Common use of METHOD OF JOB EVALUATION Clause in Contracts

METHOD OF JOB EVALUATION. The Peel Regional Board of Commissioners of Police and the Peel Regional Police Association used a quantitative point-factor method of job evaluation to implement pay equity. The factors included in this plan incorporate the four generic factors required by the Pay Equity Act: skill, effort, responsibility and working conditions. Each of these generic factors was represented by one or more specific factors, as follows: SKILL RESPONSIBILITY Reading Skills Innovation Writing Skills Problem Solving/Complexity Numeric Skills Financial Responsibility Oral Communication Skills Supervision of Others Education Supervision Received Experience Safety of Others Dexterity Skills Internal Contacts Planning Skills Outside Contacts Coordination Skills Impact of Errors Analytical Reasoning Skills Financial Skills EFFORT Equipment Operation Mental/Visual Effort Physical Effort WORKING CONDITIONS Exposure to Stress Working Conditions Questionnaires for each job class affected by pay equity were completed by incumbents and in most cases by supervisors as well. The responses were reviewed by members of a Joint Job Evaluation Committee representing the Peel Regional Board of Commissioners of Police and the Peel Regional Police Association. This resulted in a total number of points for each job class evaluated. The points were grouped into ranges for salary grade purposes, so that jobs with similar points were allocated to the same salary grade. Based on the evaluation results, the Peel Regional Board of Commissioners of Police and the Peel Regional Police Association identified the male predominant job classes that are of equal or comparable value, in terms of job evaluation results to female predominant job classes.

METHOD OF JOB EVALUATION. The Peel Regional Board of Commissioners of Police and the Peel Regional Police Association used a quantitative point-factor method of job evaluation to implement pay equity. The factors included in this plan incorporate the four generic factors required by the Pay Equity Act: skill, effort, responsibility and working conditions. Each of these generic factors was represented by one or more specific factors, as follows: SKILL RESPONSIBILITY Reading Skills Innovation Writing Skills Problem Solving/Complexity Numeric Skills Financial Responsibility Oral Communication Skills Supervision of Others Education Supervision Received Experience Safety of Others Dexterity Skills Internal Contacts Planning Skills Outside Contacts Coordination Skills Impact of Errors Analytical Reasoning Skills Financial Skills EFFORT Equipment Operation WORKING CONDITIONS Working Conditions RESPONSIBILITY Innovation Problem Solving/Complexity Financial Responsibility Supervision of Others Supervision Received Safety of Others Internal Contacts Outside Contacts Impact of Errors EFFORT Mental/Visual Effort Physical Effort WORKING CONDITIONS Exposure to Stress Working Conditions Questionnaires for each job class affected by pay equity were completed by incumbents and in most cases by supervisors as well. The responses were reviewed by members of a Joint Job Evaluation Committee representing the Peel Regional Board of Commissioners of Police and the Peel Regional Police Association. This resulted in a total number of points for each job class evaluated. The points were grouped into ranges for salary grade purposes, so that jobs with similar points were allocated to the same salary grade. Based on the evaluation results, the Peel Regional Board of Commissioners of Police and the Peel Regional Police Association identified the male predominant job classes that are of equal or comparable value, in terms of job evaluation results to female predominant job classes.

METHOD OF JOB EVALUATION. The Peel Regional Board of Commissioners of Police and the Peel Regional Police Association used a quantitative point-factor method of job evaluation to implement pay equity. The factors included in this plan incorporate the four generic factors required by the Pay Equity Act: skill, effort, responsibility and working conditions. Each of these generic factors was represented by one or more specific factors, as follows: SKILL RESPONSIBILITY Reading Skills Innovation Writing Skills Problem Solving/Complexity Numeric Skills Financial Responsibility Oral Communication Skills Supervision of Others Education Supervision Received Experience Safety of Others Dexterity Skills Internal Contacts Planning Skills Outside Contacts Coordination Skills Impact of Errors Analytical Reasoning Skills Financial Skills EFFORT Equipment Operation Mental/Visual Working Conditions RESPONSIBILITY Innovation Problem Financial Responsibility Supervision of Others Supervision Received Safety of Others Internal Contacts Outside Contacts Impact of Errors EFFORT Effort Physical Effort WORKING CONDITIONS Exposure to Stress Working Conditions Questionnaires for each job class affected by pay equity were completed by incumbents and in most cases by supervisors as well. The responses were reviewed by members of a Joint Job Evaluation Committee representing the Peel Regional Board of Commissioners of Police and the Peel Regional Police Association. This resulted in a total number of points for each job class evaluated. The points were grouped into ranges for salary grade purposes, so that jobs with similar points were allocated to the same salary grade. Based on the evaluation results, the Peel Regional Board of Commissioners of Police and the Peel Regional Police Association identified the male predominant job classes that are of equal or comparable value, in terms of job evaluation results to female predominant job classes.