NHS Job Evaluation Handbook - Second Edition

NHS Job Evaluation Handbook

3. Evaluating/Matching under Factor 2: Knowledge, Training & Experience

Knowledge is the most heavily weighted factor in the NHS Job Evaluation 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 matching panel members to achieve accurate and consistent outcomes.

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 trust is willing to provide training in the particular specialist field.

2. Qualifications

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 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.

3. Registration

3.1 State registration and registration with a professional body are not directly related to either knowledge generally, or to any particular level of knowledge, e.g. Level 5.

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.

Specific Level Related Points

1. 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.

2. The Difference between Levels 2 and 3.

2.1 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 some non-routine elements.
• Whether it is necessary to have some theoretical or conceptual understanding to support the procedural knowledge, such as that acquired in obtaining NVQ3, City and Guilds and similar qualifications.

2.2 For areas of work where there are no commonly accepted equivalent qualifications:

• Level 2 applies to jobs requiring knowledge of a range of 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.

3. The Difference between Levels 3 and 4.

3.1 Both Levels 3 and 4 apply to jobs requiring understanding of a range of work procedures and practices. The differences are over:

• The extent to which the procedures and practices are non-routine.
• The level of the equivalent qualifications.

3.2 For areas of work where there are no commonly accepted equivalent qualifications, e.g. 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.

4. The Difference between Levels 4 and 5.

4.1 The differences between Levels 4 and 5 are:

• The breadth and depth of the knowledge requirement.
• The level of the equivalent qualifications.

4.2 For areas of work where there are no commonly accepted equivalent qualifications:

• 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.

5. The Difference Between Levels 5 and 6

5.1 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 to what was acquired during basic training and required for professional practice.

5.2 This additional knowledge may be acquired by various routes:

(1) Normal training and accreditation, as for District Nurse, Health Visitor.

(2) Other forms of training/learning e.g. long or combination of short courses or structured self-study.

(3) Experience.

(4) Some combination of (2) and (3).

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.

5.3 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, 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.

5.4 For additional specialist knowledge, indicators of Level 6 knowledge, acquired primarily through experience, are, e.g. a requirement to have worked:

1. In the specialist area and with practitioners from own or another profession who are experienced in this area.

2. 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.

5.5 For additional breadth of knowledge, examples of Level 6 are:

(1) The Midwife, who undertakes a formal mentoring or praeceptorship to achieve a level of knowledge allowing the full sphere of midwifery practice to be undertaken.

(2) 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.

(3) The Specialist Physiotherapist, 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.

(4) 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.

(5) 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.

(6) 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.

6. The Difference between Levels 6 and 7

6.1 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.

6.2 This additional knowledge may be acquired by various routes:

(1) Formal training and accreditation to master's or doctorate level, as for Clinical Pharmacist, Clinical Psychologist or a qualification deemed to be equivalent, e.g. Health Visitor Community Practice Teacher, Diploma in Arts Therapy.

(2) Other forms of training/learning e.g. long or combination of short courses or structured self-study.

(3) Experience (but see below).

(4) Some combination of (2) and (3).

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.

6.3 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 also, 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 master's course.

6.4 For additional specialist knowledge, indicators of Level 7 knowledge, acquired primarily through experience, are e.g. a requirement to have worked:

(1) 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.

(2) 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.

6.5 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.

7. The Difference between Levels 7 and 8a

7.1 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, master's 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).

7.2 As at other levels, this additional knowledge may be acquired by various routes:

(1) Formal training and accreditation to doctorate level, as 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.

(2) Other forms of training/learning e.g. long or combination of short courses or structured self-study to the appropriate level.

(3) Experience (but see below).

(4) Some combination of (2) and (3).

7.3 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 also, 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.

7.4 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.