LANGARA COLLEGE/CUPE LOCAL 15, VMECW GENDER-NEUTRAL POSITION EVALUATION PLAN - Reformatted DECEMBER 2005
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LANGARA COLLEGE/CUPE LOCAL 15, VMECW
GENDER-NEUTRAL POSITION EVALUATION PLAN
AUGUST 1991
Revised MARCH 1993
Revised JULY 18, 1995
Revised JANUARY 1996
Revised JUNE 1996
Reformatted DECEMBER 2005CONDUCT OF REVIEW GUIDELINES
PREAMBLE
In accordance with Appendix VII of the Langara College/CUPE Local 15 - VMECW Collective
Agreement respecting the Gender Neutral Position Evaluation System, the following are the jointly
developed rules and procedures for the ongoing evaluations system.
1. POSITION EVALUATION PROCESS
a) All positions are to be evaluated and documented in accordance with Article X of the
current collective agreement and the procedures and definitions set out in the Gender
Neutral Position Evaluation Plan.
b) Position Evaluation Procedures
i) A request for review of a position will be as provided in Article X.B.l of the current
collective agreement.
ii) Upon receipt of the completed, signed Position Description Questionnaire (see
Article X.B.1) the College representative will review the position using the Position
Evaluation System herein and as referenced in Article X.C of the current
collective agreement.
iii) In conducting such review, the College representative may interview the employee(s)
and/or supervisor(s) to clarify or acquire additional information and/or to resolve any
disagreement with the content of the PDQ. The College representative may observe
any job operation, worksite, equipment, etc. necessary to gain factual information.
iv) After reviewing the position it will be placed into the appropriate position category or,
if necessary, a new position category identified with an appropriate category
specification prepared. (If a new category is created, it will be allocated to an
appropriate placement on the salary scale in keeping with its point weighting.)
Note: The Job Rating Sheets for new position categories, while prepared by the College, are
subject to the mutual agreement of the Union and the College. However, in order that
a position may be filled, should mutual agreement not be reached, the College retains
the right to implement that specification and establish a rate of pay (in keeping with
Article XIII. A of the current collective agreement) pending resolution
through the arbitration procedure.
v) The College will provide a report of the result of each position review with full
documentation to the employee and the Union advised of the results.
vi) Time limits will be in keeping with Article X of the current collective agreement.
2. EMPLOYEE REPRESENTATIVE(S) AND THE RE-EXAMINATION PROCESS
a) The Union will designate up to three Job Evaluation (JE) Representatives, fully trained in
the Position Evaluation system, to participate in such joint reexaminations of the College's
evaluation findings as the Union may wish to request.
b) All time away from normal duty for such JE Representatives to attend to such reviews will
be with pay (see Article XV.J.7 of the current collective agreement).
Langara College & CUPE Job Evaluation Plan Page 4 of 65c) Where there is concern that the College's initial evaluation finding is incorrect, the Union
will so advise the College as provided in Article X.D of the current collective
agreement.
d) The College representative meets with the JE Representative(s) (up to three) to
re-examine the position review. Such joint reviews may involve job audits and the obtaining
of additional information for consideration in the review process. (Only one JE
Representative may accompany the College representative to any work site job audit
that might be conducted during such reviews.)
e) Time limits will be in keeping with Article X.D of the current collective agreement.
3. APPEAL PROCEDURES
a) Following the joint reexamination, the College representative will advise in writing the
Director of Employee and Labour Relations and the Union of the results.
b) The Union has the right to appeal such decision to the Director of Employee and
Labour Relations as provided in Article X.D.2 of the collective agreement.
c) Prior to proceeding to binding arbitration as identified in Article X.D.3 the parties may, by
mutual agreement refer the matter to non-binding investigations by Karen Clark or a
mutually agreed upon substitute.
4. PLAN MAINTENANCE
a) All positions shall be reviewed at least once every five years from the date that
A. the position was last reviewed.
b) Salary reviews will be conducted coincident with position reviews for potential anomalies
as referenced in a) above (under Article X.C.e)(ii)) and any subsequent salary review
would apply only provided under Article X.C.e)(iii) of the current collective agreement.
Both parties recognize that such salary reviews may result in salary
adjustments which are inconsistent with application of the Position Evaluation
(point factor) system. Such adjustments shall be recognized as special
anomalies and would not allow for/become grounds for appeal by other
positions or position categories. (ie; Senior Secretary established at Paygrade 19 -
Anomaly at Paygrade 20.)
c) The findings of a salary review may be appealed in keeping with Articles X.C.e)(iv) and
X.C.e)(v) of the current collective agreement.
d) The Factors, Definitions, Note to Raters, Factor Weights and Position Description
Questionnaire used in the evaluation system will be jointly reviewed by a committee of the
College and Union as identified in Article X.E on an ongoing basis and where there is
mutual agreement to revise the Factors, Definitions, Note to Raters, Factor Weights and
Position Description Questionnaire, those changes shall take place immediately upon
attaining such agreement.
e) The category specifications and point ratings which are currently in effect and any that
may subsequently be agreed upon through the review process shall continue in effect
unless:
i. the position content is changed by the employer
ii. the position is changed as a result of a successful appeal or arbitration.
Langara College & CUPE Job Evaluation Plan Page 5 of 655. MISCELLANEOUS
a) The College and the Union will conduct a series of workshops to introduce employees to the
Gender Neutral Position Evaluation system.
b) Such workshops will be held during working hours and those employees attending such
workshops shall do so with pay.
The foregoing Plan constitutes the Position Evaluation Plan referenced in Article X.A. of the current
collective agreement.
Langara College & CUPE Job Evaluation Plan Page 6 of 65PLAN INTRODUCTION
This gender-neutral position evaluation plan, incorporating the proposed plans of both VCC and CUPE Local
15, VMECW, has been designed to provide a consistent, detailed and systematic analysis of position content,
ranking jobs by establishing the equivalency and relationship between jobs to achieve equal pay for work
of equal value for all positions within the bargaining unit.
This adapted position evaluation plan allows positions to be placed in proper relativity to each other based
on their rated work. Such rating is based upon four main criteria:
SKILL the knowledge and ability an employee must bring to a position
the effort, both physical and mental, that must be expended in
EFFORT
performing the job
RESPONSIBILITY the types of obligations or accountability entailed in the position
WORKING CONDITIONS the environmental conditions under which a job is carried out.
These four criteria are subdivided into twelve factors, each of which will measure various components that
make up a position. The factors represent elements of work that are present to some degree in all jobs.
By measuring each factor and assigning a numerical value to them, the plan places a numerical value on a
position and that value is used for comparing positions according to this relative worth.
In the following pages, factors are defined and the various degrees within a factor detailed. "Notes to
Raters" are provided to assist the Rater in understanding the factors and degrees. Rating examples
(“benchmarks”) are provided as a reference point for each Factor degree, the parties having
mutually agreed on the appropriateness of the rating and rationale applicable to the
referenced job. The rating examples assist the Rater in understanding the application of the
Plan when carrying out the examination and rating of individual jobs on the basis of work or
tasks performed. The rating examples (“benchmarks”) are reflective of ratings, appeals and
resolutions up to January 1996. These Notes, along with factor definitions, are an integral part of this
plan, ensuring ongoing consistency of ratings.
Langara College & CUPE Job Evaluation Plan Page 7 of 65JOB EVALUATION INTRODUCTION It is essential that it be understood that position evaluation measures a position, not the individual who performs a job. Neither does it measure the position as it might be in the future. Current position content will be found within the Position Description Questionnaire, interviews and/or work site visits. (In the case of new positions, anticipated position content is found within the job posting documentation.) Future changes in the content of a position will be addressed through a "review" procedure at the time such change occurs. Langara College & CUPE Job Evaluation Plan Page 8 of 65
FACTOR 1 - KNOWLEDGE (EDUCATION)
DEFINITION
Using today's educational levels and standards, this factor measures the amount of formal knowledge and
specialized training needed to perform the job duties satisfactorily - to enter the position. This factor is
distinct from recruitment standards for future promotion. This has no relationship to the academic
achievement of an employee.
DEGREES POINTS
1. Basic ability to read and write; working comprehension of English. 7.5
2. Up to and including Grade 10 completion. 14.0
3. Grade 10 completion plus up to 1 year additional vocational or specialized training. 20.5
Grade 12 completion OR high school completion including up to 1 year of specialized
4. 27.0
training.
5. Grade 12 completion plus additional specialized training of up to and including 1 year. 33.5
Grade 12 completion plus additional specialized training of over 1 year and up to 2
6. 40.0
years.
2-Year Community College graduation OR Grade 12 plus additional specialized training
7. 46.5
of over 2 years and up to 3 years.
3-Year Community College graduation OR Grade 12 plus additional specialized training
8. 53.0
of over 3 years and up to 4 years.
9. Bachelor's Degree 60.0
Langara College & CUPE Job Evaluation Plan Page 9 of 65FACTOR 1 - KNOWLEDGE (EDUCATION) (continued)
NOTES TO RATERS
A. When applying degree 3, this should be applied as less than grade 12. (Added July 14, 1995)
B. Workshops of short duration are not normally considered as specialized training. (Added July 14,
1995)
C. When applying degree 9, in specialized fields an equivalency to a Bachelor's Degree (Baccalaureate)
may be considered. (Added July 14, 1995) These non-traditional alternatives considered for
equivalency should total five years or more in length. (Amended January 29, 1996)
D. When determining the duration of specialized training required training programs or courses should
be converted to full time equivalent program length, and consideration must be given to
prerequisites (Added July 14, 1995) (Amended January 29, 1996)
E. Equivalent educational levels or standards may be achieved through alternative forms of training.
If specific experience is accepted as an alternative form of training, that same experience would not
be further valued under the factor of Experience. (Added January 29, 1996)
Langara College & CUPE Job Evaluation Plan Page 10 of 65FACTOR 2 - EXPERIENCE DEFINITION Experience measures the minimum amount of practical experience that an average individual having the appropriate theoretical knowledge, specific education and specialized training requires to enter or begin the job being rated. Time is measured in terms of time necessary to learn on the job, not actual elapsed time of employment. Previous experience includes experience in related or lower jobs, other relevant work or life experiences necessary to perform the job. DEGREES POINTS 1. None OR Work Study Practicums: 0 - 1 month. 4.0 2. Basic: Over 1 month to 3 months. 8.5 3. Some: Over 3 months to 6 months. 13.0 4. Limited: Over 6 months to 9 months. 17.5 5. Related: Over 9 months to 1 year. 22.0 6. Sound: Over 1 year to 2 years. 26.5 7. Considerable: Over 2 years to 4 years. 31.0 8. Extensive: Over 4 years to 6 years. 35.5 9. Comprehensive: Over 6 years. 40.0 Langara College & CUPE Job Evaluation Plan Page 13 of 65
FACTOR 2 - EXPERIENCE (continued)
NOTES TO RATERS:
A. This covers the time required to learn the practical application of theoretical knowledge to work
problems, and to learn the necessary techniques, methods, practices, procedures, use of forms,
routines, etc.
B. Under this factor, no consideration is given to the maturing of the individual.
C. This includes the years spent in an apprenticeship or similar training program excluding formal
classroom time.
D. Field time required for membership in a professional organization, designation, or requirements for
a licence should be considered under this factor.
E. If a period of experience has been determined to be an alternative form of training and included
under the factor of Knowledge, such experience would not be valued under this factor.
Langara College & CUPE Job Evaluation Plan Page 14 of 65FACTOR 3 - JUDGEMENT (PROBLEM SOLVING)
DEFINITION
This factor measures the choice of action required in applying methods, standard practices, precedents,
procedures or policies to complete tasks.
DEGREES POINTS
the work is routine; identical activities requiring the
1. Non-Complex application of known skills and available facts and 2.5
information.
work of some variety, requiring the use of established
2. Some Complexity guidelines that are well-defined or detailed; there is 5.0
little or no choice of action.
standardized or similar activities that require the
3. Moderate Complexity application and interpretation of established methods 7.5
or procedures; work may involve a choice of methods.
different activities where objectives are specified but
require adapting established methods or procedures;
4. Complex 10.0
work involves a selective choice of facts, methods or
procedures.
diverse activities requiring that changes be
recommended to established methods or procedures;
5. Advanced Complexity work involves a choice of methods or procedures or 12.5
sequences requiring analysis and interpretation in
order to develop solutions.
Langara College & CUPE Job Evaluation Plan Page 18 of 65FACTOR 3 - JUDGEMENT (continued)
NOTES TO RATERS
A. This factor deals with the range of choice of action which is within the scope of the position duties
and does not deal with the responsibility for decisions which is dealt with under "Accountability".
Langara College & CUPE Job Evaluation Plan Page 19 of 65FACTOR 4 INITIATIVE
DEFINITION
Initiative measures the extent to which the nature of the position content permits or requires the exercise
of initiative, ingenuity and creativity.
DEGREES POINTS
(Exercises limited independence of action and judgement within clearly defined
1. guidelines, referring non-routine matters to a superior.) Job content permits limited 2.5
exercise of initiative or ingenuity.
(Exercises some independence of action and judgement in routine duties but difficult
2. or unusual problems are referred to a superior.) Job content requires occasional 5.0
exercise of initiative or ingenuity.
(Exercises considerable independence of action and judgement in day-to-day duties
3. but difficult or unusual problems are referred to a superior.) Job content requires 7.5
regular exercise of initiative or ingenuity within defined guidelines.
(Exercises considerable independence of action and judgement in all aspects of work,
discussing more complex problems and matters of policy with a superior.) Job content
4. 10.0
requires the regular exercise of initiative, creativity or ingenuity within the broad limits
of established policy.
(Works under general direction only, referring only matter of policy to a superior.) Job
5. 12.5
content requires continual exercise of initiative, creativity and ingenuity.
Langara College & CUPE Job Evaluation Plan Page 22 of 65FACTOR 4 INITIATIVE (continued)
NOTES TO RATERS
A. Consider the degree to which the employee is directed and the extent to which work is subject to
inspection and checking.
B. Consider the nature of work performed and the extent that work permits or requires the exercise
of initiative, ingenuity and creativity.
Langara College & CUPE Job Evaluation Plan Page 23 of 65FACTOR 5 MENTAL EFFORT
DEFINITION
This factor measures the period of time wherein mental, visual and/or aural concentration, including a
demand for close attention to detail, is required on the job. Both frequency and duration of effort are to be
considered.
DEGREES POINTS
1. Occasional periods of short duration. 5.0
2. Frequent periods of short duration OR occasional periods of intermediate duration. 10.0
Continuous periods of short duration OR frequent periods of intermediate duration OR
3. 15.0
occasional periods of long duration.
4. Frequent periods of long duration OR continuous periods of intermediate duration. 20.0
5. Continuous periods of long duration. 25.0
Langara College & CUPE Job Evaluation Plan Page 26 of 65FACTOR 5 MENTAL EFFORT (continued)
NOTES TO RATERS
A. Duration of time is interpreted as follows:
Short up to and including one hour
Intermediate over one hour and up to and including two hours
Long in excess of two hours
B. Frequency related to work carried out on a regular basis throughout the year:
Occasional once in a while, most days
Frequent several times a day OR at least four days per week
almost all working hours (except coffee and meal breaks) for at least an
Continuous
average of four days per week.
SHORT INTERMEDIATE LONG
OCCASIONAL 1 2 3
FREQUENT 2 3 4
CONTINUOUS 3 4 5
C. Visual concentration (i.e. attention to detail) should not be confused with visual effort (i.e. the use
of eyes) (see Physical Effort). (Added July 14, 1995) (Amended January 1996)
D. When measuring the duration of attention required for performing task(s), it is the continuity and
intensity of mental concentration (e.g. planning and preparing a report, analysing statistics,
weighing decisions/alternatives), that is being measured. (Added July 14, 1995) (Amended
January 29, 1996)
E. Some jobs involve intense work at periods throughout the year. This needs to be averaged when
measuring duration and frequency of effort. (Added July 14, 1995)
D. This factor recognizes concentration when it is at a heightened level. Different tasks each requiring
heightened levels of concentration can be measured consecutively and recognized for the
appropriate duration. (Added January 29, 1996)
Langara College & CUPE Job Evaluation Plan Page 27 of 65FACTOR 6 PHYSICAL EFFORT
DEFINITION
This factor measures physical effort by the type and duration of effort required to perform the duties.
DEGREES POINTS
1. Light activity of short duration. 2.5
2. Light activity of intermediate duration OR medium activity of short duration. 5.0
Light activity of long duration OR medium activity of intermediate duration OR heavy
3. 7.5
activity of short duration.
4. Medium activity of long duration OR heavy activity of intermediate duration. 10.0
5. Heavy activity of long duration. 12.5
Langara College & CUPE Job Evaluation Plan Page 31 of 65FACTOR 6 PHYSICAL EFFORT (continued)
NOTES TO RATERS
TYPE:
no particular demand for physical exertion: activities include sitting,
driving, walking on even surfaces, lifting weights not exceeding 5 kg;
LIGHT
normal sitting and walking; normal visual demands (e.g. reading,
observing) (Amended January 29, 1996)
demands moderate physical exertion: standing, climbing stairs, walking
on uneven surfaces, lifting weights not exceeding 10 kg; more than
MEDIUM normal standing or walking (e.g. continuous cash handling or similar
duties at public reception counters); more than normal visual demands
(e.g. analysis of spreadsheets, graphics design, equipment repair)
demands strenuous effort: stooping, kneeling, crouching, lifting weights
HEAVY
exceeding 10 kg; excessive visual demands (e.g. production line);
A. In measuring visual demands (e.g. use of eyes in reading, observing, data processing, inspecting
materials, operating equipment), consider the continuity and intensity of visual effort (revised July
14, 1995). (Amended January 29, 1996)
B. Duration of time is interpreted as follows:
SHORT up to and including one hour
INTERMEDIATE over one hour and up to and including two hours
LONG in excess of two hours
SHORT INTERMEDIATE LONG
LIGHT 1 2 3
MEDIUM 2 3 4
HEAVY 3 4 5
C. Some jobs involve intense work at periods throughout the year. This needs to be averaged when
measuring duration and frequency of effort. (Added July 14, 1995)
D. When assessing physical demands, consideration must be given to the agility and balance required
in performing tasks. (Added January 29, 1996)
E. All tasks inherent in a job need to be assessed for effort and frequency and the appropriate Degree
determined. The job should receive the highest Degree determined, regardless of level of effort.
Langara College & CUPE Job Evaluation Plan Page 32 of 65FACTOR 7 DEXTERITY
DEFINITION
This factor measures the level of dexterity required in a position. The levels of manual dexterity are
determined by considering the elements of speed and accurate hand/eye or hand/foot coordination.
Movements can be either fine or coarse.
DEGREES POINTS
Employee is required to perform tasks that demand minimal accurate coordination of
fine or coarse movements. The speed of required manual tasks is such that above
1. average dexterity is not required. This includes the occasional (once in a while, most 2.5
days) use of office equipment or tools for short periods of time with no special speed
requirements.
Employee is required to perform tasks that demand the accurate coordination of coarse
2. movements, where speed is a secondary consideration. This includes the daily but 5.0
intermittent use of moving equipment and simple tools.
Employee is required to perform tasks that demand the accurate coordination of coarse
3. movements, where speed is a major consideration. This includes the daily use of 7.5
simple tools or equipment.
Employee is required to perform tasks that demand the accurate coordination of fine
4. movements, where speed is a secondary consideration. This includes the daily but 10.0
intermittent use of small hand instruments or tools and office equipment.
Employee is required to perform tasks that demand the accurate coordination of fine
movements, where speed is a major consideration. This includes the daily use of small
5. 12.5
hand instruments or tools and office equipment with speed for the majority of a
working day.
Langara College & CUPE Job Evaluation Plan Page 36 of 65FACTOR 7 DEXTERITY
NOTES TO RATERS
A. Examples of coarse movements are: using moving equipment, simple tools and/or equipment, hand
trucks, kitchen items, large appliances, mops, ladders, etc. (Amended July 18, 1995)
B. Examples of fine movements are: keyboard skills, arc welding, giving injections, drafting or art
design, complex equipment repair, photography, signing, etc. (Amended July 18, 1995)
C. When using the speed requirement, frequency should be considered.
Langara College & CUPE Job Evaluation Plan Page 37 of 65FACTOR 8 ACCOUNTABILITY
DEFINITION
This factor measures the effect of actions on others (ie. employees, public and students) and the loss of time
and resources or impact on the organization from mistakes in judgement or errors of action.
DEGREES POINTS
1. Actions would have minor or limited effect. 5.0
2. Actions could result in some loss of time or resources. 10.0
Actions could result in significant loss of time, resources, OR cause some
3. 15.0
embarrassment within the department or organization.
Actions could result in serious loss of time or resources, OR cause significant
4. 20.0
embarrassment within the organization and have limited impact on its public image.
Actions could result in major loss of time or resources, OR cause severe embarrassment
5. 25.0
within the organization and have serious impact on its public image.
Langara College & CUPE Job Evaluation Plan Page 40 of 65FACTOR 8 ACCOUNTABILITY (continued)
NOTES TO RATERS
A. Consider the nature of the more serious errors of the job (regardless of the type of error or how or
why it occurred), at what stage errors would be detected and their effect. (Amended January 29,
1996)
B. Errors may be mechanical or errors in judgement.
C. Consider accountability in terms such as:
handling money
damage or loss involving mechanical or office equipment or supplies
safeguarding of restricted information
provision of instruction or concepts to students
the seriousness of an error
length of time to correct an error
embarrassment to organization, department
frequency of possible error or mistakes (Added July 18, 1995)
existence of normal checks and balances (Added January 29, 1996)
Langara College & CUPE Job Evaluation Plan Page 41 of 65FACTOR 9 SAFETY OF OTHERS DEFINITION This factor measures the degree of care required to prevent injury or harm to others. The personal hazards of the employee are not to be considered. DEGREES POINTS 1. Little degree of care required to prevent injury or harm to others. 4.0 2. Some degree of care required to prevent injury or harm to others. 8.0 3. Considerable degree of care required to prevent injury or harm to others. 12.0 4. High degree of care required to prevent injury or harm to others. 16.0 Langara College & CUPE Job Evaluation Plan Page 45 of 65
FACTOR 9 SAFETY OF OTHERS (continued)
NOTES TO RATERS
A. This factor is not to be seen as conflicting with any and all Health and Safety Regulations in the
workplace, nor is it an evaluation of such regulations. It is recognized that all incumbents have a
self-disciplined responsibility to their fellow workers' welfare. However, some jobs and their
locations have more potential hazards than others and it is in this context that the relative
differences of "little", "some", "considerable" and "high" are used.
work involves few, if any, duties that if incorrectly performed could
Little
present a safety risk to others
responsible for personal performance as a source of minor safety risk to
Some others; work involves intermittent but daily use of equipment, tools or
materials (e.g. forklift, cleaning chemicals, small instruments)
responsible for personal performance as a source of serious safety risk
to others; work involves the constant use of hazardous tools, equipment
Considerable and materials OR ensuring organizational compliance with rule,
procedures and legislation governing safe operation of facility safety and
development of safe work procedures
responsible for personal performance as a source of serious safety risk
to others; work involves the daily use of tools, equipment and materials
High representing a safety risk to employees and students and responsibility
for immediate safety of large groups of employees/students engaged in
work having serious safety risks.
B. When assessing the probability of risk to others, the source of safety risk must be an inherent part
of the job. (Added January 29, 1996)
C. A "Minor" safety risk would normally result in injury such as cuts, contusions, abrasions, sprains or
burns. A "Major" safety risk would normally result in a permanent disability such as loss of a limb,
and/or serious physical injury to multiple individuals, or loss of life. (Added January 29, 1996)
Langara College & CUPE Job Evaluation Plan Page 46 of 65FACTOR 10 SUPERVISION OF OTHERS
DEFINITION
This factor measures the extent to which an employee is required to supervise the work of other employees,
of students in the classroom and lab setting and of employees of other organizations. Normal supervision
is conditioned by both the number of employees directly supervised and the relative difficulty of the tasks
performed by the subordinates.
DEGREES POINTS
Supervisory responsibility is not normally part of the job requirement, but there may
1. 3.0
be a requirement to show others how to perform tasks or duties.
The job requires the employee to periodically assume some of the normal supervisory
responsibilities over others (ie. organize or coordinate and give instruction/direction),
2. 5.0
OR on a periodical basis to supervise students in the classroom and lab setting in the
absence of an instructor.
The job requires the employee, on a continuing basis, to assume some of the normal
supervisory responsibilities over others, OR on a continuing basis to supervise students
3. 7.0
in a classroom or lab setting OR on a continuing basis to plan, organize, schedule and
coordinate the work of employees of other organizations.
The job requires the employee to assume all normal supervisory responsibilities over
4. 9.0
a small (1-10) group performing routine work.
The job requires the employee to assume all normal supervisory responsibilities over
5. a large (10+) group performing routine work or over a small (1-10) group performing 11.5
skilled work.
The job requires the employee to assume all normal supervisory responsibilities over
6. 14.0
a large (10+) group performing skilled work.
Langara College & CUPE Job Evaluation Plan Page 48 of 65FACTOR 10 SUPERVISION OF OTHERS (continued)
NOTES TO RATERS
A. "Periodically" as used in the 2nd degree means intermittently but with reasonable regularity.
B. To qualify for the 3rd or higher degrees under this factor, supervisory responsibility must be a
definitely established part of the job requirement and must not be just transient or experimental
phenomena.
C. Normal supervisory responsibilities must include a portion of each of the following:
a. Planning, organizing, scheduling, coordinating of work.
b. Assigning of work and/or personnel.
c. Maintaining quality, accuracy, quantity of work.
d. Giving advice, guidance, instructions, direction.
e. Developing of work methods, work procedures, work standards.
D. Normal supervisory responsibilities (referenced in degree #4) are conditioned by the size of the
group supervised and the type of work being performed.
ROUTINE WORK SKILLED WORK
SMALL (1-10) 4 5
LARGE (10 +) 5 6
E. When considering supervision of part-time workers, the hours should be converted to full time
equivalency for the purpose of determining the number of employees supervised. In addition,
supervision of part time workers must be reviewed against Note "C" above, to determine whether
the duties meet the criteria for "normal supervisory responsibility". (Amended July 18, 1995)
(Amended January 29, 1996)
F. Routine work is work of a repetitive or standardized nature, the elements of which are closely related
to each other.
G. Skilled work is work involving diverse tasks or requiring specialized training or skills. Work that
requires above average technical comprehension of methods or equipment for performing that work
will normally be recognized as skilled work. Technical work such as Photography or Graphic Design
should be self evident. (Added July 18, 1995)
H. When assessing the skill level of the position(s) supervised consideration needs to be given to the
education required for the position supervised. However, a B.A. or B.Ed. by itself does not
necessarily mean the position is skilled. There needs to be an assessment of the actual work
performed to determine if the work is skilled). (Added July 18, 1995) (Amended January 29, 1996)
Langara College & CUPE Job Evaluation Plan Page 49 of 65FACTOR 11 CONTACTS
DEFINITION
This factor measures the contacts necessary in communicating with others, be they fellow workers or
members of the public. These communications may be in writing, or oral, including sign language, and
carrying varying degrees of responsibility for the handling of contacts tactfully and harmoniously.
DEGREES POINTS
Negligible contacts; work does not regularly require the obtaining or provision of
1. 4.0
information or data to others.
2. Courtesy and tact required in obtaining and/or handing out data or information. 8.0
3. Courtesy and tact required in explaining, exchanging data or information. 12.0
Tact and discretion required to deal with or settle requests, complaints or clarification
4. 16.0
of information.
Persuasive diplomacy required when either recommending, discussing to clarify
5. 20.0
information, or negotiating matters with others.
Langara College & CUPE Job Evaluation Plan Page 52 of 65FACTOR 11 CONTACTS (continued)
NOTES TO RATERS:
A. Contacts of a normal supervisory nature are not considered under this factor (this is covered under
Supervision of Others).
B. This factor considers the level of communication skills and interpersonal skills required to perform
the work described within the degree. (Added July 18, 1995) (Amended January 29, 1996)
C. When applying the degree levels consideration must also to be given to the demand for written
communication by the position. (Added July 18, 1995)
Langara College & CUPE Job Evaluation Plan Page 53 of 65FACTOR 12 DISAGREEABLE CONDITIONS DEFINITION This measures the type and frequency of disagreeable conditions under which an employee is required to carry out job duties. DEGREES POINTS 1. Minor conditions with little exposure. 5.0 2. Minor conditions with occasional exposure OR major conditions with little exposure. 10.0 3. Minor conditions of frequent exposure OR major conditions of occasional exposure. 15.0 4. Minor conditions of continuous exposure OR major conditions of frequent exposure. 20.0 5. Major conditions of continuous exposure. 25.0 Langara College & CUPE Job Evaluation Plan Page 57 of 65
FACTOR 12 DISAGREEABLE CONDITIONS (continued)
NOTES TO RATERS
A. Consider the varied conditions that prevail throughout VCC. Various positions work in very diverse
areas that have a variety of conditions associated to the work. For positions that have disagreeable
conditions this factor needs to be applied. (Amended July 18, 1995)
B. Do not consider conditions which are recognized and provided for under terms of the collective
agreement (e.g. shift work).
C. The College is required to utilize proper engineering controls throughout its facility. Therefore, do
not consider conditions which, should they occur, must be corrected as provided through legislation
(e.g. WCB Regulations, Factory Act), Occupational Health and Safety regulations or collective
agreement provisions (e.g. VDT Operators' Protection). Examples of types of such conditions: poor
lighting, poor ventilation, work stations utilizing equipment having video display terminals.
D. Types of disagreeable conditions are:
Minor a. Minor conditions of dust, dirt, fumes, heat, cold, noxious odours, noise, vibration,
confined work space (e.g. limited access/egress), inclement weather and travel.
b. Health and accident hazards of a minor nature (e.g. cuts, contusions, abrasions,
burns, sprains) (Amended January 29, 1996)
c. Exposure to verbal abuse (e.g. swearing, name-calling) from behaviourly difficult
students or public. (Added July 18, 1995) (Amended January 29, 1996)
Major a. Extreme conditions of dust, dirt, fumes, heat, cold, noxious odours, noise, vibration,
confined work space (e.g. limited access/egress), inclement weather and travel.
b. Exposure to verbal threats and/or physical abuse from behaviourally difficult
students or public. (Revised July 18, 1995)
c.. Health and accident hazards of a serious nature which may result in partial or
permanent disability such as loss of limb, or loss of life. (Amended January 29,
1996)
E. The frequency of exposure to undesirable working conditions must be related to work carried out
on a regular basis throughout the year.
Little Once in a while.
Occasional Once in a while, most days.
Frequent Several times on a daily basis OR at least four days per week.
Almost all working hours (except coffee and meal breaks) for at least an
Continuous
average of four days per week.
LITTLE OCCASIONAL FREQUENT CONTINUOUS
MINOR 1 2 3 4
MAJOR 2 3 4 5
Langara College & CUPE Job Evaluation Plan Page 58 of 65F. Some jobs involve exposure to disagreeable working conditions that differ throughout the year; this
needs to be averaged when measuring types and frequency. (Added July 18, 1995)
G. When assessing a job, the exposure to varying conditions must be an inherent part of the job.
(Added July 18, 1995)
H. Where there is exposure to more than one level of disagreeable condition, each level should be
evaluated for frequency and the appropriate Degree determined. The job should receive the highest
Degree determined, regardless of level. (Added January 29, 1996)
Langara College & CUPE Job Evaluation Plan Page 59 of 65APPENDIX A: Point Banding
Langara College/CUPE Local 15, VMECW
GENDER-NEUTRAL POSITION EVALUATION PLAN
POINT BANDING
Effective 1989
Point Band
Pay Grade
Lower Upper
70.5 104.0 13
104.5 112.5 14
113.0 121.0 15
121.5 129.5 16
130.0 138.0 17
138.5 146.5 18
147.0 155.0 19
155.5 163.5 20
164.0 172.0 21
172.5 180.5 22
181.0 189.0 23
198.5 197.5 24
198.0 206.0 25
206.5 214.5 26
215.0 223.0 27
223.5 231.5 28
232.0 240.0 29
240.5 248.5 30
Langara College & CUPE Job Evaluation Plan Page 63 of 65APPENDIX B: Factor Weights
FACTOR WEIGHT CHART
DEGREE LEVEL
FACTOR
1 2 3 4 5 6 7 8 9
KNOWLEDGE 7.5 14.0 20.5 27.0 33.5 40.0 46.5 53.0 60.0
EXPERIENCE 4.0 8.5 13.0 17.5 22.0 26.5 31.0 35.5 40.0
JUDGEMENT 2.5 5.0 7.5 10.0 12.5
INITIATIVE 2.5 5.0 7.5 10.0 12.5
MENTAL EFFORT 5.0 10.0 15.0 20.0 25.0
PHYSICAL EFFORT 2.5 5.0 7.5 10.0 12.5
DEXTERITY 2.5 5.0 7.5 10.0 12.5
ACCOUNTABILITY 5.0 10.0 15.0 20.0 25.0
SAFETY OF OTHERS 4.0 8.0 12.0 16.0
SUPERVISION OF OTHERS 3.0 5.0 7.0 9.0 11.5 14.0
CONTACTS 4.0 8.0 12.0 16.0 20.0
DISAGREEABLE CONDITIONS 5.0 10.0 15.0 20.0 25.0
Langara College & CUPE Job Evaluation Plan Page 64 of 65APPENDIX E: Letter of Understanding re: Investigator
LETTER OF UNDERSTANDING
Re: Dispute Resolution for Job valuation Plan and Terms of Reference for Investigator
1. This Agreement shall be binding upon the Colleges and the Union from the date of signing until resolution
of all outstanding appeals resulting from the overall review.
2 . The parties shall identify issues remaining in dispute as well as significantly similar positions (or positions
with significantly similar tasks) which have been resolved. The parties shall meet to discuss unresolved
appeals and where the parties agree with the application of the Plan in relation to the appeal (s) in question,
the position(s) will be adjusted in the applicable factor(s) and the appeal(s) will be considered resolved.
3. Where the parties are unable to agree on the rating for the position(s) in dispute, the matter will be
referred to nonbinding investigation in keeping with Article IX - Step 4 of the collective agreement and in
accordance with Section 103 of the Labour Code.
4. The parties will meet initially with the Investigator to attempt to reach concensus on unresolved appeals.
If concensus is reached, the positions{s) will be adjusted in the applicable factor(s) and the appeal(s) will
be considered resolved.
5. If concensus cannot be reached (above) a formal investigation of and hearing for the dispute will be
conducted by the Investigator as prescribed under Article IX - Step 4 of the collective agreement. All relevant
information and documentation will be provided to the Investigator prior to such formal meeting. Where the
parties accept the recommendation(s) of the Investigator, the position(s) will be adjusted in the applicable
factor(s) and the appeal (s) will be considered resolved.
6. Should either party decline to accept the recommendations of the Investigator, then the matter shall be
referred to the Arbitrator for final and conclusive determination. The costs of such arbitration(s) shall be paid
one-half by the Union and one-half by the Colleges.
7. Written submissions on the issue(s) in dispute will be provided to the Arbitrator in advance. The parties
agree that legal counsel will not be used in these hearings and that participation will be limited to one Union
representative, one management representative, the employee, the supervisor (if necessary or appropriate),
and other College and Union observers or advisors.
8 . The decision of the Arbitrator may take the form of amendments to the Individual Job Rating Sheet or
additional or amended Notes to Raters but may not amend the language of Factors or Factor Degrees
contained within the Plan.
9. Either party may, after ten decisions of the Arbitrator, exercise their right to substitution of another
Arbitrator or to request appointment by the Ministry of Labour of another Arbitrator.
For Vancouver Municipal and
Date
Regional Employees’ Union
For Langara College Date
For Vancouver Community College Date
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