark profiles on an analytical basis, in accordance with the Court of Appeal decision
in the case of Bromley v H and J Quick (1988).
• Training in equality issues and the avoidance of bias for all matching panel members, job
analysts and evaluators.
• A detailed Job Analysis Questionnaire (JAQ) to ensure that all relevant information is
available for local evaluations.
7.6 An employment judge in the Hartley v Northumbria Healthcare tribunal (2008-9) found that
the national aspects of the scheme, including design, profile writing, job evaluation
processes and training courses were in line with equal pay requirements, but issued a
warning that the processes and procedures needed to be implemented properly at local
level to avoid equal pay claims being brought against the employer.
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2. The status of additional guidance
This chapter sets out the status of additional guidance on interpreting and applying the AfC JE System
and profiles.
1. Guidance approved by the NHS Staff Council Executive
1.1 The Job Evaluation Handbook contains all the guidance on interpreting and applying the AfC
JE Scheme and profiles, which have been developed nationally and approved by the Executive
on behalf of Staff Council. Further explanation of how this guidance should be used is
available from the national training materials for matching and evaluation panels (see NHS
Employers website at www.nhsemployers.org for further details on training).
1.2 On occasion, the Job Evaluation Handbook guidance may be supplemented by additional
advice and questions and answers approved by the Executive on behalf of Staff Council, and
published on NHS Employers website (www.nhsemployers.org), on the Job Evaluation web
pages. This advice will be published to cover new situations as required and incorporated in
the JE Handbook where appropriate.
1.3 All of the above guidance is binding on local matching and evaluation panels. No other
guidance has the same status or is binding.
2. Guidance from professional bodies and staff side organisations
2.1 A number of professional bodies and staff side organisations have published guidance to
assist their own members in understanding the applications of the AfC JE Scheme and/or
relevant profiles to their roles.
2.2 Some of this guidance may have been developed following discussion with JEWP/JEG
members, for example, during joint working on the development of profiles.
2.3 Whether or not there has been discussion with JEWP/JEG members on the content of
guidance referred to in 2.1, its status is advisory. It is not binding on local matching and
evaluation panels.
3. Guidance on qualifications and/or experience
3.1 Some individuals and organisations have produced additional guidance, often in matrix form,
on how specific forms of qualification and/or years of experience required for certain jobs
should be related to the factor level definitions and guidance on the knowledge factor in the
Job Evaluation Handbook.
3.2 Such guidance is intended to assist local matching and evaluation panels by providing a
straightforward read-across between the qualifications and/or experience requirements,
which may be included in personal specifications or other job documents, and the AfC scheme
factor levels.
NHS Job evaluation handbook 10
3.3 Such read-across guidance has not been provided nationally because the knowledge factor is
intended to measure the knowledge actually required for the job, which may be significantly
different from the qualifications and/or experience specified in job documentation, which
may under or overstate the knowledge required.
3.4 In addition, read-across guidance on qualifications and experience are recognised as
contributing to discrimination in the past against jobs occupied predominantly by women
and/or employees from ethnic minority groups.
3.5 The status of such additional guidance is advisory and it should be treated with caution.
NHS Job evaluation handbook 11
3. Maintaining good Job Evaluation practice
1. Embedding good practice
1.1 The NHS JE Scheme is used to determine the pay bands for all posts on Agenda for Change
contracts. It was introduced in 2004 and relies on consistent application within organisations
and across the service.
1.2 Whilst many current posts were banded using the JE process outlined below at the time of
implementation, it is essential that the NHS JE Scheme continues to be used for determining
the banding of posts and consequently staff pay rates. This will especially apply to all new
posts and posts which have significantly changed since they were last evaluated.
1.3 The NHS JE process aims to:
• ensure job descriptions and person specifications are up to date and accurately reflected
the demands of the post (see Chapter 10)
• match jobs against national profiles using the procedure in chapter 12
• evaluate jobs in accordance with chapter 13 using the job analysis questionnaire, job
analysis interview and evaluation panels
• ensure pay structures are consistent and do not unfairly discriminate employees or staff
groups.
• ensure all the above is carried out in partnership.
1.4 The AfC agreement requires fairness and equality in line with equal pay legislation. This is a
continuing requirement as organisations develop new services and posts and incorporate the
job evaluation process into procedures, particularly, but not exclusively, organisational
change and service improvement.
1.5 In order to continue to match/evaluate jobs, organisations need to ensure that there are
enough trained job evaluation practitioners to enable matching, analysis, evaluation and
consistency checking in partnership. The Job Evaluation Group offers training on matching,
evaluating and consistency checking – information can be found on the NHS Employers’
website.
2. Job evaluation and service improvement
2.1 Job evaluation does not in itself achieve service improvement but the process may assist in
the identification and development of new roles, and it is necessary to ensure that new posts
are slotted into the organisational structure at the correct level. Employers in England and
Wales should also note the contents of Annex 24 of the Agenda for Change Handbook
“Guidance on workforce re-profiling”.
NHS Job evaluation handbook 12
2.2 Organisations need to consider whether to replace vacant posts with a similar post or to
evaluate the needs of the service and create a new role in line with service improvement.
3. Changed jobs
3.1 One of the aims of AfC is to allow NHS organisations to operate more flexibly by developing
roles in partnership. Detailed procedures need to be agreed locally.
3.2 All posts change over a period of time. For most, the job evaluation outcome will not normally
be affected unless there are significant changes. Some job outcomes may be close to band
boundaries and consequently the banding for these jobs may change with only limited
changes to job demands.
3.3 The decision about whether changes are significant and warrant a re-evaluation should be
made in partnership by knowledgeable Job Evaluation practitioners
3.4 Organisations need to establish how changes to posts will be identified and verified. In some
cases it may be obvious and there will be discussion around these changing roles. On other
occasions it may be due to demographic, incidental or re-organisational changes.
3.5 Disputes over whether a job has changed significantly should be resolved through the local
grievance procedure or a local arbitration process.
4. Re-evaluation of changed jobs
4.1 Where a post holder and their manager agree that the demands of the post have changed
significantly, then a re-match or re-evaluation of the post needs to be carried out.
4.2 To make a request for re-evaluation or re-match the post holder must submit either an
amended agreed JD, or agreed evidence showing which skills and responsibilities applicable to
the post have changed. They should also provide details of the changed job demands that
have led them to believe there is a change in factor levels. (NB it is advised that job
descriptions are kept up to date with all changes whether they are deemed “significant” or
not)
4.3 Postholders must be advised that the outcome of the re-evaluation or rematch could be to
remain in the same band; or go up or down a band.
4.4 A re-match or re-evaluation should assess the whole job, albeit with a reference back to the
original match or evaluation. Just dealing with some of the factors could lead to
inconsistencies.
4.5 If the banding outcome changes as a result of re-evaluation, that change should be backdated
to when the postholder and manager agreed the job has changed. Disputes about back-dating
should be resolved through local procedures.
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5. Matching/evaluating new jobs
5.1 This procedure should be used where a new role to the service has been created and there is
no post holder in post.
5.2 New jobs will need to be matched or evaluated in order that a pay band can be determined
for recruitment purposes. This exercise should be carried out by experienced matching or
evaluation panel members in partnership, who will be advised by appropriate management
and staff side representatives from the relevant sphere of the work. However, it must be
acknowledged that, as there is no one working in the post, some questions may not be
answerable at this stage and the full nature of the role may not yet be known (see below).
5.3 After recruitment, the organisation should allow a reasonable period of time for the job to
‘bed down’ and this may vary according to the nature of the job. Some posts may need a
period of a few months, while others may be subject to seasonal variations requiring a full
year to determine the full job demands. Once the full demands of the post are clear, the
postholder and/or their manager should review the job description and, if any changes are
made to it, the job evaluation outcome must be reassessed using the matching or evaluation
procedure as appropriate. The standard procedure for this reassessment either by job
matching or evaluation panel should be followed. This includes checking that the outcome is
consistent with other similar jobs on a factor by factor basis.
The application of the reassessed job evaluation outcome would normally be backdated to
the start date of the new job. Note that the outcome can go up or down.
5.4 New jobs which are likely to become commonly occurring across the NHS, but do not match
any of the published profiles, should be locally evaluated and then referred to NHS Staff
Council to consider whether a national profile should be produced.
6. Recording and retaining Job Evaluation outcomes
6.1 From 2005 to the end of 2012, health departments funded the provision of a computerised
system to record job evaluation decisions and outcomes, known as Computer Aided Job
Evaluation (CAJE). From 1 January 2013, organisations in England have been responsible for
their own systems for storing information and monitoring the consistency of outcomes.
Health departments in Scotland, Wales and Northern Ireland have procured and funded CAJE
for use in organisations within those countries
6.2 It is important that organisations keep good records of job matching or job evaluation and any
subsequent processes, including review and re-evaluation Evidence for banding outcomes
should be documented and audit trails of decisions be accessible should any clarification be
required. Historical records including those formerly held on CAJE also need to be kept in
case organisations have to supply these in defence of an equal pay claim. Failure to produce
NHS Job evaluation handbook 14
records recently resulted in a tribunal dismissing a defence (
1
) and as such is a significant risk
to the organisation.
6.3 If you no longer use CAJE and have not requested your historical records back, please contact
NHS Employers who currently hold all historical data that has not yet been claimed. The
responsibility for retaining records rests with the local organisation, but NHS Employers will
hold CAJE records for as long as is statutorily required.
6.4 Those organisations which no longer have a contract for CAJE should develop a system which
will:
• record matching and evaluation outcomes, together with information on jobs, for
example, department, job title, etc
• hold and store all relevant documents, for example, job description, JAQs, further
information
• provide reports
• enable those with access to interrogate the information in a number of ways to assist
consistency checking.
6.5 Without a robust system, there will be an increased risk of the wrong type of information
being recorded or information not being recorded robustly enough to allow good consistency
checking. The lack of a method of ensuring good information storage will substantially
increase the risks of organisations finding it difficult to defend any equal pay claims in the
future. Organisations will need to consider including provisions in line with the above bullet
points in any system developed or procured locally.
Organisations should retain all job evaluation records to ensure that they can justify their
outcomes in any equal pay claims.
7. Keeping job evaluation relevant
7.1 Where does job evaluation fit in your organisation?
There is an on-going need to ensure the application of job evaluation reflects current working
practices. There needs to be a partnership agreement to establish the necessary protocols
and procedures that will apply to the ongoing use of the NHS JE Scheme and the protection of
equality and fairness within the new pay structure
7.2 Partnership working
Partnership working remains a central principle of Agenda for Change. Organisations need to
consider how they will continue to develop partnership working that has been created during,
and following, implementation of AfC.
To this end, employers should work in partnership with unions to ensure that members of
trade unions and other staff organisations recognised for purposes of collective bargaining at
1
On 16 July 2008, Employment Judge Garside at the Newcastle ET upheld a strike-out of the defence in the case of Aynsley
and Others v. N. Tyneside PCTbecause the trust had failed to disclose appropriate AfC documentation.
NHS Job evaluation handbook 15
local level are recruited, trained and released appropriately to participate in the partnership
operation and monitoring of the scheme. Such staff can but do not need to be accredited
trade union representatives unless agreed otherwise locally, but they should be employed by
their local organisation and be nominated by and accountable to their local trade union
branch and/or staff side. (NB the Scottish terms and conditions committee has stipulated that
staff side job evaluation/matching practitioners must also be accredited trade union reps.) In
exceptional circumstances and only by local partnership agreement, job matching or
evaluation may need to be done by a third party organisation to meet local capacity needs on
a temporary basis (see section 8.4 for more details on when this is possible).
7.3 Trained matching/evaluators
Organisations need to ensure that staff are trained in the matching, analysis and evaluation
processes of the NHS JE Scheme for continuity in the future. It is essential for organisations to
keep a register of names of practitioners and trainers.
7.4 They also need to consider how the skills of practitioners can be maintained and the need for
refresher training on a regular basis. NHS Employers, on behalf of the NHS Staff Council,
provide a variety of training courses using the latest training materials and National JE
Trainers. Organisations may want to collaborate and share training and refresher training
events.
7.5 JEG Trainers are able to demonstrate the following technical and behavioural competences:
• a thorough understanding of the underpinning principles of equality and equal pay in job
evaluation
• a sound working knowledge of the NHS JE scheme
• an awareness of the history of the NHS JE scheme and how it relates to practices today
• an understanding of how the JE scheme is managed and maintained by JEG
• a commitment to partnership working and the benefits it offers.
7.6 In the case of those delivering training locally to practitioners, organisations need to be
confident in the ability of those who have been trained to pass on their knowledge and skills
to practitioners. The use of JEG nationally-accredited trainers at all levels ensures the
required standard and quality.
8. Maintaining capacity
8.1 It is essential that employers maintain capacity to undertake job evaluation thoroughly.
Amongst the issues that have been identified are:
• The need to maintain adequate numbers of trained JE practitioners within the
organisation. This can help avoids long delays and a backlog of jobs requiring
matching/evaluation, reviewing and consistency checking.
NHS Job evaluation handbook 16
• The need for named JE management and staff side leads with responsibility for overseeing
job evaluation across the organisation. Time pressures may result in poor practice with
regards to outcomes.
• Lack of consistency checking processes.
• The importance of maintaining partnership throughout the process, particularly in new
organisations with low union density.
• Succession planning when losing experienced personnel due to reconfiguration or other
reasons.
8.2 It is important that all long-term and temporary solutions to existing capacity issues are
discussed in partnership. Any solutions should include an action plan aimed at identifying and
solving capacity issues.
8.3 Employers should draw up, in partnership, an action plan for long-term solutions.
Examples of issues that can be addressed in a local action plan are:
• Ensuring sufficient properly trained practitioners.
• Agreement for sufficient time off for practitioners to sit on panels as required.
• Support from the organisation and line managers to enable JE practitioners to fully engage
in the process and maintain their skills.
• Mentoring and support from experienced practitioners to refresh supply of new
practitioners.
• Running training courses to train and refresh practitioners’ skills.
• Temporary solutions should be time-limited with clear measurable goals, which draw on
the minimum amount of external support needed to build internal capacity.
8.4 In the short term the following may be of use.
• Solving the problem internally - Initially, organisations should review how they manage JE
processes internally and scope whether there is room for improvement, although
efficiencies adopted should be consistent with the processes in the Job Evaluation
Handbook. This may be by improving administrative and communication procedures;
identifying existing trained staff and what may be preventing them sitting on panels;
commissioning additional training, e.g. refresher training; ensuring the importance of
evaluation is understood by staff side and line managers. JEG offers training – further
details are available on the NHS Employers website.
• Consider speaking to local organisations to see if they are able to provide support, even if
they do not have the same spread of services or staff groups. It is more important that
NHS Job evaluation handbook 17
the practitioners are well-trained and up-to-date in the NHS JE Scheme. Explore with your
neighbours what options are available to you. These may include:
o Running panels comprising practitioners from both organisations.
o Arranging for the neighbouring organisation to run panels on your behalf; ensuring
that robust audit trails are kept locally.
o Sharing resources for matching and evaluation across both organisations, e.g. hosting
panels, administration, etc.
o Where maintaining sufficient job analysts and job evaluators is difficult due to the low
number of evaluations presenting, you may wish to consider working with a
neighbouring organisation as a longer-term solution.
o Learning from your neighbour in how they have integrated JE processes successfully
into the trust.
All of these options may entail some cost to the organisation and the following questions will need
to be considered carefully before proceeding:
o How to facilitate collaboration?
o Whether any informal networks are in place already?
o How to support collaboration in a way that is beneficial to both parties?
o How to ensure that robust audit trails of decision making, including consistency
checks, are made available to the employer responsible for the posts?
• Using JEG-nominated national panel members - JEG has a comprehensive database of
trained and experienced job matchers and job evaluators. This can be accessed via JEG to
supplement local practitioners where there are significant capacity problems, particularly in
cases where there are long backlogs. Panel members are spread across the country and it may
be possible to access practitioners within your region. This is facilitated by the JEG secretariat
([email protected]) and the organisations will be expected to provide a venue, resources
and pay practitioners expenses. These practitioners will not be expected to provide
consultancy services for third party organisations.
• Use of third-party consultants - this is unlikely, in the longer-term, to support local
organisations to develop sound and comprehensive internal processes. This is because it does
not build or develop internal JE resources and knowledge within the organisation.
Consequently, JEG advises that using third-party consultants should as a rule be a short-term
solution, which is used when other options have been exhausted.
JEG recommends that use of third-party consultants be subject to the following criteria:
NHS Job evaluation handbook 18
o Any temporary agreement with a third party should have clearly defined time-limits
and be measurable against set criteria;
o Partnership working underpins the NHS JE scheme, therefore it is important that any
external panels can demonstrate that they work in partnership
o The organisation must be satisfied that external panel members have been properly
trained in the NHS JE scheme and understand the principles which underpin it.
o All information relating to the panels and the decisions they make should be audited
and handed over to management and staff side JE leads of the organisation.
Ownership of the information should rest with the organisation and not the third-
party consultancy.
o Arrangements should be in place to ensure that there are channels for dialogue to
allow panel findings and rationales to be interrogated, understood and differences
reconciled.
o Consistency checking is carried out within the organisation not by a third party.
o The organisation needs to give some thought to how requests for review will be
managed.
9. Summary
9.1 Organisations must ensure that the NHS JE Scheme is embedded in everyday operational
processes. They must ensure that they have the capacity for future matching and evaluation
in partnership, by scoping future needs to identify a pool of sufficient practitioners who will
be used on a regular basis to ensure job evaluation competency and consistency.
This will require on-going training and refresher training,
9.2 Partnership working must be maintained and all practices and procedures should reflect this,
as well as compliance with the equal pay legislation.
9.3 Ensuring and maintaining capacity is essential to ensure thorough and timely application of
job evaluation practices.
NHS Job evaluation handbook 19
4. Merger and reconfiguration of health service
organisations
1. Introduction
1.1 This chapter provides advice on the equal pay implications of mergers and practical advice for
organisations undergoing mergers and reconfigurations in the NHS. Its aim is to show how
AfC principles and practices in relation to the NHS JE Scheme, can be used to assist
organisations in developing and implementing new and revised job structures.
1.2 The advice draws on relevant legal decisions, good practice advice from the Equality and
Human Rights Commission and experience of those who have been through similar exercises.
1.3 This guidance should be read in conjunction with Annex 24 - Guidance on workforce re-profiling
in the NHS Terms and Conditions Handbook.
1.4 The principles of this guidance are also applicable in situations where health and social care
services are being integrated, perhaps due to regional devolution or the development of new
models of service delivery.
2. The equal pay implications of mergers and reconfiguration
2.1 Following merger or reconfiguration, there will be a new single employer and employees of
the merged organisation will be treated as being ‘in the same employment’ for the purpose of
the Equality Act 2010 and the Equal Pay Act (Northern Ireland) 1970. This means it may be
possible for employees of one of the legacy organisations to pursue equal pay claims, citing
comparators from one of the other merging organisations.
2.2 Although the legacy organisations should all have applied the NHS JE Scheme, they may be
vulnerable to equal pay claims if there are significant differences in the way each constituent
organisation has implemented it. However, the risk of such claims is likely to be lower than,
for example, where merging organisations have not previously undertaken job evaluation. To
protect itself against claims, the reconfigured organisation should at the earliest opportunity
review and consistency check all evaluations, revisiting and, if necessary, re-evaluating where
inconsistencies cannot be objectively justified.
2.3 If it emerges from the review and consistency check that the same scheme has been applied
in significantly different ways by the legacy organisations, then it will be necessary to treat the
exercise as though different schemes had been adopted and to re-evaluate to common
principles and procedures, using the AfC JE Scheme.
2.4 Where NHS organisations are employing social care staff from Local Authorities, it is
important that they are aware of the equal pay risks they may face if they have staff on two
NHS Job evaluation handbook 20
different pay scales with two different job evaluation mechanisms (NHS and local
government).
3. Timing
3.1 It is a major exercise for any organisation to design a fresh job structure with new and
changed jobs, even more so when this follows a merger of organisations which already have
their own structures and where there are uncertainties about their future.
3.2 For this reason, it should not be rushed. Time should be taken at the design and planning
stages of the exercise to ensure that the proposed new job structure is suitable for the new
organisation’s future service needs.
3.3 Although there may be a transitional risk of equal pay claims, this risk is likely to be lower than
the risk of claims arising from poor application of the job evaluation scheme to new and
changed jobs. In the long run, it would be preferable to spend time at the planning stage,
ensuring that the new structure is ‘fit for purpose’ and implemented with vigour.
4. First practical steps
4.1 At the outset of the exercise it is important to:
• Establish partnership arrangements. The principles and practices of the original Agenda
for Change implementation should also apply to post-merger/reconfiguration exercises.
Experience shows that it is important to get such arrangements established as quickly as
possible. An early task for the new partnership groups could be to review the locally
determined Agenda for Change procedures and to agree those to be adopted by the new
organisation. This will save delays at later stages.
• Devise a communications strategy. Employees in the new organisation are likely to be
particularly anxious about the future of their jobs, so it is imperative to ensure there is
good communication to keep all staff informed of progress.
• Organise the logistics. It is important not to underestimate the resources required for the
introduction of a common job structure for the merged/reconfigured organisation eg
project management, timescales. This step should include a review of relevant HR IT
systems to ascertain what data they can provide and to ensure they are compatible.
• Develop a common terminology. A possible barrier to progress is the use of legacy
organisations’ terminology eg using the same term for different concepts and different
terms for the same concept. As the meanings of words are important in the context of job
matching and evaluation, it is worth spending some time at the outset on clarifying and
defining any terms that are likely to be used frequently.
4.2 Step 1: Conducting a jobs audit
The first step in introducing a common job structure is to conduct an audit of jobs in the
merged organisation. This is usually an HR function. It can start before the merger takes
NHS Job evaluation handbook 21
place and can then inform the development of the new job structure (see below). It involves
preparing a comprehensive list of job titles within the new organisation and gathering
relevant job descriptions and person specifications, where they exist.
4.3 By comparing job descriptions for similar areas of work, it will be possible to identify how
many different jobs there are and how many share common job titles. Other jobs may be the
same or broadly similar but have different job titles. This is particularly true in administrative
and clerical fields.
4.4 Where jobs are the same or broadly similar but have different job titles, it will be necessary to
rationalise job titles, at least for review purposes. Any decisions to agree common job titles
for the new organisation should be made in consultation with the individuals concerned and
their trade union representatives.
4.5 All jobholders should have had up-to-date and accurate job descriptions for the initial AfC
implementation, but some may already be out of date and some of the formats may not be
useful for other purposes. This is an opportunity to view the organisation’s job description
format and for any out of date job descriptions to be brought up to date. It will not only assist
and inform this stage of the exercise but also serve as preparation for matching and/or
evaluating of new and changed jobs.
4.6 Step 2: Designing a common job structure
Having conducted a jobs audit, the next step is to design a common job structure.
Consideration will need to be made as to how the organisation should be structured to meet
its future needs and objectives. This could involve significant changes to some of the jobs and
structures which operated in the legacy organisations. The exercise should be undertaken,
even if significant changes are not anticipated for most jobs.
4.7 Designing a new job structure is a major exercise which will need direction from senior
managers. It should involve managers at all levels and be done in consultation with the
relevant trade unions and professional organisations.
4.8 Step 3: Implementing the common job structure or reviewing matching/evaluation
The crucial question at this stage is the order in which the next steps in the exercise take
place. There are two possible options:
• implement the new common job structure and then undertake AfC matching and
evaluation of new or changed jobs, or
• review the matching/evaluation of the jobs that exist on merger/reconfiguration,
implement the new job structure and then re-match or evaluate the new jobs in the
structure as necessary.
4.9 Each approach has advantages and disadvantages. The advantage of the first approach is that
it potentially saves time on a second round of matching/evaluations. However, implementing
a new job structure can be very time consuming, leaving the organisation vulnerable to equal
pay claims if there are any significant inconsistencies in banding. It can also be de-stabilising
for staff.
NHS Job evaluation handbook 22
4.10 The advantage of the second approach is that the risk of equal pay claims is minimised. Those
jobs that remain the same in the new structure, will not need to be re-evaluated, unless a
very long period of time has elapsed since the original AfC matching and evaluations. This
approach also allows for job re-structuring and any further evaluations to be carried out in a
phased programme. The second approach is therefore recommended.
4.11 Step 4: Matching and evaluating new and changed jobs following merger/reconfiguration
Points to bear in mind:
a. The principles, practices and procedures should be exactly the same as the original AfC
implementation. Where different procedures had been adopted for the aspects to be
determined locally, it is obviously necessary to agree a single approach and helpful if this
has been done in advance of the process.
b. Jobs which all parties agree have not changed following the merger/reconfiguration do
not need to be re-matched or re-evaluated, as long as the review shows there are no
inconsistencies in the previous processes. If inconsistencies are found, then it will be
necessary to re-match or evaluate.
c. Consistency checking should take place during the post-merger matching/evaluations in
exactly the same way as in the original exercise. Overall consistency checking should
include jobs which have not needed to be re-matched or evaluated, to ensure that
outcomes are consistent across all jobs in the new organisation. Not doing this risks
internal grievances or legal challenge.
d. Employees should have the same right of review of matching or evaluations of new and
changed jobs, as in the original exercises
NHS Job evaluation handbook 23
5. Factor plan and guidance notes
Factor definitions and factor levels
1. Communication and relationship skills
This factor measures the skills required to communicate, establish and maintain relationships and
gain the cooperation of others. It takes account of the skills required to motivate, negotiate,
persuade, make presentations, train others, empathise, communicate unpleasant news sensitively
and provide counselling and reassurance. It also takes account of difficulties involved in exercising
these skills.
Skills required for:
Level 1: Providing and receiving routine information orally to assist in undertaking own job.
Communication is mainly with work colleagues.
Level 2: Providing and receiving routine information orally, in writing or electronically to
inform work colleagues, patients, clients, carers, the public or other external contacts.
Level 3: (a) Providing and receiving routine information which requires tact or persuasive skills
or where there are barriers to understanding, or
(b) providing and receiving complex or sensitive information, or
(c) providing advice, instruction or training to groups, where the subject matter is
straightforward.
Level 4: (a) Providing and receiving complex, sensitive or contentious information, where
persuasive, motivational, negotiating, training, empathic or re-assurance skills are
required. This may be because agreement or cooperation is required or because there
are barriers to understanding, or
(b) providing and receiving highly complex information.
Level 5: (a) Providing and receiving highly complex, highly sensitive or highly contentious
information, where developed persuasive, motivational, negotiating, training,
empathic or re-assurance skills are required. This may be because agreement or co-
operation is required or because there are barriers to understanding, or
(b) presenting complex, sensitive or contentious information to a large group of staff
or members of the public, or
(c) providing and receiving complex, sensitive or contentious information, where there
are significant barriers to acceptance which need to be overcome using developed
interpersonal and communication skills such as would be required when
communicating in a hostile, antagonistic or highly emotive atmosphere.
Level 6: Providing and receiving highly complex, highly sensitive or highly contentious
information where there are significant barriers to acceptance which need to be
NHS Job evaluation handbook 24
overcome using the highest level of interpersonal and communication skills, such as
would be required when communicating in a hostile, antagonistic or highly emotive
atmosphere.
Definitions and notes:
From Level 2 upwards communication may be oral or other than oral (e.g. in writing) to work
colleagues, staff, patients, clients, carers, public or other contacts external to the department,
including other NHS organisations or suppliers.
Requirement to communicate in a language other than English. Jobs with a specific requirement to
communicate in a language other than English, which would otherwise score at Level 2 will score at
Level 3. Any score higher than Level 3 will be dependent on the nature of the communication, the
skills required and the extent to which they meet the factor level definitions and not the language of
delivery.
Barriers to understanding (Levels 3 to 5a) refers to situations where the audience may not easily
understand because of cultural or language differences, or physical or mental special needs, or due to
age (e.g. young children, elderly or frail patients/clients)
From Level 3 upwards communication may be oral, in writing, electronic, or using sign language, or
other verbal or non-verbal forms.
Tact or persuasive skills (Level 3a). Tact may be required for situations where it is necessary to
communicate in a manner that will neither offend nor antagonise. This may occur where there is a
job requirement to communicate with people who may be upset or angry, be perceptive to concerns
and moods and anticipate how others may feel about anything which is said. Persuasive skills refer to
the skills required to encourage listeners to follow a specific course of action.
Complex (Levels 3b, 4a, 5b, 5c) means complicated and made up of several components, eg financial
information for accountancy jobs, employment law for HR jobs, condition related information for
qualified clinical jobs. Most professional jobs normally involve providing or receiving complex
information.
Sensitive information (Levels 3b, 4a, 5b, 5c) includes delicate or personal information where there
are issues of how and what to convey.
Training where the subject matter is straightforward (Level 3c) refers to training in practical topics
such as manual handling; new equipment familiarisation; hygiene, health and safety.
Empathy (Level 4a, 5a) means appreciation of, or being able to put oneself in a position to
sympathise with, another person’s situation or point of view.
Highly complex (Levels 4b, 5a, 6) refers to situations where the jobholder has to communicate
extremely complicated strands of information which may be conflicting eg communicating
particularly complicated clinical matters that are difficult to explain and multi-stranded business
cases.
NHS Job evaluation handbook 25
Highly sensitive (Levels 5a and 6) refers to situations where the communication topic is extremely
delicate or sensitive e.g. communicating with patients/clients about foetal abnormalities or life-
threatening defects, or where it is likely to cause offence e.g. a health or social services practitioner
communicating with patients/clients about suspected child abuse or sexually transmitted diseases.
Highly contentious (Levels 5a and 6) refers to situations where the communication topic is extremely
controversial and is likely to be challenged e.g. a major organisational change or closure of a hospital
unit.
Developed skills (Levels 5a and 6) refers to a high level of skill in the relevant area which may have
been acquired through specific training or equivalent relevant experience. It includes formal
counselling skills where the jobholder is required to handle one-to-one and/or group counselling
sessions.
Presenting complex, sensitive or contentious information to a large group of staff or members of
the public (Level 5b) means communicating this type of information to groups of around 20 people
or more in a formal setting, e.g. classroom teaching, presentation to boards or other meetings with
participants not previously known to the jobholder. This type of communication may involve the use
of presentational aids and typically gains and holds the attention of, and imparts knowledge to,
groups of people who may have mixed or conflicting interests.
Communicating in a hostile, antagonistic or highly emotive atmosphere (Level 5c) includes
situations where communications are complex, sensitive or contentious (see above) and the degree
of hostility and antagonism towards the message requires the use of a high level of interpersonal and
communication skills on an ongoing basis, such as would be required for communications which
provide therapy or have an impact on the behaviour/views of patients/clients with severely
challenging behaviour. It also includes communications with people with strong opposing views and
objectives where the message needs to be understood and accepted, e.g. communicating policy
changes which have an impact on service delivery or employment.
Communicating highly complex information in a hostile, antagonistic or highly emotive atmosphere
(Level 6). This level is only applicable where there is an exceptionally high level of demand for
communication skills. It applies to situations where communications are highly complex, highly
sensitive or highly contentious (see above) and there is a significant degree of hostility and
antagonism towards the message which requires the use of the highest level of interpersonal and
communication skills such as is required for communications which are designed to provide therapy
or impact on the behaviour/views of patients with severely challenging behaviour in the mental
health field. It also includes communications with people with extremely strong opposing views and
objectives eg communicating a hospital closure to staff or the community where the message needs
to be understood and accepted.
NHS Job evaluation handbook 26
2. Knowledge, training and experience
This factor measures all the forms of knowledge required to fulfil the job responsibilities
satisfactorily. This includes theoretical and practical knowledge; professional, specialist or technical
knowledge; and knowledge of the policies, practices and procedures associated with the job. It takes
account of the educational level normally expected as well as the equivalent level of knowledge
gained without undertaking a formal course of study; and the practical experience required to fulfil
the job responsibilities satisfactorily.
The job requires:
Level 1: Understanding of a small number of routine work procedures which could be gained
through a short induction period or on the job instruction.
Level 2: Understanding of a range of routine work procedures possibly outside immediate
work area, which would require a combination of on-the-job training and a period of
induction.
Level 3: Understanding of a range of work procedures and practices, some of which are non-
routine, which require a base level of theoretical knowledge. This is normally acquired
through formal training or equivalent experience.
Level 4: Understanding of a range of work procedures and practices, the majority of which are
non-routine, which require intermediate level theoretical knowledge. This knowledge
is normally acquired through formal training or equivalent experience.
Level 5: Understanding of a range of work procedures and practices, which require expertise
within a specialism or discipline, underpinned by theoretical knowledge or relevant
practical experience.
Level 6: Specialist knowledge across the range of work procedures and practices, underpinned
by theoretical knowledge or relevant practical experience.
Level 7: Highly developed specialist knowledge across the range of work procedures and
practices, underpinned by theoretical knowledge and relevant practical experience.
Level 8: (a) Advanced theoretical and practical knowledge of a range of work procedures and
practices, or
(b) specialist knowledge over more than one discipline/function acquired over a
significant period.
Definitions and notes:
Evaluating/matching under Factor 2: knowledge, training and experience
Knowledge is the most heavily weighted factor in the NHS JE Scheme and often makes a difference
between one pay band and the next. It is, therefore, important that jobs are correctly evaluated or
matched under this factor heading. The following notes are intended to assist evaluation and
NHS Job evaluation handbook 27
matching panel members to achieve accurate and consistent outcomes.
It is very important to get the KTE factor level right. Care must be taken to recognise all knowledge,
skills and experience required irrespective of whether a formal qualification is required. General
education, previous skills or experience and the amount of in-house or mandatory training needed
must be taken into account.
Please be aware that skills levels used by education and qualification organisations, e.g. Skills for
Health (SfH), are not equivalent to NHS JE Scheme factor levels. For example a SfH level 2 does not
equate to a band 2 job or even that the KTE is level 2.
Advice from Staff Council makes it clear that person specifications are not always enough to assess
the level of knowledge required for a job.
General points
1. The level of knowledge to be assessed
1.1 The knowledge to be measured is the minimum needed to carry out the full duties of the job
to the required standards.
1.2 In some cases, this will be the level required at entry and set out in the person specification,
for example:
• An accountancy job for which the person specification sets out the need for an
accountancy qualification plus experience of health service financial systems.
• A healthcare professional job, for which the person specification sets out the requirement
for the relevant professional qualification plus knowledge and/or experience in a specified
specialist area.
1.3 In other cases, however, the person specification may understate the
knowledge actually needed to carry out the job because it is set at a recruitment level on the
expectation that the rest of the required knowledge will be acquired in-house through on the
job training and experience, for example:
• Clerical posts for which the recruitment level of knowledge is a number of GCSEs, whereas
the actual knowledge required includes a range of clerical and administrative procedures.
• Managerial posts for which the recruitment level of knowledge is a number of GCSEs plus
a specified period of health service experience, when the actual knowledge required
includes the range of administrative procedures used by the team managed plus
supervisory/managerial knowledge or experience.
• Healthcare jobs where a form of specialist knowledge is stated on the person specification
as desirable, rather than essential, because the organisation is willing to provide training
in the particular specialist field.
NHS Job evaluation handbook 28
1.4 The number of years’ service should not be used as a rationale for justifying a certain factor
level. It is possible that using the number of years’ service contravenes the age discrimination
legislation.
2. Qualifications and experience
2.1 The factor level definitions are written in terms of the knowledge actually required to perform
the job at each level. This is to ensure that the knowledge is accurately evaluated and no
indirect discrimination occurs through use of qualifications, which may understate or
overstate the knowledge required.
2.2 Qualifications can provide a useful indicator of the level of knowledge required. Training
towards qualifications is also one means of acquiring the knowledge required for a job (other
means include on-the-job training, short courses and experience). Indicative qualifications are
given in the guidance notes. This does not mean that there is a requirement to hold any
particular qualification for a job to be scored at the level in question, but that the knowledge
required must be of an equivalent level to the stipulated qualification.
2.3 On the other hand, if a job does genuinely require the knowledge acquired through a
specified formal qualification, then this should be taken into account when assessing the job.
2.4 It is important that panels clarify what qualifications and/or experience are actually needed
for a job and ensure they understand what the qualification or experience is – this may
involve asking questions of the job advisors to ensure that the level expected of someone is
the level at which the job will be carried out competently, rather than that relating to
recruitment level. It is sometimes useful to match or evaluate the other job factors first prior
to the KTE factor in cases where there is doubt about the level for factor 2, because a better
idea of the job demands will emerge from this process.
2.5 Where qualification and/or experience requirements for a job have changed, the current
requirements should be taken as the necessary standard to be achieved. As it is the job which
is evaluated, jobholders with previous qualifications are deemed to have achieved the current
qualification level through on-the-job learning and experience.
2.6 It is not advisable to match or evaluate using a person specification and qualification levels
alone. Knowledge must be assessed in the context of demands and responsibilities of the
whole job. Panels should always check that, should a qualification be set in the person spec,
that this is actually required for the job.
3. Registration
3.1 Registration with a professional body is not directly related to either knowledge generally, or
to any particular level of knowledge, e.g. level 5.
NHS Job evaluation handbook 29
3.2 Registration is important in other contexts because it provides guarantees of quality, but in
job evaluation terms it gives only confirmation of a level of knowledge which would have
been taken into account in any event.
3.3 As it happens, many healthcare professional jobs require knowledge at level 5, and also
require state registration for professional practice. But it would be perfectly possible for other
groups where there is either a higher or lower knowledge requirement for this to be
associated with state or professional registration.
4. Using factors 2 and 12
4.1 JEG is aware that there are concerns expressed by job evaluation panels relating to factor 2,
which may have led to some short cuts being taken. One of the most common short cuts is
that of matching or evaluating factors 2 and 12 in isolation of the other factors, which will
often lead to panels ‘shoe-horning’ roles into profiles and may lead to an inaccurate band
outcome.
4.2 It is crucial that panels are satisfied they have taken into account all information
set out in the job description, person specification and any additional information, for
example, organisational chart. The knowledge required for the job may be partly made up
from on-the-job learning, short courses and significant experience which leads to a ‘step up’,
as well as the level of qualification expected.
4.3 The correct way to identify a suitable profile is not by looking at factors 2 and 12 but by using
the principle purpose of the job in the job descriptions and comparing this with the job
statement at the top of a profile.
5 Job descriptions and person specifications.
5.1 A good job description is needed for a robust job matching outcome, which should clearly
articulate the requirements and competence for the role and a person specification
stipulating the essential qualifications and/or experience required to be employed in the role.
5.2 Having up-to-date, agreed job descriptions is good HR practice and their main purpose is to
ensure that employees and their line managers have a common understanding of what is
required of the jobholder. The required information is generally set out in the form of a list of
job duties.
5.3 Similarly, having person specifications available for all posts is good HR practice because it
facilitates the recruitment process.
5.4 Job descriptions should not follow the national JE profile format as profiles are not job
descriptions and do not fulfil the main purpose of having job descriptions.
NHS Job evaluation handbook 30
5.5 Information required for matching, which is not usually included in job descriptions of person
specifications (for example, in relation to the effort and environment factors) can be collected
by other means, for instance, by short questionnaire or through oral evidence.
5.6 Some job descriptions may not be clear on the level of knowledge, training and experience
required, but it is the panel’s duty to find out by asking further questions.
5.7 If your current practices, in partnership do not comply with this advice, JEG recommends that
you revisit matching outcomes to ensure they are robust.
Points specific to factor levels
Small number of routine work procedures (Level 1) includes those that could normally be learned on
the job without prior knowledge or experience.
Short induction period (Level 1) is generally for days rather than weeks.
The difference between levels 1 and 2
The difference is in the range of procedures and, in consequence, the length of time it takes to
acquire knowledge of the relevant procedures.
Job training (Level 2) refers to training that is typically provided on the job through a combination of
instruction and practice or by attending training sessions. At this level the required knowledge
generally takes weeks, but not months, in the job to learn and may include some elements of
theoretical learning. It also refers to the knowledge required for Large Goods Vehicle or Passenger
Carrying Vehicle licences.
The difference between levels 2 and 3
Both levels 2 and 3 apply to jobs requiring understanding of a range of work procedures. The
differences are over:
• Whether the procedures are routine or involve non-routine elements.
• Whether it is necessary to have theoretical or conceptual understanding to support the
procedural knowledge, such as that acquired in obtaining NVQ3, Vocational Qualifications
level 3 and similar qualifications.
For areas of work where there are no commonly accepted equivalent qualifications:
• Level 2 applies to jobs requiring knowledge of a range of routine procedures.
• Level 3 applies to jobs requiring knowledge of the relevant procedures, plus knowledge of
how to deal with related non-routine activities, such as answering queries, progress
chasing, task-related problem solving.
NHS Job evaluation handbook 31
Base level of theoretical knowledge (Level 3) equates to NVQ level 3, Vocational Qualifications level
3, GCE AS and A level, Baccalaureate Qualification Advanced or equivalent level of knowledge.
Equivalent experience (Levels 3 and 4) refers to experience which enables the jobholder to gain an
equivalent level of knowledge.
The difference between levels 3 and 4
Both levels 3 and 4 apply to jobs requiring understanding of a range of work procedures and
practices. The differences are:
• the extent to which the procedures and practices are non-routine
• the level of the equivalent qualifications.
For areas of work where there are no commonly accepted equivalent qualifications, eg health service
administrative areas such as admissions, medical records, waiting lists:
• Level 3 – procedures and practices, some of which are non-routine – applies to jobs
requiring knowledge of the relevant administrative procedures, plus knowledge of how to
deal with related non-routine activities, such as answering queries, progress chasing, task-
related problem solving.
• Level 4 – procedures and practices, the majority of which are non-routine – applies to jobs
requiring knowledge of all the relevant administrative procedures, plus knowledge of how
to deal with a range of non-routine activities, such as work allocation, problem solving for
a team or area of work, as well as answering queries and progress chasing, developing
alternative or additional procedures.
Intermediate level of theoretical knowledge (Level 4) equates to a Higher National Certificate,
Vocational Qualifications level 4 or 5, foundation degree, Higher National Diploma, Diploma in Higher
Education, AAT (Association of Accounting Technicians) Technician Level or other diploma or
equivalent level of knowledge.
The difference between levels 4 and 5
The differences between levels 4 and 5 are:
• the breadth and depth of the knowledge requirement
• the level of the equivalent qualifications.
For areas of work where there are no commonly accepted equivalent qualifications:
NHS Job evaluation handbook 32
• Level 4 – procedures and practices, the majority of which are non-routine – applies to jobs
requiring knowledge of all the relevant administrative procedures, plus knowledge of how
to deal with a range of non-routine activities, such as work allocation, problem solving for
a team or area of work, as well as answering queries and progress chasing, developing
alternative or additional procedures.
• Level 5 – range of work procedures and practices, which require expertise within a
specialism or discipline – applies to jobs requiring knowledge across an area of practice,
e.g. in purchasing, medical records, or finance, allowing the jobholder to operate as an
independent (non-healthcare or healthcare) practitioner and to deal with issues such as
workload management and problem solving across the work area. It can apply to non-
healthcare jobs with a managerial remit across an administrative or other support area
where these criteria are met, e.g. in hotel services, catering, sterile supplies management.
Expertise within a specialism (Level 5) normally requires degree level, Honours degree, Vocational
Qualifications level 6 or an equivalent level of knowledge. This level of knowledge could also be
obtained through an in-depth diploma plus significant experience. Jobs requiring a degree or an
equivalent level of knowledge e.g. registered general nurse, should be scored at this level.
The difference between levels 5 and 6
There must be a clear step in knowledge requirements between levels 5 and 6, so for both healthcare
professional (e.g. nurse, allied health professional, biomedical scientist jobs) and non-healthcare
professional (e.g. HR, accountant, librarian, IT) jobs, a distinct addition of knowledge compared to
what was acquired during basic training and required for professional practice.
This additional knowledge may be acquired by various routes:
(a) normal training and accreditation, as for a district nurse, health visitor
(b) other forms of training/learning e.g. long or combination of short courses or
structured self-study
(c) experience
(d) some combination of (b) and (c).
In broad terms the additional knowledge for level 6 should equate to post-registration or post-
graduate diploma level (that is, between first degree/registration and master’s level), but there is no
requirement to hold such a diploma.
It is important to note that not all experience delivers the required additional knowledge for level 6.
Simply doing a job for a number of years may make the jobholder more proficient at doing the job,
NHS Job evaluation handbook 33
but does not always result in additional knowledge. Also, while most additional knowledge,
particularly for healthcare professional jobs, is specialist knowledge (that is, homing in on an area of
practice and deepening the knowledge of that area acquired during basic training), some is a
broadening of basic knowledge to a level which allows the jobholder to undertake all areas of
practice without any guidance or supervision.
For additional specialist knowledge, indicators of level 6 knowledge, acquired primarily through
experience are, for example, a requirement to have worked:
• In the specialist area and with practitioners from own or another profession who are
experienced in this area.
• In the specialist area and to a clear programme of knowledge development, for example,
rotating through all aspects of the specialist work, attending appropriate study days and
short courses, undertaking self-study.
For additional breadth of knowledge, examples of level 6 are:
• The midwife, who undertakes a formal mentoring or preceptorship to achieve a level of
knowledge allowing the full sphere of midwifery practice to be undertaken.
• The community psychiatric nurse, where the jobholder would need to have acquired
sufficient additional post-registration knowledge through experience as a nurse in a
mental health setting to be able to work autonomously in the community.
• The specialist AHP professional or therapist, where the jobholder needs additional
knowledge acquired through (formal and informal) specialist training and experience in
order to be able to manage a caseload of clients with complex needs.
• A human resources professional required to have sufficient additional knowledge gained
through experience to be able to be the autonomous HR adviser for a directorate or
equivalent organisational area, or for an equivalent subject area of responsibility.
• An accountancy job requiring knowledge gained through professional qualifications plus
sufficient additional knowledge of health service finance systems to be responsible for the
accounts for one or more directorates.
• An estates management job requiring knowledge gained through professional
qualifications (or equivalent vocational qualifications) plus sufficient additional knowledge
of health service capital procurement procedures and practices to be able to manage part
or all of the capital projects programme for the organisation.
Specialist knowledge (level 6) refers to a level of knowledge and expertise which can be acquired
NHS Job evaluation handbook 34
through either in-depth experience or theoretical study of a broad range of techniques/processes
relating to the knowledge area. This equates to post-registration/graduate diploma level or
equivalent in a specific field. This level also refers to the specialist organisational, procedural or policy
knowledge required to work across a range of different areas. The jobholder is influential within the
organisation in matters relating to his/her area and provides detailed advice to other specialists and
non-specialists.
The difference between levels 6 and 7
There must be a further clear step in knowledge between levels 6 and 7, equivalent to the step
between a post-graduate diploma and master’s degree, in terms of both the length of the period of
knowledge acquisition and the depth or breadth of the knowledge acquired.
This additional knowledge may be acquired by various routes:
(a) formal training and accreditation to master’s or doctorate level, as for clinical
pharmacist, clinical psychologist or a qualification deemed to be equivalent, eg health
visitor Community Practice Teacher, Diploma in Arts Therapy
(b) other forms of training/learning eg long or combination of short courses or structured
self-study
(c) experience (but see below)
(d) some combination of (b) and (c).
In broad terms the additional knowledge for level 7 should equate to master’s level (that is, between
post-graduate diploma and doctoral level), but there is no requirement to hold such a degree.
As with the difference between levels 5 and 6, not all experience delivers the required additional
knowledge for level 7. Simply doing a job for many years may make the jobholder more proficient at
doing the job, but does not always result in additional knowledge. For level 7, experience on its own -
as the means of acquiring sufficient, relevant additional knowledge - should be scrutinised carefully.
There should normally be evidence of additional theoretical or conceptual knowledge acquisition
such as would be acquired through a taught master’s course.
For additional specialist knowledge, indicators of level 7 knowledge, acquired primarily through
experience, are, for example, a requirement to have worked:
• in the specialist area and working pro-actively with practitioners from own or another
profession who are experienced in this, together with relevant short courses and self-study
• in the specialist area and to a clear and substantial programme of knowledge development,
e.g. rotating and actively participating in all aspects of the specialist work, attending
appropriate study days and short courses, undertaking extended self-study.
The additional specialist knowledge required could consist in part of managerial knowledge, where
this is genuinely needed for the job and there is a requirement to attend management courses or
NHS Job evaluation handbook 35
have equivalent managerial experience.
Highly developed specialist knowledge (Level 7) refers to knowledge and expertise which can only
be acquired through a combination of in-depth experience and postgraduate or post-registration
study, such as that obtained through a master’s degree or equivalent experience/qualification or
doctorate, or significant formal training or research in a relevant field, in addition to short courses
and experience. Jobs requiring a doctorate or equivalent knowledge as an entry requirement such as
medical, dental, scientific or specialist management qualifications should be assessed at this level as a
minimum.
The difference between levels 7 and 8
There must be a further clear step in knowledge between levels 7 and 8, equivalent to the step
between a master’s degree and a doctorate, in terms of both the length of the period of knowledge
acquisition and the depth or breadth of the knowledge acquired. Where the entry point for a job for
knowledge is Level 7, because there is an entry requirement for a doctorate, masters or equivalent
qualification, then the step in knowledge should be equivalent to that required for a post-graduate
diploma (in addition to the entry qualification).
As at other levels, this additional knowledge may be acquired by various routes:
(a) formal training and accreditation to doctorate level, e.g. in scientific areas, where a
specialist doctorate is required for practice in the particular field, or to post-doctorate
level, e.g. a post including adult psychotherapy requiring both a clinical psychology
doctorate and a post-doctorate diploma in psychotherapy
(b) other forms of training/learning e.g. long or combination of short courses or
structured self-study to the appropriate level
(c) experience (but see below)
(d) some combination of (b) and (c).
As with the difference between levels 5 and 6, and 6 and 7, not all experience delivers the required
additional knowledge for level 8. Simply doing a job for many years may make the jobholder more
proficient at doing the job, but does not always result in additional knowledge. For level 8,
experience on its own as the means of acquiring sufficient additional knowledge should be
scrutinised carefully. There should normally be evidence of additional theoretical or conceptual
knowledge acquisition such as would be acquired through a taught postgraduate course.
The additional specialist knowledge required could consist in part of managerial knowledge, where
this is genuinely needed for the job and there is a requirement to attend management courses, or
have equivalent managerial experience.
Advanced theoretical and practical knowledge (Level 8a) refers to the highest level of specialist
knowledge within the relevant specialist field. It is equivalent to a doctorate plus further specialist
training, research or study. It is, therefore, appropriate for posts requiring significant expertise and
NHS Job evaluation handbook 36
experience and where the entry level is a doctorate or equivalent e.g. healthcare or scientific
consultant posts.
Specialist knowledge over more than one discipline/function (Level 8) refers to extensive
knowledge and expertise across a number of subject areas, i.e. a combination of some (i.e. two or
more) disciplines/functions, e.g. clinical, research and development, human resources, finance,
estates.
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3. Analytical and judgemental skills
This factor measures the analytical and judgemental skills required to fulfil the job responsibilities
satisfactorily. It takes account of requirements for analytical skills to diagnose a problem or illness
and understand complex situations or information; and judgemental skills to formulate solutions and
recommend/decide on the best course of action/treatment.
Skills required for:
Level 1: Judgements involving straightforward job-related facts or situations.
Level 2: Judgements involving facts or situations, some of which require analysis.
Level 3: Judgements involving a range of facts or situations, which require analysis or
comparison of a range of options.
Level 4: Judgements involving complex facts or situations, which require the analysis,
interpretation and comparison of a range of options.
Level 5: Judgements involving highly complex facts or situations, which require the analysis,
interpretation and comparison of a range of options.
Definitions and notes:
Facts or situations, some of which require analysis (Level 2) includes both clinical and non-clinical
facts/situations where there is more than a straightforward choice of options and there is a
requirement in some cases to assess events, problems or patient conditions in detail to determine
the best course of action e.g. selection of staff, resolving staffing issues, problem solving, fault finding
on non-complex equipment.
Range of facts or situations which require analysis or comparison (Level 3) includes both clinical and
non-clinical facts/situations where there is more than a straightforward choice of options and there is
a requirement in a range of different cases to assess events, problems or illnesses in detail to
determine the appropriate course of action. Examples of this type of analysis and judgement are fault
finding on complex equipment, initial patient assessment, analysis of complex financial queries or
discrepancies.
Complex (Level 4) means complicated and made up of several components which have to be
analysed and assessed and which may contain conflicting information or indicators e.g. assessment of
specialist clinical conditions, analysis of complex financial trends, investigating and assessing serious
disciplinary cases.
Interpretation (Levels 4 and 5) indicates a requirement to exercise judgment in identifying and
assessing complicated events, problems or illnesses and where a range of options, and the
implications of each of these, have to be considered.
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Highly complex (Level 5) means complicated and made up of several components which may be
conflicting and where expert opinion differs or some information is unavailable. This type of analysis
and judgment may be required in posts where the jobholders are themselves experts in their field
and judgments have to be made about situations which may have unique characteristics and where
there are a number of complicated aspects to take into account which do not have obvious solutions.
NHS Job evaluation handbook 39
4. Planning and organisational skills
This factor measures the planning and organisational skills required to fulfil the job responsibilities
satisfactorily. It takes account of the skills required for activities such as planning or organising clinical
or non-clinical services, departments, rotas, meetings, conferences and for strategic planning. It also
takes account of the complexity and degree of uncertainty involved in these activities.
Skills required for:
Level 1: Organises own day-to-day work tasks or activities.
Level 2: Planning and organisation of straightforward tasks, activities or programmes, some of
which may be ongoing.
Level 3 Planning and organisation of a number of complex activities or programmes, which
require the formulation and adjustment of plans.
Level 4: Planning and organisation of a broad range of complex activities or programmes, some
of which are ongoing, which require the formulation and adjustment of plans or
strategies.
Level 5: Formulating long-term, strategic plans, which involve uncertainty and which may
impact across the whole organisation.
Definitions and notes:
Straightforward tasks, activities or programmes (Level 2) means several tasks, activities or
programmes, which are individually uncomplicated such as arranging meetings for others.
Planning and organisation (Level 2) includes planning and organising time/activities for staff,
patients or clients where there is a need to make short-term adjustments to plans eg planning non-
complex staff rotas, clinics or parent-craft classes, allocating work to staff, planning individual
patient/client care, ensuring that accounts are prepared for statutory deadlines, planning
administrative work around committee meeting cycles.
Planning and organisation of a number of complex activities (Level 3) includes complex staff or work
planning, where there is a need to allocate and re-allocate tasks, situations or staff on a daily basis to
meet organisational requirements. It also includes the skills required for co-ordinating activities with
other professionals and agencies eg where the jobholder is the main person organising case
conferences or discharge planning where a substantial amount of detailed planning is required. These
typically involve a wide range of other professionals or agencies. The jobholder must be in a position
to initiate the plan or co-ordinate the area of activity. Participating in such activities does not require
planning and organisational skills at this level.
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Complex (Levels 3 and 4) means complicated and made up of several components, which may be
conflicting.
Planning and organisation of a broad range of complex activities (Level 4) includes planning
programmes which impact across or within departments, services or agencies.
Formulating plans (Levels 4 and 5) means developing, structuring and scheduling plans or strategies.
Long term strategic plans (Level 5) extend for at least the future year, take into account the overall
aims and policies of the service/directorate/organisation and create an operational framework.
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5. Physical skills
This factor measures the physical skills required to fulfil the job duties. It takes into account hand-eye
co-ordination, sensory skills (sight, hearing, touch, taste, smell), dexterity, manipulation,
requirements for speed and accuracy, keyboard and driving skills.
Level 1: The post has minimal demand for work related physical skills.
Level 2: The post requires physical skills which are normally obtained through practice over a
period of time or during practical training e.g. standard driving or keyboard skills, use
of some tools and types of equipment.
Level 3: (a) The post requires developed physical skills to fulfil duties where there is a specific
requirement for speed or accuracy. This level of skill may be required for advanced or
high-speed driving; advanced keyboard use; advanced sensory skills or manipulation of
objects or people with narrow margins for error, or
b) the post requires highly developed physical skills, where accuracy is important, but
there is no specific requirement for speed. This level of skill may be required for
manipulation of fine tools or materials.
Level 4: The post requires highly developed physical skills where a high degree of precision or
speed and high levels of hand, eye and sensory co-ordination are essential.
Level 5: The post requires the highest level of physical skills where a high degree of precision
or speed and the highest levels of hand, eye and sensory co-ordination are essential.
Definitions and notes:
Physical skills normally obtained through practice (Level 2) includes skills which jobholders develop
in post or through previous relevant experience eg use of cleaning, catering or similar equipment. It
also includes manoeuvring wheel chairs/trolleys in confined spaces, using hoists or other lifting
equipment to move patients/clients, intra-muscular immunisations/injections and use of sensory
skills.
Standard keyboard skills (Level 2) includes the skills exercised by those who have learned over time
and those who have been trained to RSA 1 or equivalent.
Specific requirement (Level 3a) means that the job demands are above average and require specific
training or considerable experience to get to the required level of dexterity, co-ordination or sensory
skills.
Advanced or high-speed driving (Level 3a) includes driving a heavy goods vehicle, ambulance,
minibus or articulated lorry where a Large Goods Vehicle, Passenger Carrying Vehicle or Ambulance
Driving Test or equivalent is required.
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Advanced keyboard use (Level 3a) includes the skills exercised by touch typists and advanced
computer operators.
Advanced sensory skills (Level 3a) includes the skills required for sensory, hand and eye co-
ordination such as those required for audio-typing. It also includes specific developed sensory skills
e.g. listening skills for identifying speech or language defects.
Restraint of patients/clients (Level 3a) indicates a skill level that requires a formal course of training
and regular updating.
Manipulation of fine tools or materials (Level 3b) e.g. manipulation of materials on a slide or under a
microscope, use of fine screw drivers or similar equipment, assembly of surgical equipment,
administering intravenous injections.
Highly developed physical skills (Level 4) e.g. the skills required for performing surgical
interventions, intubation, tracheotomies, suturing, a range of manual physiotherapy treatments or
carrying out endoscopies.
Highest level of physical skill (Level 5) e.g. keyhole or laser surgery or IVF procedures.
NHS Job evaluation handbook 43
6. Responsibilities for patient/client care
This factor measures responsibilities for patient/client care, treatment and therapy. It takes account
of the nature of the responsibility and the level of the jobholder’s involvement in the provision of
care or treatment to patients/clients, including the degree to which the responsibility is shared with
others. It also takes account of the responsibility to maintain records of care/treatment/advice/tests.
Level 1: Assists patients/clients/relatives during incidental contacts.
Level 2: Provides general non-clinical advice, information, guidance or ancillary services
directly to patients, clients, relatives or carers.
Level 3: (a) Provides personal care to patients/clients, or
(b) provides basic clinical technical services for patients/clients, or
(c) provides basic clinical advice.
Level 4: (a) Implements clinical care/care packages, or
(b) provides clinical technical services to patients/clients, or
(c) provides advice in relation to the care of an individual, or groups of patients/clients.
Level 5: (a) Develops programmes of care/care packages, or
(b) provides specialist clinical technical services, or
(c) provides specialised advice in relation to the care of patients/clients.
Level 6: (a) Develops specialised programmes of care/care packages, or
(b) provides highly specialist clinical technical services, or
(c) provides highly specialised advice concerning the care or treatment of identified
groups or categories of patients/clients, or
(d) accountable for the direct delivery of a service within a sub-division of a clinical,
clinical technical or social care service.
Level 7: Accountable for the direct delivery of a clinical, clinical technical, or social care
service(s).
Level 8: Corporate responsibility for the provision of a clinical, clinical technical or social care
service(s).
Definitions and notes:
Clients: alternative term for patients often used for those who are not unwell (pregnant women,
mothers, those with learning disabilities) or to whom services are provided in the community.
‘Clients’ does not refer to commercial organisations or customers, nor does it refer to internal
customer/client relationships. Please see advice at the end of this section about matching or
evaluating non-clinical manager jobs.
At Level 2 or above the clinical activities should be a significant aspect of normal duties.
NHS Job evaluation handbook 44
Directly to patients/clients (Level 2) on a one-to-one, individual basis, usually face-to-face or over
the telephone e.g. reception or switchboard services, food delivery service, ward or theatre cleaning.
Personal care (Level 3a) includes assisting with feeding, bathing, appearance, portering supplied
directly to patients/clients.
Basic clinical technical services (Level 3b) includes cleaning, sterilising or packing specialist
equipment or facilities used in the provision of clinical services e.g. sterile supplies, theatres,
laboratories; the routine obtaining or processing of diagnostic test samples; medical/ technical/
laboratory support work.
Basic clinical advice (Level 3c) includes the provision of straightforward clinical advice to
patients/clients by jobholders who are not clinical specialists e.g. an emergency call service
operation.
Implementing care (Level 4a) includes carrying out programmes of care, therapy or treatment
determined by others. This may entail making minor modifications to the care programme or
package within prescribed parameters, and reporting back on progress. It also includes supervising
individual or group therapy sessions within an overall programme of care, treatment or therapy.
Provides clinical technical services (Level 4b) e.g. initial screening of diagnostic test samples,
dispensing of medicines, undertaking standard diagnostic (e.g. radiography, neurophysiology) tests
on patients/clients, or maintaining or calibrating specialist or complex equipment for use on patients.
Provides advice (Level 4c) provides advice which contributes to the care, wellbeing or education of
patients/clients, including health promotion. This level also covers jobs involving the registration,
inspection or quality assurance of facilities/services for patients/clients e.g. registration and/or
inspection of nursing homes, inspection of storage and use of drugs in residential care homes.
Develops programmes of care/care packages (Level 5a) involves assessment of care needs and
development of suitable care programmes/packages, to be implemented by the jobholder or by
others. It includes giving clinical/professional advice to those who are the subject of the care
programmes/packages.
Provides specialist clinical technical services (Level 5b) e.g. interprets diagnostic test results, carries
out complex diagnostic procedures, processes and interprets mammograms, constructs specialist
appliances, calibrates or maintains highly specialist or highly complex equipment.
Provides specialised advice (Level 5c) provides specialised advice which contributes to the diagnosis,
care or education of patients/clients e.g. clinical pharmacy or dietetic advice on individual patient
care, specialised input to registration, inspection or quality assurance of facilities/services for
patients/clients. This option apples to jobs which do not involve developing programmes of care, as
these are covered by Level 5a.
NHS Job evaluation handbook 45
Develops specialised programmes of care/care packages (Level 6a) takes account of the depth and
breadth of this responsibility. Clinicians working in a specialist field typically provide this level of care.
Provides highly specialist clinical technical services (Level 6b) provides a highly specialist clinical
technical service, which contributes to the diagnosis, care or treatment of patients/clients e.g. the
maxillo-facial prosthetology service.
Provides highly specialised advice (Level 6c) provides highly specialised advice, which contributes to
the diagnosis, care or education of patients/clients in an expert area of practice. Clinicians working in
a specialist field typically provide this level of advice. This option applies to jobs which do not involve
developing specialist care programmes/packages, which are covered by Level 6a.
Within a sub division of (Level 6d) refers to responsibility for either a geographical or functional sub
division e.g. area manager for a service, locality manager.
Accountable for direct delivery (Level 7) refers to the accountability vested in jobholders who
directly manage the providers of direct patient/client care, clinical technical service or social care
service and may or may not provide direct care, clinical technical services or advice themselves, for
example, professional health care managers. The accountability must be for a whole service.
Corporate responsibility (Level 8) refers to the accountability, normally at board or equivalent level,
at the highest level of responsibility other than the Chief Executive Officer, for clinical governance across
the organisation e.g. director of nursing and midwifery services.
Clinical service refers to services such as oncology and paediatrics.
Clinical technical service refers to services such as medical physics, diagnostic radiography, audiology
and haematology.
Social care service refers to services such as child protection, learning disabilities.
Please note:
Responsibility for the provision of a service which contributes to patient care, e.g. hotel services
management, should be regarded as a policy and service development responsibility and assessed
under that factor. The responsibilities of those providing such services should be assessed under the
relevant responsibility factor(s) e.g. maintenance of facilities or equipment under Responsibilities for
Financial and Physical Resources.
Matching and local evaluation of non-clinical manager jobs in clinical areas
National monitoring of matching and local evaluations of non-clinical managerial jobs in clinical areas
has revealed some misunderstanding of how the Agenda for Change JES should be applied to these
jobs, particularly in relation to the ‘Responsibility for Patient Care factor’. The problem appears to
NHS Job evaluation handbook 46
have arisen from:
• The initial absence of national profiles for such jobs, which has led panels to match them
to the (healthcare) Professional Manager profiles (which have level 7 for Responsibility for
Patient Care).
• The labelling and classification (in the job family ‘other’ on the NHS Employers website
and THE COMPUTERISED SYSTEM) of the Professional Manager profiles, which does not
make it clear that they are intended for clinical professional manager roles.
• The wording of the guidance on ‘accountable for direct delivery of a service’ at levels 6(d)
and 7 on the ‘Responsibility for Patient Care factor’, which reads: ‘accountability vested in
jobholders who manage the providers of direct patient/client care, clinical technical
service or social care service and may or may not provide direct care, clinical technical
services or advice themselves, for example, professional healthcare managers.’
The JEG has reviewed the situation and confirmed that level 6d and level 7 of the ‘Responsibility for
Patient Care’ factor were intended to be applied only to healthcare practitioner roles with clinical
accountability for the direct delivery of clinical or social care services. They were not intended to
apply to non-clinical roles and those general manager roles with responsibilities for the delivery of
clinical services.
Use of the professional manager profiles for non-clinical or social care jobs and/or evaluation of such
jobs at level 6(d) or 7 on the responsibility for patient/client care factor runs a risk of challenge on
equality grounds.
It is recommended that non-clinical managerial jobs in clinical areas, for example:
• General or business manager jobs in clinical areas: or
• Non-clinical or divisional/departmental managers of clinical divisions/departments
should, wherever possible, be matched to the professional manager, performance/operations
profiles (in the business administration and projects job family). These are in bands 8b-d.
The guidance in relation to ‘Accountable for direct delivery’ should be read as follows: ‘refers to the
accountability vested in jobholders requiring a health or social care practitioner background in order
to* directly manage the providers of direct patient/client care, clinical technical service or social care
service, and may or may not provide direct care, clinical technical services or clinical or social care*
advice themselves, for example professional health care managers.’
Mismatching of non-clinical manager jobs may carry risks of equal pay claims.
This advice also applies where non-clinical managerial roles are undertaken by those with
professional health or social care backgrounds and expertise, if this is not a requirement of the role.
NHS Job evaluation handbook 47
* The text in italics is additional guidance to assist in the correct use of this factor level.
NHS Job evaluation handbook 48
7. Responsibilities for policy and service development implementation
This factor measures the responsibilities of the job for development and implementation of policy
and/or services. It takes account of the nature of the responsibility and the extent and level of the
jobholder’s contribution to the relevant decision-making process, for instance, making
recommendations to decision makers. It also takes account of whether the relevant policies or
services relate to a function, department, division, directorate, the whole trust or employing
organisation, or wider than this; and the degree to which the responsibility is shared with others.
Level 1: Follows policies in own role which are determined by others; no responsibility for
service development, but may be required to comment on policies, procedures or
possible developments.
Level 2: Implements policies for own work area and proposes changes to working practices or
procedures for own work area.
Level 3: Implements policies for own work area and proposes policy or service changes which
impact beyond own area of activity.
Level 4: Responsible for policy implementation and for discrete policy or service development
for a service or more than one area of activity.
Level 5: Responsible for a range of policy implementation and policy or service development
for a directorate or equivalent.
Level 6: Corporate responsibility for major policy implementation and policy or service
development, which impacts across or beyond the organisation.
Definitions and notes:
Policies (Level 1 upwards) refers to a documented method for undertaking a task which is based on
best practice, legal requirements or service needs e.g. directorate policy on treatment of leg ulcers or
trust/organisation policy on reporting accidents.
Follows policies in own role (Level 1) refers to a responsibility for following policy guidelines which
impact on own job, where there is no requirement to be pro-active in ensuring that changes are
implemented.
Implements policies (Level 2 and above) refers to the introduction and putting into practice of new
or revised policies eg implementing policies relating to personnel practices, where the jobholder is
pro-active in bringing about change in the policy or service. This is a greater level of responsibility
than following new policy guidelines for own job, which is covered by the Level 1 definition.
Own work area (Levels 2 and 3) refers to the immediate section/department.
NHS Job evaluation handbook 49
Proposes policy or service changes (Level 3) includes participation on working parties proposing
policy changes as an integral part of the job (i.e. not a one-off exercise on a single issue). At this level,
policy or service changes must impact on other disciplines, sections, departments or parts of the
service.
Beyond own area of activity (Level 3) refers to own function/service/discipline and not a geographic
area e.g. where policy changes impact on other disciplines within multi-disciplinary (non-clinical or
clinical) teams or outside own specialist area. It does not refer, for example, to the same function,
service or discipline in other parts of the trust/organisation.
Service (Level 4) refers to a (discrete) standalone service, which may be a sub-division of a
directorate, e.g. oncology, haematology, care of the elderly, catering, accounts.
Responsible for policy implementation and for discrete policy or service development (Level 4)
applies where the jobholder has overall responsibility for policy or service development and for its
practical implementation. This responsibility should normally be specified on the job description.
Directorate or equivalent (Level 5) refers to areas such as the medical services, children services,
community services, estates services, hotel services, finance directorate and human resources
directorate.
Corporate responsibility (Level 6) refers to responsibility for policy or service development such as is
held by those on the Board or equivalent level of accountability e.g. director of HR, director of
corporate services, providing they hold the highest level of responsibility for the particular policy or
service development area, besides the chief executive.
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8. Responsibilities for financial and physical resources
This factor measures the responsibilities of the job for financial resources (including cash, vouchers,
cheques, debits and credits, invoice payment, budgets, revenues, income generation); and physical
assets (including clinical, office and other equipment; tools and instruments; vehicles, plant and
machinery; premises, fittings and fixtures; personal possessions of patients/clients or others; goods,
produce, stocks and supplies).
It takes account of the nature of the responsibility (e.g. careful use, security, maintenance, budgetary
and ordering responsibilities); the frequency with which it is exercised; the value of the resources;
and the degree to which the responsibility is shared with others.
Level 1: Observes personal duty of care in relation to equipment and resources used in course
of work.
Level 2: (a) Regularly handles or processes cash, cheques, patients’ valuables, or
(b) responsible for the safe use of equipment other than equipment which they
personally use, or
(c) responsible for maintaining stock control and/or security of stock, or
(d) Authorised signatory for small cash/financial payments, or
(e) responsible for the safe use of expensive or highly complex equipment.
Level 3: (a) Authorised signatory for cash/financial payments, or
(b) responsible for the purchase of some physical assets or supplies, or
(c) monitors or contributes to the drawing up of department/service budgets or
financial initiatives, or
(d) holds a delegated budget from a budget for a department/service, or
(e) responsible for the installation or repair and maintenance of physical assets.
Level 4: (a) Budget holder for a department/services, or
(b) responsible for budget setting for a department/service, or
(c) responsible for the procurement or maintenance of all physical assets or supplies
for a department/service.
Level 5: (a) Responsible for the budget for several services, or
(b) responsible for budget setting for several services, or
(c) responsible for physical assets for several services.
Level 6: Corporate responsibility for the financial resources and physical
assets of an organisation.
Definitions and notes:
General point on double counting
There is a risk of double-counting clinical technical services jobs under the Finance and Physical
Assets factor, where part of the job role is about calibrating and repairing complex medical
NHS Job evaluation handbook 51
equipment. If the principal purpose of the job is providing a clinical technical service, these jobs will
score for this under the Patient/Client Care factor and not again under the Finance and Physical
Assets factor.
Personal duty of care in relation to equipment and resources (Level 1) refers to careful use of
communal equipment and facilities and/or ordering supplies for personal use.
Regularly (Level 2a) means at least once a week on average.
Safe use of equipment (Level 2b) includes dismantling and assembling equipment for use by other
staff or patients/clients. It also includes overall responsibility e.g. for office machinery or cleaning
equipment for a location or area of activity.
Maintaining stock control (Level 2c) is appropriate for jobs which include responsibility for re-
ordering goods/stock from an agreed point/supplier on a regular basis.
Security of stock (Level 2c) is appropriate for jobs where the responsibility is a significant feature of
the job e.g. responsible for the security of a substantial amount/volume of drugs/materials. It also
includes being a departmental key holder but holding the food store or drugs cupboard key for the
shift is not sufficient to be assessed at this level.
Authorised signatory for small cash/financial payments (Level 2d) includes e.g. ‘signing off’ travel
expenses, overtime payments, agency/bank staff time sheets totalling less than around £1,000 per
month. It also includes responsibility for the financial verification of documents/information such as
expense sheets or purchase documents up to this amount, where it is a significant and on-going job
responsibility. This role would normally be carried out within the finance department.
Safe use of expensive equipment (Level 2e) refers to the personal use of individual pieces of
equipment valued at £30,000 or more.
Highly complex equipment (Level 2e) refers to the personal use of individual pieces of equipment
which are complicated, intricate and difficult to use, for example radiography equipment.
Authorised signatory (Level 3a) includes for example, “signing off” travel expenses or overtime
payments agency/bank staff time sheets totalling around £1,000 or more per month. It also includes
responsibility for the financial verification of documents/information such as expense sheets or
purchase documents up to this amount, where it is a significant and ongoing job responsibility. This
role would normally be carried out within the finance department.
Responsible for the purchase of some physical assets or supplies (Level 3b) covers responsibility for
the purchase or signing off orders valued at around £5,000 per year or greater. This level is
appropriate for jobs where there is discretion to select suppliers taking into account cost, quality,
reliability etc.
Monitors (Level 3c) is applicable to situations where a jobholder is required to regularly review a set
of financial information/accounts to ensure that they are consistent with guidelines and within pre-
NHS Job evaluation handbook 52
determined budgetary limits, as an ongoing job responsibility.
Financial initiatives (Level 3c) includes income generation and cost improvement programmes.
Delegated budget (Level 3d) refers to jobs which have responsibility for a sub-division of a
departmental or service budget. This level also applies to jobs involved in committing substantial
financial expenditures from a budget held elsewhere without formally holding a delegated budget
e.g. commissioning care packages for social services clients.
Responsible for the installation or repair and maintenance (Level 3e) refers to jobs which have a
responsibility for carrying out repairs and maintenance on equipment, machinery or the fabric of the
building. It also includes overall responsibility for security of a site.
Department/service* (Levels 4a, b and c) is appropriate where there is full responsibility for
budget/physical assets over a department or service. Where it involves large and multi-stranded
financial/physical services, this should be treated as the equivalent of ‘several services’. (i.e. Levels
5abc).
Budget holder (Level 4a) refers to responsibility for authorising expenditure and accountable for
expenditure within an allocated budget.
Budget setting (Levels 4b and 5b) refers to an accounting activity with responsibility for overseeing
the financial position.
Responsible for procurement (Level 4c) refers to responsibility for selecting suppliers or authorising
purchases, taking into account cost, quality, delivery time and reliability.
Several services* (Levels 5a, b and c) is appropriate where there is significant responsibility over
different departments and/or services and where the responsibility covers large and/or multi
stranded financial/physical services.
Corporate responsibility (Level 6) refers to accountability for financial governance across the
organisation(s), at the highest level of responsibility other than the chief executive officer.
Commissioning of patient services should be assessed under the Responsibilities for Financial and
Physical Resources factor, as a form or purchase of procurement of assets and supplies. The relevant
level definitions are 3 (b), 4(c), 5(c) and, where there is corporate responsibility for the
commissioning of patient services, 6.
It will be necessary to determine on an equivalence basis which of these is the appropriate definition
to cover the job in question.
*The assessment should take into account the range and scope of the responsibility and the degree of
control that is required. It is also helpful to consider whether the jobholder has full control of the
budget(s)/physical assets or whether it is a delegated responsibility.
NHS Job evaluation handbook 53
9. Responsibilities for human resources (HR)
This factor measures the responsibilities of the job for management, supervision, co-ordination,
teaching, training and development of employees, students/trainees and others in an equivalent
position.
It includes work planning and allocation; checking and evaluating work; undertaking clinical
supervision; identifying training needs; developing and/or implementing training programmes;
teaching staff, students or trainees; and continuing professional development (CPD). It also includes
responsibility for such personnel functions as recruitment, discipline, appraisal and career
development and the long-term development of human resources.
The emphasis is on the nature of the responsibility, rather than the precise numbers of those
supervised, co-ordinated, trained or developed.
Level 1: Provides advice, or demonstrates own activities or workplace routines to new or less
experienced employees in own work area.
Level 2: (a) Responsible for day-to-day supervision or co-ordination of staff within a
section/function of a department/service, or
(b) regularly responsible for professional/clinical supervision of a small number of
qualified staff or students, or
(c) regularly responsible for providing training in own discipline/practical training or
undertaking basic workplace assessments, or
(d) regularly responsible for the provision of basic HR advice.
Level 3: (a) Responsible for day to day management of a group of staff, or
(b) responsible for the allocation or placement and subsequent supervision of qualified
staff or students, or
(c) responsible for the teaching/delivery of core training on a range of subjects or
specialist training, or
(d) responsible for the delivery of core HR advice on a range of subjects.
Level 4: (a) Responsible as line manager for a single function or department, or
(b) responsible for the teaching or devising of training and development programmes
as a major job responsibility, or
(c) responsible for the delivery of a comprehensive range of HR services.
Level 5: (a) Responsible as line manager for several/multiple departments, or
(b) responsible for the management of a teaching/training function across the
organisation, or
(c) responsible for the management of a significant part of the HR function across the
organisation.
Level 6: Corporate responsibility for the human resources or HR function.
NHS Job evaluation handbook 54
Definitions and notes:
Day-to-day supervision or co-ordination (Level 2a) includes work allocation and checking. It also
includes ongoing responsibility for the monitoring or supervision of one or more groups of staff
employed by a contractor.
Professional and clinical supervision (Level 2b) is the process by which professional and clinical
practitioners are able to reflect on their professional practice in order to improve, identify training
needs and develop. It can be conducted by a peer or superior. It is not for the purpose of appraisal or
assessment and only for the purpose of improving practice in context of clinical governance etc. It
may include mentoring.
Regularly (Level 2b, c and d) at least once a week on average but could be in more concentrated
blocks e.g. six weeks every year. Above Level 2 the responsibility must be ongoing.
Practical training (Level 2c) e.g. training in lifting and handling, Control of Substances Hazardous to
Health (COSHH) regulations
Training in own discipline (Level 2c) means training people from own or other disciplines concerning
subjects connected with own work e.g. an accountant training departmental managers in budgetary
requirements, a specialist dietitian providing training to other professionals concerning the
importance of diet in different clinical situations.
Undertaking basic workplace assessments (Level 2c) includes undertaking assessments of practical
skills e.g. NVQ assessments.
Provision of basic HR advice (Level 2d) refers to a specific and ongoing responsibility for giving basic
advice on HR policies and practices to staff other than those who they supervise/manage, for
example, on recruitment procedures and practices within the organisation.
Day to day management (Level 3a) includes responsibility for all or most of the following: initial
stages of grievance and discipline; appraisal, acting as an appointment panel member; ensuring that
appropriate training is delivered to staff; reviewing work performance and progress; work allocation
and checking.
Responsibility for allocation or placement and subsequent supervision (Level 3b) includes liaison
with training providers, allocation of students/trainees to staff for training purposes, ensuring that
student/trainee records or assessments are completed.
Responsibility for teaching/delivery of core or specialist training (Level 3c) refers to a significant and
on-going job responsibility for training individuals in either elements of the jobholder’s specialism or
a core range of subjects. The trainees may be from either within or outside the jobholder’s
profession.
Responsible for delivery of core HR advice across a range of subjects (Level 3d) refers to
responsibility for giving advice and interpretation across a range of HR issues e.g. recruitment,
NHS Job evaluation handbook 55
grievance and disciplinary matters, employment law, as a primary job function.
Line manager (Level 4a, 5a) includes responsibility over own staff for all or most of the following:
appraisals; sickness absence; disciplinary and grievance matters; recruitment and selection decisions;
personal and career development; departmental workload and allocation (i.e. allocation and re-
allocation of blocks of work or responsibilities for areas of activity, not just allocation of tasks to
individuals).
Single function or department (Level 4a) refers to any unit of equivalent scope to a department
where there is a significant management responsibility; taking into account the diversity and scope of
the workforce managed.
Several/multiple departments (Level 5a) refers to units of equivalent scope to departments in
different functions where there is significant management responsibility e.g. estates and hotel
services or therapy and diagnostic services.
Teaching or devising training as a major job responsibility (Level 4b) refers to situations where
teaching or devising training is one of the primary job functions and specified as a ‘job purpose’
and/or as a major job duty.
Responsible for the delivery of a comprehensive range of HR services (Level 4c) the provision of
specialist advice, for example, on change management, work development and similar issues, should
be treated on an equivalence basis as meeting the level 4 definition of being responsible for the
delivery of a comprehensive range of HR services.
Responsible for the management of a teaching/training function across the organisation (Level 5b)
refers to major responsibility for managing the provision of multi-disciplinary training across the
organisation, including nursing, management development, AHP, statutory training. It would
normally include responsibility for liaising with universities and other educational bodies.
Responsible for the management of a significant part of the HR function across the organisation
(Level 5c) covers jobs involving responsibility for the provision of highly specialist advice on HR issues
which impact across the organisation, where the job holder is responsible for the nature and
accuracy of the advice and for anticipating its consequences eg strategic employment relations,
compensations and benefits or change management advice at the highest level of the organisation
should be treated on an equivalence basis as meeting the level 5c definition of being responsible for
the management of a significant part of the HR function across the organisation.
Corporate responsibility (Level 6) refers to accountability for HR across the organisation(s) at the
highest level of responsibility other than the Chief Executive Officer.
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10. Responsibilities for information resources
This factor measures specific responsibilities of the job for information resources (e.g. computerised;
paper based, microfiche) and information systems (both hardware and software e.g. medical
records).
It takes account of the nature of the responsibility (security; processing and generating information;
creation, updating and maintenance of information databases or systems) and the degree to which it
is shared with others. It assumes that all information encountered in the NHS is confidential.
Level 1: Records personally generated information.
Level 2: (a) Responsible for data entry, text processing or storage of data compiled by others,
utilising paper or computer-based data entry systems, or
(b) occasional requirement to use computer software to develop or create statistical
reports requiring formulae, query reports or detailed drawings /diagrams using
desktop publishing (DTP) or computer aided design (CAD).
Level 3: (a) Responsible for taking and transcribing formal minutes, or
(b) regular requirement to use computer software to develop or create statistical
reports requiring formulae, query reports or detailed drawings /diagrams using
desktop publishing (DTP) or computer aided design (CAD), or
(c) responsible for maintaining one or more information systems where this is a
significant job responsibility.
Level 4: (a) Responsible for adapting/designing information systems to meet the specifications
of others, or
(b) responsible for the operation of one or more information systems at department/
service level where this is the major job responsibility.
Level 5: (a) Responsible for the design and development of major information systems to meet
the specifications of others, or
(b) responsible for the operation of one or more information systems for several
services where this is the major job responsibility.
Level 6: Responsible for the management and development of information systems across the
organisation as the major job responsibility
Level 7: Corporate responsibility for the provision of information systems for the organisation
Definitions and notes
General point on double counting
NHS Job evaluation handbook 57
Care must be taken with the consideration of the information resources factor in the case of jobs
which are predominantly about direct care for patients/clients; clinical technical services, such as
imaging and calibrating complex medical equipment; and jobs whose main role is giving advice
directly relating to patient/client care on clinical, social care or clinical technical services issues.
These jobs will score under the patient/client care factor. However, because these jobs require the
jobholder to manipulate information in connection with the service they provide, panels may believe
it is appropriate to score this under the information factor.
It is, in most cases, inappropriate for jobs scoring high levels under the patient/client care factor also
to score highly under the information factor when the information is relevant to the actual job, as
this is deemed to have been considered under the patient care factor. Measuring it again in the
information factor will invariably constitute double-counting and may lead to inflation of the band
outcome.
Records personally generated information (level 1) includes personally generated:
• clinical observations
• test results
• own court or case reports
• financial data
• personal data
• research data.
in whatever form the data is recorded (manuscript, word processed, spreadsheets, databases).
Data entry, text processing or storage of data (Level 2a) includes word processing, typing or
producing other computerised output such as drawings; inputting documents or notes compiled by
others (e.g. test/research results, correspondence, medical or personnel records); collating or
compiling statistics from existing records; ‘pulling’ and/or filing of medical, personnel or similar
records.
Occasional (Level 2b) at least two or three times per month on average.
Develop or create statistical reports requiring formulae, (Levels 2b and 3b) refers to a job
requirement to produce statistical reports which require setting up and /or adjusting formulae.
Query reports (Levels 2b and 3b) are computer generated structured reports used to request
information from a database.
Taking and transcribing formal minutes (Level 3a) includes board or trustee meetings, case
conferences or similar where formal minutes are required, which are published to a wider audience
than those attending the original meeting, and where this is a significant job responsibility. It does
not include taking notes at departmental meetings or similar, or processing notes taken by others.
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Regular (Level 3b) at least two or three times a week on average.
Responsible for maintaining one or more information systems as a significant job responsibility
(Level 3c) includes responsibility for updating software, operating help facilities for an information
system(s); managing storage and retrieval of information or records.
Responsible for adapting /designing information systems (Level 4a and 5a) refers to an ongoing and
specific job responsibility for modifying or creating software, hardware or hard copy information
systems.
Note: Level 5a is appropriate where the jobholder is responsible for the design and development of
an entire system or equivalent.
Responsible for the operation of one or more information systems (Level 4b and 5b) includes direct
responsibility for managing the operation of one or more systems which process, generate, create,
update or store information.
Responsible for the operation of one or more information systems for several
departments/services (Level 5b) includes responsibility for several departments/ services which
process, generate, create, update, or store information as a principal activity.
Responsible for the management and development of information systems (Level 6) is appropriate
only where it is the principal job responsibility and where it covers the whole organisation.
Corporate responsibility (Level 7) refers to accountability, normally at board or equivalent level, at the
highest level of responsibility other than the Chief Executive Officer, for information resources across the
organisation(s).
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11. Responsibilities for research and development
This factor measures the responsibilities of the job for informal and formal clinical or non-clinical
research and development (R & D) activities underpinned by appropriate methodology and
documentation, including formal testing or evaluation of drugs, or clinical or non-clinical equipment
It takes into account the nature of the responsibility (initiation, implementation, oversight of research
and development activities), whether it is an integral part of the work or research for personal
development purposes, and the degree to which it is shared with others.
Level 1: Undertakes surveys or audits, as necessary to own work; may occasionally participate
in R & D, clinical trials or equipment testing.
Level 2: (a) Regularly undertakes R & D activity as a requirement of the job, or
b) regularly undertakes clinical trials, or
(c) regularly undertakes equipment testing or adaptation.
Level 3: Carries out research or development work as part of one or more formal research
programmes or activities as a major job requirement.
Level 4: Responsible for co-ordinating and implementing R & D programmes or activity as a
requirement of the job.
Level 5: Responsible, as an integral part of the job, for initiating (which may involve securing
funding) and developing R & D programmes or activities, which support the objectives
of the broader organisation.
Level 6: Responsible, as an integral part of the job, for initiating and developing R & D
programmes, which have an impact outside the organisation e.g. NHS-wide or outside
the health service.
Definitions and notes:
Research and development (All levels) this includes testing of, e.g. drugs and equipment and other
forms of formal non-clinical research (such as human resources, communications, health education)
as well as formal clinical research. This factor measures the requirement for active direct
participation in research or trials and does not include indirect involvement as a result of a patient
being involved in the research.
Occasionally (Level 1) one or two such projects or activities per year.
Undertaking audits (Level 1) includes building and facilities audits or surveys, functional audits,
clinical audits. Specific, one-off complex audits using research methodology should be counted as R&
D activity (Level 2a).
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Undertakes R & D activity (Level 2a) includes complex audits using research methodology for
example specific one-off audits designed to improve a particular area or service. It also includes the
collation of research results.
Undertakes clinical trials or equipment testing (Levels 2b and 2c) is appropriate where active
participation is required.
Regularly (Levels 2a, 2b and 2c) is appropriate where it is a regular feature of the work, normally
identified in a job description, with relevant activity on average at least once a month and usually
more frequently.
Major job requirement (Level 3) indicates a continuing involvement for at least some part of every
working week (20 per cent or more per week on average). This level is only appropriate where the
jobholder normally has at least one project ongoing requiring this amount of involvement. Where the
high-level involvement is only required for a one-off project, the job should be assessed according to
the normal degree of involvement. Formal audits/investigations which meet the continuing
involvement criteria should also be included at this level.
Co-ordinating and implementing R&D programmes (Level 4) includes taking overall control of a
local, regional or national programme, which may be managed elsewhere. It also includes project
management of R & D activities.
An integral part of the job (Level 5) is appropriate where R & D is a significant part of the job and
takes up a substantial amount of working time.
Initiating and developing (Level 6) is appropriate where the jobholder is required to specify and
develop R & D programmes and get these off the ground.
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12. Freedom to act
This factor measures the extent to which the jobholder is required to be accountable for their own
actions and those of others, to use own initiative and act independently; and the discretion given to
the jobholder to take action.
It takes account of any restrictions on the jobholder’s freedom to act imposed by, for example,
supervisory control; instructions, procedures, practices and policies; professional, technical or
occupational codes of practice or other ethical guidelines; the nature or system in which the job
operates; the position of the job within the organisation; and the existence of any statutory
responsibility for service provision.
Level 1: Generally works with supervision close by and within well established procedures
and/or practices and has standards and results to be achieved.
Level 2: Is guided by standard operating procedures (SOPs), good practice, established
precedents and understands what results or standards are to be achieved. Someone is
generally available for reference and work may be checked on a sample/random basis.
Level 3: Is guided by precedent and clearly defined occupational policies, protocols,
procedures or codes of conduct. Work is managed, rather than supervised, and
results/outcomes are assessed at agreed intervals.
Level 4 Expected results are defined but the post holder decides how they are best achieved
and is guided by principles and broad occupational policies or regulations. Guidance
may be provided by peers or external reference points.
Level 5: Is guided by general health, organisational or broad occupational policies, but in most
situations the post holder will need to establish the way in which these should be
interpreted.
Level 6: Is required to interpret overall health service policy and strategy, in order to establish
goals and standards
Definitions and notes
Within well-established procedures and/or practices (Level 1) is appropriate where jobholders are
required to follow well defined procedures and do not generally deviate from these without seeking
advice and guidance is guided by standard operating procedures (SOPs), good practice and
established precedents (Level 2).
Is guided by standard operating procedures (SOPs), good practice, established precedents (Level 2)
for example a jobholder may be required to deal with enquiries and other matters which are
generally routine, but is normally able to refer non-routine enquiries and other matters to others.
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Is guided by precedent and clearly defined occupational policies, protocols, procedures or codes of
conduct (Level 3), is appropriate where the jobholder has the freedom to act within established
parameters. Qualified professional/clinical/ technical/scientific/administrative roles typically meet
this requirement
Work is managed, rather than supervised (Level 3) is appropriate where jobholders are required to
act independently within appropriate occupational guidelines, deciding when it is necessary to refer
to their manager.
Is guided by principles and broad occupational policies (Level 4) is appropriate where the jobholder
has significant discretion to work within a set of defined parameters. This applies, for example, to
those who are the lead specialist or section/department manager in a particular (non-clinical or
clinical) field e.g. an HR job specialising in continuing personal development (CPD), a clinical
practitioner specialising in a particular field. This level also applies to jobs with responsibility for
interpreting policies in relation to a defined caseload or locality in the community.
Establish the way in which these should be interpreted (Level 5) indicates freedom to take action
based on own interpretation of broad clinical/professional/ administrative/technical/scientific
policies, potentially advising the organisation on how these should be interpreted e.g. consultant,
professional and managerial roles. This also applies to specialists, who have the freedom to initiate
action within broad policies, seeking advice as necessary. By definition there can only be one or a
very small number of jobs at this level in any service or department.
Is required to interpret overall health service policy and strategy (Level 6) would be appropriate for
jobs with an ongoing requirement to act with minimal guidelines and set goals and standards for
others.
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13. Physical effort
This factor measures the nature, level, frequency and duration of the physical effort (sustained effort
at a similar level or sudden explosive effort) required for the job. It takes account of any
circumstances that may affect the degree of effort required, such as working in an awkward position
or confined space. The job requires:
Level 1: A combination of sitting, standing and walking with little requirement for physical
effort. There may be a requirement to exert light physical effort for short periods.
Level 2: (a) There is a frequent requirement for sitting or standing in a restricted position for a
substantial proportion of the working time, or
(b) there is a frequent requirement for light physical effort for several short periods
during a shift, or
(c) there is an occasional requirement to exert light physical effort for several long
periods during a shift, or
(d) there is an occasional requirement to exert moderate physical effort for several
short periods during a shift.
Level 3: (a) There is a frequent requirement to exert light physical effort for several long
periods during a shift, or
(b) there is an occasional requirement to exert moderate physical effort for several
long periods during a shift, or
c) there is a frequent requirement to exert moderate physical effort for several short
periods during a shift.
Level 4: (a) There is an ongoing requirement to exert light physical effort, or
(b) there is a frequent requirement to exert moderate physical effort for several long
periods during a shift, or
(c) there is an occasional requirement to exert intense physical effort for several short
periods during a shift.
Level 5: (a) There is an ongoing requirement to exert moderate physical effort, or
(b) there is a frequent requirement to exert intense physical effort for several short
periods during a shift, or
c) there is an occasional requirement to exert intense physical effort for several long
periods during a shift.
Definitions and notes:
Light physical effort (Levels 2 to 4) means lifting, pushing, pulling objects weighing from two to five
kilos; bending/kneeling/crawling; working in cramped conditions; working at heights; walking more
than a kilometre at any one time.
Sitting or standing in a restricted position (Level 2a) restricted by the nature of the work in a
position which cannot easily be changed e.g. inputting at a keyboard, wearing a telephone headset,
NHS Job evaluation handbook 64
in a driving position, sitting at a microscope examining slides; standing at a machine in a restricted
area; standing while making sandwiches or serving meals on a conveyor belt system.
Moderate physical effort (Levels 2 to 5) means lifting, pushing, pulling objects weighing from six to
fifteen kilos; controlled restraint of patients e.g. in mental health or learning disabilities situations;
sudden explosive effort such as running from a standing start; clearing tables; moving patients/heavy
weights (over fifteen kilos) with mechanical aids including hoists and trolleys; manoeuvring
patients/clients into position e.g. for treatment or personal care purposes; transferring
patient/clients from a bed to a chair or similar.
Intense physical effort (Levels 4 to 5) means lifting, pushing, pulling objects weighing over fifteen
kilos with no mechanical aids; sudden explosive effort such as running from a standing start pushing a
trolley; heavy manual digging, lifting heavy containers; heavy duty pot washing.
Occasional at least three times per month but fewer than half the shifts worked, a shift being a
period of work.
Frequent occurs on half the shifts worked or more, a shift being a period of work.
Several periods this applies to jobs where there are repeated recurrences of physical effort and does
not apply to jobs where the effort in question occurs only once per shift. For example, level 3c applies
to jobs involving the repeated moving or manoeuvring of patients, with mechanical or human
assistance, into positions in which care or treatment can be carried out.
Weights quoted are illustrative only. Evaluators should take into account the difficulty of the lifting.
Ongoing is continuously or almost continuously.
Short periods are up to and including 20 minutes.
Long periods are over 20 minutes.
Walking or driving to work is not included.
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14. Mental effort
This factor measures the nature, level, frequency and duration of the mental effort required for the
job (e.g. concentration, responding to unpredictable work patterns, interruptions and the need to
meet deadlines).
Level 1: General awareness and sensory attention; normal care and attention; an occasional
requirement for concentration where the work pattern is predictable with few
competing demands for attention.
Level 2: (a) There is a frequent requirement for concentration where the work pattern is
predictable with few competing demands for attention, or
(b) there is an occasional requirement for concentration where the work pattern is
unpredictable.
Level 3: (a) There is a frequent requirement for concentration where the work pattern is
unpredictable, or
b) there is an occasional requirement for prolonged concentration.
Level 4: (a) There is a frequent requirement for prolonged concentration, or
(b) there is an occasional requirement for intense concentration
Level 5: There is a frequent requirement for intense concentration.
Definitions and notes:
General awareness and sensory attention (Level 1) is the level required for carrying out day-to-day
activities where there is a general requirement for care, attention and alertness but no specific
requirement for concentration on complex or intricate matters.
Concentration (Levels 2 to 4) is where the jobholder needs to be particularly alert for cumulative
periods of one to two hours at a time e.g. when checking detailed documents; carrying out complex
calculations or analysing detailed statistics; active participation in formal hearings; operating
machinery; driving a vehicle; taking detailed minutes of meetings; carrying out screening
tests/microscope work; examining or assessing patients/clients.
Normal concentration e.g. seeing patients, writing reports, attending meetings and all other such
activities which are interrupted by phone calls should be level 2.
Unpredictable (Levels 2b and 3a) is where the jobholder is required to change from one activity to
another at third party request. Dealing with frequent interruptions (as in telephone or reception
work) is not unpredictable unless they frequently cause the post holder to change from what they
are doing to another activity (eg responding to emergency bleep, or changing from one accounting
task to another in response to requests for specific information). These levels are appropriate for
jobs where the jobholder has no prior knowledge of an impending interruption but has to
immediately change planned activities in response to one.
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Prolonged concentration (Levels 3b and 4a) refers to a requirement to concentrate continuously for
more than half a shift, on average, excluding statutory breaks. This is appropriate where the
jobholder undertakes few duties other than concentrating on a detailed, intricate and important
sample/slide/document, for example cytology screening, clinical coding.
Intense concentration (Levels 4b and 5). Requires in-depth mental attention, combined with
proactive engagement with the subject e.g. carrying out intricate clinical interventions; undergoing
cross examination in court, active and prolonged participation in Board meetings, where the
jobholder not only has to apply sustained concentration to the subject matter, but also has to
respond/actively participate, as in clinical psychology or speech and language therapy. This is greater
than a requirement to observe and/or record the reactions of a patient/client or other person.
Occasional fewer than half the shifts worked; a shift being a period of work. There will be activities
which are carried out very occasionally e.g. once in six months, which should not be counted under
this factor.
Frequent occurs on half the shifts worked or more; a shift being a period of work.
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15. Emotional effort
This factor measures the nature, level, frequency and duration demands of the emotional effort
required to undertake clinical or non-clinical duties that are generally considered to be distressing
and/or emotionally demanding.
Level 1: (a) Exposure to distressing or emotional circumstances is rare, or
(b) occasional indirect exposure to distressing or emotional circumstances
Level 2: (a) Occasional exposure to distressing or emotional circumstances, or
(b) frequent indirect exposure to distressing or emotional circumstances, or
(c) occasional indirect exposure to highly distressing or highly emotional
circumstances.
Level 3: (a) Frequent exposure to distressing or emotional circumstances, or
(b) occasional exposure to highly distressing or highly emotional circumstances, or
(c) frequent indirect exposure to highly distressing or highly emotional circumstances.
Level 4: (a) Occasional exposure to traumatic circumstances, or
(b) frequent exposure to highly distressing or highly emotional circumstances.
Definitions and notes:
Exposure relates to actual incidents but the extent of the emotional impact can be either direct,
where the jobholder is directly exposed to a situation/patient/client with emotional demands, or
indirect where the jobholder is exposed to information about the situation and circumstances but is
not directly exposed to the situation/patient/ client.
Indirect exposure will generally reduce the level of intensity, so, for example, indirect exposure to
highly distressing or emotional circumstances (e.g. word processing reports of child abuse) – Levels
3b or 4b – is treated as equivalent to the levels below i.e. Levels 2a or 3a.
Distressing or emotional circumstances (Levels 1 to 3) for example:
• Imparting unwelcome news to staff, patients/clients or relatives. This includes disciplinary
or grievance matters, or redeployment/redundancy situations.
• Care of the terminally ill.
• Dealing with difficult family situations or circumstances.
• Exposure to severely injured bodies/corpses.
Indirect exposure to highly distressing (Levels 2c and 3c) for example, taking minutes or typing
reports concerning child abuse.
NHS Job evaluation handbook 68
Highly distressing or emotional circumstances (Levels 3b and 4b)
• This includes imparting news of terminal illness or unexpected death to patients and
relatives; personal involvement with child abuse or family breakdown.
• Dealing with people with severely challenging behaviour.
Traumatic incidents (Level 4a) for example:
• Arriving at scene of, or dealing with patients/relatives as a result of, a serious incident.
Rare means less than once a month on average.
Occasional means once a month or more on average. This level is also appropriate where the
circumstances in which the jobholder is involved are very serious, such as a major accident or
incident, but occur less than once a month.
Frequent means on average, once a week or more.
Fear of violence is measured under working conditions.
NHS Job evaluation handbook 69
16. Working conditions
This factor measures the nature, level, frequency and duration of demands arising from inevitably
adverse environmental conditions (such as inclement weather, extreme heat/cold, smells, noise, and
fumes) and hazards, which are unavoidable (even with the strictest health and safety controls), such
as road traffic accidents, spills of harmful chemicals, aggressive behaviour of patients, clients,
relatives, carers.
Level 1: Exposure to unpleasant working conditions or hazards is rare.
Level 2: (a) Occasional exposure to unpleasant working conditions, or
(b) occasional requirement to use road transportation in emergency situations, or
(c) frequent requirement to use road transportation, or
(d) frequent requirement to work outdoors, or
(e) requirement to use Visual Display Unit equipment more or less continuously on
most days.
Level 3: (a) Frequent exposure to unpleasant working conditions, or
(b) occasional exposure to highly unpleasant working conditions.
Level 4: (a) Some exposure to hazards, or
(b) frequent exposure to highly unpleasant working conditions.
Level 5: Considerable exposure to hazards
Definitions and notes:
Exposure to unpleasant working conditions is rare (Level 1) is appropriate where exposure to
unpleasant working conditions occurs on average less than three times a month.
Unpleasant working conditions (Levels 1 to 3) includes direct exposure to dirt, dust, smell, noise,
inclement weather and extreme temperatures, controlled (by being contained or subject to health
and safety regulations) chemicals/samples. Verbal aggression should also be treated as an unpleasant
working condition. This level also includes being in the vicinity of, but not having to deal personally
with, body fluids, foul linen, fleas, lice, noxious fumes (i.e. highly unpleasant working conditions if
there is direct exposure).
Highly unpleasant working conditions (Levels 3b to 4b) means direct contact with (in the sense of
having to deal with, not just being in the vicinity of) uncontained body fluids, foul linen, fleas, lice,
noxious fumes.
Highly unpleasant working conditions (Levels 3b to 4b) means direct contact with (in the sense of
having to deal with, not just being in the vicinity of) uncontained body fluids, foul linen, fleas, lice,
noxious fumes. Some exposure to hazards (Level 4a) is appropriate where there is scope for limiting
or containing the risk (e.g. through panic alarms or personal support systems) such as accident and
emergency departments and acute mental health wards.
NHS Job evaluation handbook 70
Considerable exposure to hazards (Level 5) is appropriate where there is exposure to hazards on all
or most shifts and where the scope for controlling or containing the exposure is limited eg emergency
ambulance service work. This level does NOT apply in situations where potential hazards (chemicals,
laboratory samples, electricity, radiation) are controlled through being contained or subject to
specific health and safety regulations.
Rare means less than three times a month on average.
Occasional means three times a month or more on average.
Frequent means several times a week with several occurrences on each relevant shift.
Driving to and from work is not included.
NHS Job evaluation handbook 71
6. Job Evaluation weighting and scoring
1.1 Some form of weighting – the size of the contribution each factor makes to the maximum
overall job evaluation score – is implicit in the design of all job evaluation schemes. Most
schemes also have additional explicit weighting. The rationale for this is generally two-fold. It
is unusual for all factors to have the same number of levels because some factors are capable
of greater differentiation than others. This gives rise to weighting in favour of those factors
with more levels, which may need to be adjusted. It is also the case that organisations place
different values on different factors, depending upon the nature of the organisation.
1.2 Weighting was considered by an extended Joint Secretaries Group (JSG) which included Job
Evaluation Working Party (JEWP) members and an independent expert. The group
approached weighting by discussing and provisionally agreeing the principles to be adopted.
These were then tested on evaluation results, rather than calculating what weighting and
scoring would achieve a desired end, which would have carried risks of being indirectly
discriminatory.
1.3 The following was agreed:
• Groups of similar factors should have equal weights.
• Weighting for each factor should be of sufficient size to be meaningful so that all
individual factors add value to the factor plan.
• There was recognition that the NHS was a knowledge-based organisation, justifying a
higher weighting to knowledge than other factors.
• Jobs would score at least one on each factor.
• There was recognition that differentiation worked best when scores were stretched,
which could be achieved through a non-linear approach to scoring. This can be achieved
by increasing the step size the higher the factor level.
1.4 A number of models of weighting and scoring were tested. They all had a similar effect on the
rank order of jobs. The changes occasioned by different models had a very limited effect. It
was agreed that in order to effect significant changes to the rank order, very extreme
weighting would need to be applied and this could not be justified.
1.5 The model has a maximum of 1,000 points available. The number of points available for each
factor is distributed between the levels on an increasing whole number basis. Within the
available maximum number of points for the scheme, the maximum score for each factor has
a percentage value, the values being the same for similar factors. The allocation of total points
to factors is set out below.
NHS Job evaluation handbook 72
Responsibility: 6 factors: – maximum score 60: – 6 x 60 = 360 – 36% of all available points in
the scheme.
Freedom to act: 1 factor: – maximum score 60: – 1 x 60 = 60 – 6% of all available points.
Knowledge: 1 factor:– maximum score 240: – 1 x 240 = 240 –24% of all available points.
Skills: 4 factors:– maximum score for each 60: – 4 x 60 = 240 –24% of all available points.
Effort and environmental: 4 factors: – maximum score for each 25: – 4 x 25 = 100: – 10% of
all available points.
NHS Job evaluation handbook 73
7. Job Evaluation scoring chart
Factor
Level 1
2
3
4
5
6
7
8
1. Communication and relationship skills
5
12
21
32
45
60
2. Knowledge, training and experience
16
36
60
88
120
156
196
240
3. Analytical skills
6
15
27
42
60
4. Planning and organisation skills
6
15
27
42
60
5. Physical skills
6
15
27
42
60
6. Responsibility – patient/client care
4
9
15
22
30
39
49
60
7. Responsibility – policy and service
5
12
21
32
45
60
8. Responsibility – finance and physical
5
12
21
32
45
60
9. Responsibility – staff/HR/leadership/training
5
12
21
32
45
60
10. Responsibility – information resources
4
9
16
24
34
46
60
11. Responsibility – research and development
5
12
21
32
45
60
12. Freedom to act
5
12
21
32
45
60
13. Physical effort
3
7
12
18
25
14. Mental effort
3
7
12
18
25
15. Emotional effort
5
11
18
25
16. Working conditions
3
7
12
18
25
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8. Job Evaluation band ranges
Pay bands and job weight
Band Job weight
1
0–160
2
161–215
3
216–270
4
271–325
5
326–395
6
396–465
7
466–539
8a
540–584
8b
585–629
8c
630–674
8d
675–720
9
721–765
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9. Guide to the use of profiles
1. Introduction
1 Profiles have been developed in order to:
• Make the processes of assigning pay bands to roles as straightforward as possible. The
matching procedure (see chapter 11) allows most jobs locally to be matched to nationally
evaluated profiles, on the basis of information from job descriptions, person specifications
and oral information.
• Provide a framework against which to check the consistency of local evaluations during
the initial assimilation process and in the future (see chapter 13).
1.2 Profiles work on the premise that there are posts in the NHS which are fairly standard and
which have many common features. Indeed one of the benefits of job evaluation is that it
uses a common language and a common set of terms to describe all jobs. Job evaluation is
about highlighting similarities between jobs via common language and measurement. Profiles
apply these principles to particular job groups.
2. What profiles are and are not
2.1 Profiles are:
a. The outcomes of evaluations of jobs (see paragraph 3 below).
b. Explanations (rationales) for how national benchmark jobs evaluate as they do.
2.2 Profiles are NOT:
a. Job descriptions and are NOT intended to replace organisational job descriptions.
Similarly, profile labels are not intended to be read as job titles
b. Person specifications for recruitment purposes, although they may be helpful in
drawing up person specifications in the future.
3. The development of profiles
3.1 The NHS Staff Council Job Evaluation Group (JEG) develops and reviews profiles by working in
partnership with relevant stakeholders, e.g. professional groups, trade unions, considering
and analysing relevant job information and guidance from third parties (e.g. career
frameworks and competency standards).
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Where significant changes to existing profiles are made, or new profiles developed, these are
distributed for consultation via the Executive of the NHS Staff Council. Comments received
are considered by JEG and the revised profile and/or explanation of response to comments is
submitted to the Executive of NHS Staff Council for agreement to publish.
4. Use of profiles
National profiles are regularly reviewed and updated to ensure their accuracy and currency. For this
reason, it is essential that panels use the profiles published on the NHS Employers website at the
time of the panel sitting and do not rely on saved or pre-printed versions that may not be up to
date.
4.1 Each profile represents a commonly occurring and recognisable healthcare or non-healthcare
job found in the health service. However, for many such jobs there are small variations in the
duties, responsibilities and other demands within and between NHS organisations, which
need to be acknowledged but which do not make a difference to the overall band outcome.
4.2 Such variations are shown as a range for the relevant factors. Factor ranges are generally not
more than two levels, but can be three levels under the effort and working conditions factors
and the responsibility for research and development factor, where considerable variations
occur in practice in otherwise very similar jobs.
4.3 For each factor, examples are given to exemplify the benchmark evaluation. Generic examples
of duties, responsibilities and skills have been used where possible. In some cases a specific
example, usually a specialism, has been used. The profile may still be applicable where the
particular example used is not relevant to an individual job.
4.4 In some cases there is more than one profile where a single job title has been used historically
(e.g. clinical coding officer, healthcare assistant). This is usually because there is a wide range
of duties and hence job weight carried out by staff with this title. The range is sufficient to
span more than one new pay band. Employers working in partnership with staff organisations,
in accordance with the agreed matching procedure, should determine which is the correct
profile for the local post and assign the relevant pay band.
5. Generic profiles
5.1 Most of the current profiles apply to traditional job groups (e.g. podiatry, medical records) for
the purpose of transferring all employees onto the Agenda for Change pay band structures.
However, one of the aims of Agenda for Change is to increase job flexibility, where this is
agreed to be desirable. For some groups, therefore, more generic profiles have been jointly
developed by agreement with representatives of the group in question. These are designed to
apply to a range of posts, which are broadly similar but which may have been treated
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differently in the past (e.g. finance, healthcare science).
5.2 Because of the range of job characteristics which can be covered by a single generic profile,
this may mean that the profile score crosses the job evaluation range to a lower band. In each
such case, the profile carries the following health warning:
“The band for jobs covered by this generic profile is band e.g. 4. The minimum total profile
score falls below the band e.g. 4 band range boundary. This is the result of using a single
generic profile to cover a number of jobs of equivalent but not necessarily similar factor
demand. It is not anticipated that any job will be assessed at the minimum level of every
possible factor range. If this were the case, it indicates that the job should instead be matched
against a band e.g. 3 profile. If this is not successful, the job must be locally evaluated.”
6. Profile labels
6.1 Profile labels are intended to assist in identifying possible profiles for matching purposes and
to help employees find the profiles of relevance to their own jobs. Profile labels are NOT
intended to be used as job titles. Revised profiles sometimes include commonly found job
titles; there is no reason why these should not continue to be used, except where they refer
to Whitley or other previous grading structures.
6.2 The principles on which the current profile labelling system
is designed are to:
• Move away from the current various systems of job labelling and to emphasise the
different approach and principles behind the Agenda for Change pay structure.
• Provide labels with meaning to staff in terms of career development e.g. nurse, nurse
specialist, nurse advanced, nurse consultant; medical secretary entry level, medical
secretary.
• Demonstrate commonality and potential for flexibility where reflected in profile content
and outcomes e.g. clinical support worker.
• Keep job group profiles together in an alphabetical listing by starting with the job group
name e.g. dental technician, dental technician higher level etc.
7. Profile conventions
7.1 Each profile factor box contains one or more bold statements, taken from the relevant factor
level definitions and one or more text statements, summarising or exemplifying job
information.
7.2 Bold statements pick out key words and phrases from the relevant factor level definitions and
should be read in the context of the factor level definitions.
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7.3 Bold and text statements at the same factor level are separated by a semi-colon; bold and
text statements at different factor levels are separated by a forward slash.
7.4 Bold and text statements follow the order of the factor options in the scheme.
8. Archived profiles
There are times when it is necessary to archive profiles such as:
• when they are replaced by a combined suite
• where there is substantial evidence to indicate that have not been used throughout the
service for a significant period of time.
• where the profile has been updated and changes are significant.
Archived profiles should be retained as such on your job evaluation system but not used to match
jobs to going forward. When a profile is archived it does not mean that any jobs matched to it
automatically need to be re-matched, the outcome is still valid. However, when the post is
subsequently required for recruitment the job description should be confirmed against the new /
revised profile as the archived profile is no longer available for future matches.
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10. Job descriptions and other job information
10.1 Having an up-to-date, agreed job description is essential in ensuring that employees and their
line managers/employers have a common understanding of what is required of a job. The
required information is generally set out in the form of a list of job duties, after a statement
describing the key purpose of the role. Person specifications are usually drawn up to support
recruitment as they list the key skills, knowledge and attributes needed for the job. The skills
and attributes listed as essential in the person specification MUST be relevant to the duties
required of the job.
10.2 An up-to-date and agreed job description and person specification is also required to facilitate
the job matching or evaluation process (see chapter 11, paragraph 3.1 in matching
procedure). Accordingly, the NHS Staff Council advice is as follows:
10.2.1 There is no recommended format: the format and content of job descriptions
are matters for individual organisations to agree in partnership and should be
appropriate to the needs of the organisation. However, having an agreed job
description template may support the consistency checking process.
10.2.2 While it may suit the needs of the organisation to include information on the
competencies required for the role in the job description, it should be noted
that job descriptions which are exclusively competence-based are not helpful
for matching purposes.
10.2.3 A Knowledge and Skills Framework (KSF) or other competency-based
framework outline should not be used for job matching
10.2.4 Job descriptions should not follow the national JE profile format (written as the
16 factors) or use the same terminology as the profiles/JE scheme. Profiles are
not job descriptions and do not fulfil the main purpose of having job
descriptions.
10.2.5 JE practitioners are trained to challenge use of factor language in job
descriptions e.g. “highly complex” or “intense concentration”. Likewise they
should not accept at face value person specifications that are out of line with
the duties of the job, e.g. requiring a masters level qualification if there is little
evidence of use of the level of knowledge or responsibility.
10.2.6 Information required for matching, which is not usually included in job
descriptions or person specifications (for example, in relation to the effort and
environment factors) should be collected by other means, for instance, by
short questionnaire or through oral evidence.
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10.2.7 Where generic job descriptions are in use, post holders and their managers
must ensure that they adequately reflect the complete nature of the role and
amend if necessary. This may trigger a review (see chapter 13).
10.2.8 If job descriptions are used that have not been generated from within the
organisation, it is essential that there is a robust audit trail outlining the job
evaluation processes used to determine the banding of the job. Organisations
must not simply rely on pay bandings determined by other employers without
assuring themselves that they could defend the outcome if challenged.
10.2.9 Job Descriptions used from other organisations must be checked for
consistency against other posts in the organisation. Failure to do so could result
in equal pay challenges.
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11. Matching procedure
Job matching procedure using national evaluated profiles
1. Aims
1.1 The aims of the matching procedure are:
• To secure outcomes which accurately reflect the demands of the job and ensure equality
of pay.
• To match as many jobs as possible to national evaluated profiles in the most efficient
manner possible avoiding the need for many local evaluations.
• For the matching process to be carried out by a partnership panel of trained practitioners.
2. Matching panel(s)
2.1 Matching should be carried out by a panel comprising both management and staff
representative members. It should be representative of the organisation as a whole. Panel
members must have been trained in the NHS JE Scheme, and this training must include an
understanding of the avoidance of bias. These trained practitioners must also be committed
to partnership working. The make-up of matching panels is a matter for local agreement but
panels must operate in partnership. It is good practice for panels to have equal numbers of
staff side and management practitioners with four panel members (two of each) being most
effective. No one panel member has deciding vote and panels must reach consensus
decisions.
The panel can operate with three practitioners should circumstances occur that a practitioner
cannot attend and the rest of the panel agree they are happy to continue.The panel can
operate with five practitioners. This option is to support the development and confidence of
new practitioners to the JE team.
2.2 Records should be kept of matching panel practitioners attending each session, together with
a list of jobs matched. This is for future reference, in case of need to convene a differently
constituted review panel and to establish a matching audit trail.
2.3 When the panel meets two people representing management and staff in the area of work
under consideration should ideally be available to answer any queries or clarify any
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information about the post being matched. However, this may not always be practical and
questions may need to be asked in writing and written answers considered by the panel at a
later date. These job advisers/ representatives should be briefed about the matching process.
It is essential that any additional information provided is recorded and forms part of the audit
trail. Panels may wish to recommend that job descriptions are amended to reflect it.
3. Documentation
3.1 The matching process is based primarily on agreed and up-to-date job descriptions for the
jobs to be considered. The post-holder/job advisers/representatives may add local
information where appropriate, this must be agreed between the post-holder and their
manager, and signed and dated by both parties. It is important to ensure that all relevant
documentation is before the matching panel. This includes the job descriptions, person
specifications and organisation charts for jobs to be matched and, where relevant, other
reference documents and any short-form questionnaires used to collect supplementary
information, for example in relation to the effort and environment factors.
4. Step-by-step procedure
4.2 For each job, the matching panel should:
• Read the job description, person specification and any other job information in order to
select appropriate national profiles.
• Identify possible profile matches using the (computerised or paper-based) profile index
and profile titles (there are unlikely to be more than three possible matches). Appropriate
profiles will usually be from the same occupational grouping, for example nursing, speech
and language therapy or finance.
• Compare the profile job statements with the job description, person specification and any
other available information for the job to be matched. The available information about
the job duties must be consistent with the profile job statement and, in the majority of
cases will be from the same occupational grouping*. If this is not the case, the match may
need to be aborted, another profile sought or, if no suitable profile is available, the job
sent for local evaluation. If the job duties do broadly match, complete the job statement
box on the (computerised or paper-based) matching form.
• On a factor by factor basis, complete the matching form boxes with information about
the job to be matched from the job description or other sources, which may include verbal
information from the job advisers/representatives. Refer to the profiles for the types of
information required.
For each factor, compare the information on the form with that in the selected profile
and determine whether they match. The information does not have to be exactly the
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same as that from the profile, but should be equivalent to it (e.g. ‘supervises trainees’ is
equivalent to ‘supervises students’).
• It is important to consider all factors and not just prioritise a few. All job information is
relevant and, must be taken into account to ensure robust outcomes that are justifiable
and guard against panels “shoe-horning” jobs into profiles which may lead to an
inappropriate band outcome.
NB – with regard to factor 2 – Knowledge, Training and Experience
It is not advisable to match or evaluate this factor using a personal specification and qualification
levels alone. Knowledge must be assessed in the context of demands and responsibilities of the
whole job. Panels should always check that, where a qualification is specified in the person
specification, that this is actually required for the job.
It is crucial that panels are satisfied they have taken into account all information set out in the job
description, person specification and any additional information, for example, organisational chart.
The knowledge required for the job may be partly made up from on-the-job learning, short courses
and significant experience which leads to a “step up”, as well as the level of qualification expected.
Record the panel findings and decisions in the appropriate forms – either paper based or
computerised. These records should indicate where factors match or vary or if it was not possible to
match the factor on the profile.
o M=Match – where the agreed factor level is found to be the same as the profile factor
level or is within the profile factor range
o V=Variation – where the agreed factor level is found to be either one level higher or lower
than the profile factor level or range.
o NM= No match - where the agreed factor level is found to be more than one level higher
or lower than the profile factor level or range.
5. Determine the matching outcome
5.1 Possible outcomes are:
• If all factor levels are within the range specified on the profile, this is a (perfect) Profile
Match.
• If most factor levels match, but there are a small number of variations, there may still be a
Band Match, if all the following conditions apply:
• the variations are of not more than one level above or below the profile level or range, and
• the variations do not relate to the knowledge or freedom to act factors. Variations in these
factors are indicative of a different profile and/or band, and
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• the variations do not apply to more than five factors. Multiple variations are indicative of a
different profile or the need for a local evaluation, and
• the score variations do not take the job over a grade boundary.
If any factor is recorded as a No Match this must be recorded and the process repeated with another
profile. If there is no other possible profile, refer the job for local evaluation (see chapter 12).
5.2 When a profile or band match has been achieved, complete the score column and remaining
sections of the matching form. All documentation should be submitted for consistency review
(see chapter 14).
6. Consistency checking and confirming matching outcomes
6.1 All job evaluation outcomes must be subject to consistency checking (see Chapter 14).
Consistency checking should only be undertaken by experienced JE practitioners who have
received relevant training. It must be conducted in partnership with at least one two people,
one from management side, one from staff side.
6.2 Only when consistency checking is complete and any apparent inconsistencies resolved
should the matching form be issued to jobholders covered by the match, together with the
relevant national profiles and a personal letter explaining the proposed pay banding and what
to do in case of disagreement (see chapter 13 for the review procedure).
Note:
*Examples of job families are: nursing and midwifery, allied health professions (AHP), administrative
and clerical jobs, support services.
Examples of occupational groups within these job families are: nursing, speech and language
therapists, finance jobs, portering jobs.
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12. Local evaluation
1. When to evaluate?
1.1 Most NHS jobs will match to a national profile (Chapter 11) so will not need to be evaluated
locally. Job that may require evaluating are:
a. Jobs for which there is no national profile because they are unique or significantly
different wherever they occur. This is most likely to apply to senior managerial or
administrative posts and jobs in specialist areas such as IT or public relations.
b. Jobs where an attempt has been made to match them to one or more national
profiles, but this has not proved possible. This is most likely to apply to unusual and/or
very specialist healthcare and non-healthcare roles.
1.2 Local evaluation is much more time-consuming than matching so it is important to be certain
that a local evaluation is necessary before embarking on this route. For those jobs which do
need to be evaluated locally the nationally agreed steps are set out below. Detailed
procedures on how to implement these steps are to be agreed locally in partnership.
2. Step by step procedure
2.1 Step 1: Job Analysis Questionnaire completion - the jobholder completes the JAQ as far as
possible (in either paper-based or computerised form), seeking assistance from their line
manager, supervisor or colleagues. This draft document is supplied in advance of interview to
the job analysts.
The outcome of this step is a draft JAQ.
2.2 Step 2: Job analysis interview - the jobholder is interviewed by two trained job analysts, one
representing management and one representing staff side. The aim of the interview is to
check, complete, improve on and verify the draft JAQ by, for example:
• Checking that the JAQ instructions have been correctly followed.
• Filling in information and examples where required questions have not been answered or
have been inadequately answered.
• Checking closed question answers against the examples given and the statement of job
duties.
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The outcome of this step is an analysed and amended draft JAQ.
2.3 Step 3: Signing off - the amended draft JAQ is checked by the line manager or supervisor and
then signed off by the jobholder, line manager or supervisor and both job analysts. If there are any
differences of view between the jobholder and line manager over the information on the JAQ, this
should be resolved, with the assistance of the job analysts and, if necessary, by reference to factual
records, diaries or equivalent. Any more fundamental disagreements e.g. over the job duties or
responsibilities, should be very rare and should be dealt with under existing local procedures
including, if necessary, the grievance procedure.
The outcome of this stage is an agreed and signed-off JAQ.
2.4 Step 4: Evaluation of JAQ - the agreed and signed-off JAQ is considered by a joint evaluation
panel (typically three to five members) and either an evaluation template or computerised
evaluation form* completed. The panel must consider all of the job information to determine
factor levels as described in Chapter 5. This will involve:
• Validating the closed question answers against the examples and statement of job duties.
This should normally be a straightforward, virtually automatic process.
• Analysing and evaluating the closed and open-ended information on those factors where
‘automatic’ evaluation is not possible.
• Only where necessary, seeking further information from the job analysts and/or
jobholder, where the information is inadequate. At the extreme, this could involve
sending a badly completed and/or analysed JAQ back to the jobholder and job analysts to
repeat steps two and three above. More commonly, it might involve asking the jobholder
or line manager for a specific piece of information to resolve a query at the border
between question categories or factor levels.
• Checking the provisional evaluation for consistency on both a factor by factor and total
score basis, against both national profiles and other local evaluations.
2.5 For panels using a computerised evaluation form*, the validated factor analyses/evaluations
are input factor by factor into the computerised system for evaluation, scoring and weighting.
Any ‘alert’ messages on potentially inconsistent factor assessments thrown up by the
computer system need to be checked by the panel.
2.6 The evaluation panel must complete the required paperwork or forms thoroughly, bearing in
mind that the evaluation report will be made available to the jobholder in case of a query.
2.7 The outcome of this stage is a factor by factor evaluation of the job, together with a total
weighted score and an explanatory rationale.
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2.8 Step 5: Local evaluations must be subject to consistency checking (as outlined in Chapter 14)
before any outcome is released to the job holder or their line manager. Should the
Consistency checking panel find any apparent anomalies or have any concerns about the
evaluation, these should be referred back to the original panel for reconsideration. Only once
the outcome has been agreed by the Consistency checking panel can it be released.
The Job holder can be given the full evaluation report including an explanatory rationale.
2.9 Step 6: If the jobholder is dissatisfied about the outcome of the local evaluation, they may
request a review (see Chapter 13).
3. Job Analysis Questionnaires – further guidance
3.1 Where the job is unique within the employing organisation, then the single jobholder must
complete the JAQ. Where a number of jobholders carry out the same job being locally
evaluated, then there are a number of options for completion:
a. Jobholders can select one of their number to complete the JAQ and be interviewed by
job analysts. The resulting JAQ is circulated to other jobholders for comment both
before the interview and, if there are changes as a result of the job analysis interview,
before being signed off.
b. Jobholders can work together to complete the JAQ and then select one of their number
to represent them at interview with the job analysts. This option works best where
jobholders work together in an office or other work location. It is effective but it can be
time consuming.
c. Where jobholders work in different locations, one jobholder from each location can
complete the JAQ before all jobholders meet together to produce a single JAQ and select
a representative for interview.
3.2 Jobholders know more about the demands of their jobs than anyone else. The role of the
jobholder in a local evaluation is as a source of comprehensive and accurate information
about the demands of their job.
3.3 The emphasis is on the job, not the employee, so it is appropriate, and indeed recommended,
that the selected jobholder consults others who have knowledge of the job when completing
the questionnaire, for example:
• Supervisor and/or line manager -this should be done during the course of completion, as
well as after the analysis, so that any differences of view can be resolved as early as
possible.
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• Colleagues who do the same or a very similar job.
• Colleagues who do a different job but work closely with the jobholder.
• Staff representative(s) for the jobholder’s area of work.
3.4 It may be helpful to also refer to any job documentation, especially if it is agreed as up to date
and accurate, for example:
• Job description - jobholder’s or that of a colleague doing the same job, if prepared more
recently.
• Job specification, usually prepared for recruitment purposes.
• Organisation chart.
• Induction materials if they include any description of the work.
• Departmental reports if they include any description of the jobs.
3.5 For evaluation purposes, the job to be described consists of:
• Those duties actually carried out by individual jobholder(s). The last year is generally a
good guide on what should be taken into account as part of the job. The job is not an
amalgam of what the jobholder might be required to do in other circumstances, nor of
what the jobholder’s colleagues do. The jobholder is treated for evaluation purposes as
being typical of the group of jobholders they represent.
• Those duties acknowledged by the jobholder and their line manager, either explicitly
(through you having been asked to undertake the duties) or implicitly (through not being
told not to undertake particular duties), to be part of the job. These may be more, or less,
than the duties listed on a formal job description.
3.6 The role of the job analysts in the evaluation process is:
• To ensure that the JAQ is produced to agreed standards, equality requirements and time
scale.
• To ensure all parties are satisfied with the job analysis process.
• To check and test the information provided by the jobholder to ensure accuracy and
clarity.
• To check that the JAQ instructions have been followed correctly.
If the JAQ is inaccurate or incomplete, the evaluation will be too.
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3.7 The purpose of the job analysis interview is to:
• Ensure that full and accurate information is available for the evaluation panel.
• Provide an opportunity for the jobholder to explain their job and be asked face to face
questions.
• Increase understanding between those involved i.e.. jobholder, line manager, staff
representative, job analysts and evaluators.
• Allow information to be clarified and checked.
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13. The review process
1.1 In the event that groups of staff or individuals are dissatisfied with the result of matching or
evaluating they may request a review. This review should be conducted by a new panel with
the majority of its members different from the original panel.
1.2 Such a request must be made within three months of notification of the original panel’s
decision. In order to trigger a review, the jobholder(s) must provide details in writing of where
they disagree with the match or evaluation and evidence to support their case.
1.3 Experience among health service organisations which have completed reviews and from
outside the service is that an informal review stage before the panel stage is useful. It can
resolve many review requests without the need for a panel to be convened and clarify issues
where the request does go to the formal panel stage, thus expediting the whole process.
1.4 The aim of such an informal stage, which might be termed the initial or preliminary stage, is to
exchange information in an informal manner to help clarify issues and provide an opportunity
for discussion and resolution.
1.5 The informal stage normally consists of a meeting between the employee requesting a review
and a nominated person from each side, for example, an HR adviser and a staff side
representative, both of whom are trained matching or evaluation panel members and able to
explain the job evaluation scheme and local procedures for matching or evaluation.
1.6 If requested by an employee, the employee’s own staff side organisation representative
and/or the line manager can be present.
1.7 Possible outcomes from an informal stage are:
a. The employee withdraws their review request because they now understand and accept
the original outcome. There must however be no pressure on employees to withdraw
review requests, even if they appear to other attendees to be unfounded.
b. The employee better understands what information will be required by the panel in
order to consider the review request.
c. The employee is better able to focus on those JES factors which are relevant to a review in
their particular circumstances.
1.8 Where a formal review is necessary, the review panel operates in the same way as the original
one and follows the procedure outlined above for matching (chapter 11) or evaluating
(chapter 12), including having available/contactable job advisers or representatives.
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1.9 The review panel can:
• confirm the same match / evaluation outcome
• confirm a match to a different profile or make a different evaluation,
• or in the case of matching reviews only, refer the job for local evaluation.
1.10 Since the NHS JE Scheme places paramount importance on the issue of accurate and up-to-
date information, the review panel must only consider the facts before them. The jobholder
will have provided evidence relating to the factor levels they disagree with. However, if the
panel wishes to revisit other factors, they need to provide justification for doing this for
example because the new evidence provided is thought to alter other scores. They will then
need to refer to the evidence they have been presented with, submit supplementary
questions to the job advisors or representatives (two people representing management and
staff in the area of work under review) where necessary and allow the jobholder to provide
additional information. Panels should only complete the review once they are satisfied that all
relevant evidence has been examined.
1.11 All panel members will have been trained on the importance of matching or evaluating jobs
using accurate information rather than making assumptions which are not evidenced. It is
important that this process should equally apply to the review procedure; the risk in making
assumptions about somebody’s job could lead to pay inequality and the scheme being
brought into disrepute.
1.12 The review panel’s decision, whether it changes the banding outcome or not, must be subject
to quality and consistency checking as outlined in chapter 14.
1.13 The jobholder has no right of appeal beyond the review panel if their complaint is about the
banding outcome.
1.14 In the event that the jobholder can demonstrate that the process was misapplied they may
pursue a local grievance about the process, but not against the matching or pay banding
decision. Where a grievance is upheld, a potential remedy may be a reference to a new
matching panel.
1.15 It will be necessary to determine locally some of the detailed aspects of the formal review
procedure, for example:
• Whether locally determined features such as administration and chairing will be the same
as for the organisation’s original matching or evaluation exercise.
• Whether a job holder or their representatives can make their case in person.
• Record keeping: it is important in case of subsequent internal or external investigation
that good records are kept of the review outcomes and any amendments made to the
original match or evaluation to provide an audit trail for the future.
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• The jobholder should be provided with a detailed job report of the review of the match or
evaluation.
2. Advice on the release of information relating to the panel.
2.1 It may be that in pursuing a grievance that information about the make-up of a panel is called
into question. Organisations appreciate that a degree of confidentiality is essential in carrying
out evaluations of people’s jobs. Personal details of jobholders, such as name, gender, pay
rate are not disclosed to panel members who are matching or evaluating the jobs. Similarly,
names of panel members are not normally disclosed to jobholders when they receive the
outcome of the exercise, in order to protect panel members from any attempts to introduce
factors into the process that could lead to bias.
2.2 The law is not straightforward in relation to disclosing panel members’ names and a jobholder
is entitled to request this information under the Freedom of Information Act. However, it can
be argued that the names constitute personal data and consent would need to be sought
from the individual panel members as to whether they would object to disclosure of their
names to the jobholder. If panel members did object, there could be a defence under the
Data Protection Act that, on balance, it is in the public interest not to disclose the names.
2.3 The reason for requesting disclosure of panel names should be ascertained. If this stems from
genuine concern that the panel’s constitution could have led to bias, the joint JE leads should
be able to reassure the jobholder that the panel was properly constituted and acted correctly.
If there were an allegation of personal bias on the part of one or more of the panel members,
this would have led to a defective outcome which would have been dealt with through either
consistency checking or a review request.
2.4 Organisations should ensure that they agree in partnership the appropriate procedures that
need to be in place to deal with queries of this sort, should they arise. This should include
procedures for:
• How to deal with allegations of bias and to give robust reassurance to jobholders.
• How to deal with circumstances where some, but not all, of the panel members agree that
their names can be disclosed and face pressure to release names of panel members who
do not wish their names to be published.
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3. Good practice in relation to review requests
3.1 Emphasis on partnership in the process for arriving at matching or evaluation outcomes
should increase confidence and mean that review requests are not seen as challenges to
management authority. The detailed review procedure should also be agreed in partnership.
3.2 The local procedure should be transparent, that is, the jointly agreed procedure should be
published and disseminated to all employees affected by the exercise, with information
about who they should consult for assistance, if required, and on relevant timescales or
deadlines.
3.3 Briefing line managers to be able to answer immediate queries can also be helpful, from the
perspective of both line managers and those they manage. All these measures can help to
reduce the number of review requests, where these arise from lack of information or
understanding.
3.4 Review requests should be monitored for equality reasons. Monitoring should cover the
number of review requests and the outcomes at each stage of the procedure (see below) by
gender, ethnicity and any other agreed characteristics e.g. age, disability. There is some
evidence that review processes can be a source of discrimination, for example, because men
are disproportionately likely to dispute banding outcomes and to be successful in their
reviews. This can be checked through monitoring.
3.5 Jobholders should have sufficient information to allow them to decide whether or not to ask
for a review and should be provided with a matching/evaluation job report at the time they
are notified of their pay banding. All original matching or evaluation documentation,
including interview notes, should be available to the review panel.
NB– all review outcomes must be subject to consistency checking before the outcome is
released to job holders.
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14. Achieving quality and consistent outcomes
1. Why are quality and consistency important?
1.1 In order to comply with equal pay legislation, it is important that organisations are assured of
the quality and consistency of their job evaluation work. Consistency is vital to ensure equal pay for
work of equal value and to reassure staff that their outcomes have been achieved fairly.
This chapter outlines good practice in ensuring quality and in undertaking checking to ensure
consistency of outcomes both internally, against other local matching and evaluations in order to
avoid local grading anomalies and consequent review requests, and also where possible externally,
with outcomes from other organisations, in order to avoid locally matched or evaluated jobs getting
‘out of line’ with similar jobs elsewhere.
1.2 The first measure to ensure quality and consistency of matching and evaluation is to follow
the agreed procedures outlined above and to take such additional steps to help ensure that
panels are able to work effectively. This includes ensuring that:
• All panel members have been fully trained and updated in using the NHS JE scheme; in
matching or local evaluation, as appropriate, and in the avoidance of bias.
• Panels are conducted in partnership and constituted so as to reflect the diversity of the
workforce as far as is possible (e.g. differing occupational backgrounds, gender, ethnicity
etc).
• Obvious sources of bias and inconsistency have been eliminated e.g. exclusion by
agreement of panel members known to have strong views for or against jobs to be
evaluated and those from the job group being matched or evaluated.
• Where possible, there is a mix of experienced and newer panel practitioners.
1.3 The most common source of poor quality and inconsistency in local matching and evaluation
is inadequate or inaccurate job information, whether in the form of a job description and any
additional input for matching, or a completed and analysed JAQ for local evaluation. Possible
steps to minimise problems arising from such job information include:
• In advance of the post going to panel, joint quality assurance (by job evaluation leads or
their nominees) of the written job information to identify obvious omissions or
inaccuracies.
• When the panel meets to consider the post, ensuring that panel members can seek
additional information from jobholders and/or line managers, where it is agreed that this
is necessary.
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1.4 Quality and consistency of matching/evaluation panel outcomes are improved by:
a. Matching or evaluating jobs in family or equivalent groups (e.g. all finance jobs, all
unique specialist jobs from an occupational group) as this allows for ongoing
comparisons and provides some immediate internal consistency checks.
b. Prior to matching or evaluation, panel members should read the most relevant
national profiles (e.g. finance profiles for finance jobs, specialist and highly specialist
healthcare professional jobs for unique specialist healthcare jobs), noting features
which are similar to those of jobs to be matched or evaluated locally.
c. Avoiding being influenced by anticipated pay levels. Job information should not state
salary information; if the outcome is out of line with current or anticipated salary
levels, this will be dealt with later.
d. Cross-checking individual factor level outcome against national profiles with similar
features during the process (not necessarily similar jobs e.g. the physical skills
demands of an IT job requiring keyboard skills could be checked against clerical and
secretarial jobs on this factor) to ensure the appropriate national profile has been
selected.
1.5 Once a matching or evaluating panel have agreed an outcome, the panel members should
carry out a preliminary check to ensure they have followed the correct procedure, considered
all available job information and made accurate, comprehensive and coherent notes to record
their findings.
2 Consistency checking
2.1 The quality and consistency of all panel decisions is confirmed by a process of consistency
checking, which also undertakes monitoring of outcomes across the organisation.
2.2 A full consistency check should be undertaken by a designated partnership pair. (e.g.
comprised of management and staff side job evaluation leads who are experienced job
evaluation practitioners and trained in consistency checking).
2.3 The consistency checking process is as follows:
• Completed matching forms and evaluation reports should be checked for quality to ensure
that all boxes have been filled in and reasons given in relation to the job in question for all the
factor levels awarded.
• The outcomes (for each factor as well as the job as a whole) should be checked for
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consistency against:
• Other matches completed by the same and other matching panels.
• Other local matches within the same occupational group* and job family*.
• Other local matches within the same pay band.
• National profiles for the same occupational group* and pay band.
• Check total weighted score and rank order of jobs for the organisation.
2.3 Any apparent inconsistencies in matching should be referred back to the matching panel with
any queries and/or comments. The consistency checkers should NOT substitute their own
decision. The original panel should then review the match or evaluation in question and
answer any queries or make amendments to the original match, as appropriate.
2.4 It is recommend that, especially in the case of evaluations, outcomes are compared with all
relevant national profiles e.g. all those which are in the same job group and pay band. An
evaluation may have been required as the post requirements do not conform to the normal
tasks and responsibilities for a role. Consistency checking should confirm these differences are
justified with the evidence when compared against the national profile.
3 Further advice on consistency checking
3.1 Consistency checking is largely a matter of taking an overview of a batch of results and
applying common-sense, but there are some useful questions to ask, for example:
a. Do manager and supervisor jobs match or evaluate higher than the jobs they manage
or supervise on those factors where this is to be expected e.g. responsibility for policy
and service development, responsibility for human resources, freedom to act? If not, is
there a good reason for this?
b. Do specialist jobs match or evaluate higher than the relevant practitioner jobs on
those factors where this is to be expected e.g. knowledge, analytical and judgemental
skills, responsibility for human resources (if teaching others in the specialism is
relevant)? If not, is there a good reason for this?
c. Do practical manual jobs match or evaluate higher than managerial or other jobs
where hands-on activity is limited on those factors where this is to be expected e.g.
physical skills, physical effort, working conditions? If not, is there a good reason for
this?
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3.2 Consistency checking is made easier when records are stored on a computerised system.
Such a system can flag up inconsistencies, missing data or where correlations between certain
factors are not as expected, e.g. KTE level 7 with FtA level 1!
4. Advice on avoiding bias in relation to perceived job status
4.1 NHS Staff Council is aware that there are sometimes problems with over-evaluation and
under-evaluation of jobs at the upper and lower ranges of the salary scale.
4.2 Organisations are strongly advised to use their partnership arrangements on an ongoing basis
to check particularly carefully their outcomes for bands 1 - 3 and bands 8 - 9 to ensure that
these are safe and that there is sufficient robust evidence to justify the outcome. If it is
discovered that an outcome is unsafe, then this should be rectified in order to maintain the
integrity of the JE scheme in your organisation, either through referral back to a panel in order
to obtain a robust outcome or under a joint quality locally agreed assurance/governance
process. Any disagreement with the outcome should be dealt with through the process
detailed in Chapter 15.
Over-evaluation of jobs
JEG has encountered examples of inflation of various factors in respect of band 8c/d/9
outcomes, for example, jobs with titles such as deputy director of finance or head of capital
investment, where panels may have made assumptions about factor levels based on little
evidence. This may be because there is a belief that a job deserves high factor levels on the
basis of perceived status, job title, level of job in the organisation and perceived previous
salary levels. The danger in this approach is that it may lead to some jobs being banded
higher than the evidence suggests, in other words an unsafe outcome (the ‘halo’ effect).
Under-evaluation of jobs –
There is evidence of this happening particularly with jobs deemed to be in band 1. Lower
factor levels appear to have been awarded on the basis of assumptions being made about the
processes undertaken or the level of knowledge or skill needed to carry out those processes.
Job rationales, particularly in the case of band 1 jobs, had been frequently underscored and
had little differentiation from the rationales in band 2 jobs.
4.3 All parties will need to satisfy themselves that the chosen process is consistent with the NHS
JE Scheme matching/local evaluation and review process. It is important that all ground rules
should be jointly agreed in advance of embarking on the exercise, for example ensuring up-to-
date/accurate and jointly agreed job descriptions/person specifications; whether or not
matching to national profiles is possible; what the outcome possibilities are and, once these
are identified, what rules on protection etc will be put into place. This will all need to be done
in partnership and the responsibility for any misapplication should also be shouldered in
partnership
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4.4 Normally, any anomalies should have been discovered during the consistency checking stage.
During this process, a careful assessment should be made across the individual bands to
ensure that the outcomes are similar in terms of demand. This will help to avoid the risk of
challenge under equal pay legislation
5 Concerns about local consistency
5.1 Staff or managers who have any outstanding concerns about local consistency should first
raise them with the Job Evaluation leads so that they can be investigated. JE Leads may wish
to check their outcomes with a neighbouring trust or organisation for a bench marking
comparison.
5.2 If concerns cannot be resolved locally they can be referred, by either party to the Country JE
leads or the JEG secretariat (JEG chairs and NHS Employers job evaluation lead) for advice. See
Chapter 15 for details of how concerns and disputes can be addressed.
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15. Support from the Job Evaluation Group (JEG)
(NB: where there are partnership agreements in place in Devolved Administrations to provide local
support, the following chapter will not apply.)
1. Support offered
JEG offers two levels of support to local organisations with job evaluation problems or disputes:
• advice
• independent panels.
2. Expert advice
2.1 Local job evaluation leads, either management or staff side, can ask JEG for advice to assist
them in their job evaluation work.
2.2 Leads are asked to ensure that they have consulted the relevant sections of this handbook
and any related information on the NHS Employers website before seeking advice.
2.4 JEG will aim to respond within 4 weeks but may require further information before being able
to consider the matter fully.
2.5 In exceptional circumstances, the JEG secretariat* can be asked to mediate on a local issue.
Both parties to the dispute must be in agreement to such a request. The JEG secretariat will
meet with the parties, individually and jointly to attempt to find a way forward and resolve
the matter in hand.
2.6 Expert advice received in this way is not binding and is available only once on a particular
issue, except in exceptional circumstances.
2.7 JEG will log and monitor all requests for advice and will develop guidance for the service as
appropriate.
3. Independent panels
3.1 Where the parties within an employing organisation (management and staff side) have been
unable to conclude the matching and/or evaluation, or consistency checking process locally for any
post or group of posts, the JEG secretariat* may be approached in writing, in partnership, (to
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[email protected]) to convene a panel of job evaluation independent expert practitioners to
consider the matter in hand.
If agreement in partnership to request an independent panel cannot be reached, either party may
approach the JEG secretariat* for advice in line with section 2 of this chapter.
3.2 Independent panels can be set up where, locally, either
a. A matching, evaluation or review panel has been unable to reach a consensus, despite
best attempts to resolve the situation, or
b. A consistency checking panel has been unable to reach agreement with the original
panel, despite best attempts to resolve the situation
c. Exceptional circumstances have led to a serious breakdown in process.
3.3 An initial discussion will take place with the JEG secretariat* and if the situation is agreed by all
parties to be genuinely intractable, the JEG secretariat*will establish an independent panel to
undertake matching or evaluation or consistency checking of the job or group of jobs. Terms of
reference will be drawn up by the JEG secretariat*, using a standard template and agreed by
the employing organisation in partnership, setting out clearly what is expected from the panel
and what happens once an agreed outcome is reached. This will be signed and dated by
management and staff sides locally, prior to the panel being convened. The parties will need
to submit all relevant documentation (e.g. job descriptions, JAQs, matching/evaluation
outcomes, consistency checking records) to the JEG secretariat*, and will need to agree that
date from which any change of outcome will be effective from (see also 3.13).
3.4 The JEG secretariat will be responsible for selecting the members of the independent panel,
keeping the parties informed on progress in order to maintain confidence and confidentiality.
3.5 The panel of four will be drawn from a pool of matching and/or evaluation panellists drawn in
equal numbers from management and staff side and may include JEG members. Panel
members will not include panellists from the organisations within the same area or anyone
connected with the same job group, directorate or organisational department type, including
the trade unions that represent them.
3.6 All panellists will be qualified and experienced in both matching and evaluation processes; in
the case of a consistency checking panel, they will additionally have been trained in
consistency checking. The JEG secretariat* will provide a pro forma for recording the panel
outcome.
3.7 Job advisors (representatives of the post(s) being considered and of their line management)
must be available to the panel to answer any questions or points of clarification felt necessary
on the day. This could be in person or by telephone. Panels may already have sufficient
information and may not need to ask any further questions of job advisors.
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3.8 The panel may be assisted by the JEG Chairs, who themselves may be supported by an
independent job evaluation expert. Exceptionally, if matters emerge from the process that
would benefit from national advice, the secretariat may refer to the NHS Staff Council
Executive for their view.
3.9 The organisation making the request will bear the costs of the panel meeting and may be
asked to host the meeting.
3.10 All outcomes shall be subject to consistency checking in accordance with the process
described in the chapter 14. This may include reference to other outcomes, locally and/or
nationally, and organisations may be requested to provide additional JE information at this
stage or provide access to their JE records.
3.11 The JEG secretariat will be responsible for the notification of the banding outcome to the
named parties within the organisation once all JE procedures, including consistency checking,
have been completed.
3.12 Once the relevant parties have been informed of the outcome of the independent panel, the
post holder(s) may request a review within three months of notification. In order to trigger
the review process, evidence setting out the reasons for the review and to support the areas
of difference must be submitted in writing to the JEG secretariat*. Subsequent changes to the
role that occur after the original submission will not be considered. The JEG secretariat*
reserves the right to decline the review request if it is clear, after careful consideration and
consultation with the previous external panel, that no new evidence has been presented.
Where this procedure is set up for an independent panel to conduct a review, there is no
further right of review and the independent panel’s outcome (confirmed by consistency
checking) would be final.
3.13 The organisation is expected to implement the final outcome of the independent panel
backdated to date agreed in 3.3. This is the end of the process.
* “JEG secretariat” means the joint chairs of JEG plus the NHS Employers JE Lead when the procedure
is used in England. Where it is used in Scotland, Wales and Northern Ireland, any reference to “JEG
secretariat” should be substituted by “Country JE leads”.
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Glossary
AfC – Agenda for Change
CPD – Continuing Personal Development
HR – Human Resources
JAQ – Job Analysis Questionnaire
JE – Job Evaluation
JEG – Job Evaluation Group
JEH – Job Evaluation Handbook
JE Scheme/JES – Job Evaluation Scheme
JEWP – Job Evaluation Working Party (generic term)
JEWP1 – the first Job Evaluation Working Party
JEWP2 – the second Job Evaluation Working Party
JSG – Joint Secretariat Group
KSF – Knowledge and Skills Framework
ODP – Operation Department Practitioners
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Contact us
Email: JEG@nhsemployers.org
Website: www.nhsemployers.org
NHS Employers
2 Brewery Wharf
Kendell Street
Leeds LS10 1JR
Published September 2018. ©
NHS Employers 2018.
