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KNOW-HOW The sum of knowledge, skill and experience - however acquired - necessary for fully acceptable job performance.
It has three dimensions:
Technical Know-How Required depth and scope of specialised knowledge. As you read down the scale from A to H, you recognise increasing specialisation in some jobs,
and an increase in scope or range of general knowledge in others.
Depth: ranging from knowledge of the simplest work routines to unique and authoritative knowledge within complex disciplines.
Scope: variety of things, processes, products etc., from few to many, about which knowledge is required.
D
Management Know-How The knowledge required for harmonizing, integrating and managing activities and functions. It involves combining some or all of the elements of planning, organizing, directing, executing, assessing and controlling, and takes account of the time scale / planning horizon in.the job. Management Breadth is related to the size and complexity of an organisation reflecting such things as functional.diversity, business diversity, geographic spread and strategic horizons. It may be exercised in an executive or advisory/consultative way.
L...
---d Human Relations Skills The skills needed to communicate with and influence individuals and groups, within and outside the organisation in order to achieve results with and through people.
1
Basic Dealing with other people is primarily concerned with requesting and providing information. Ordinary courtesy, tact and effectiveness in dealing with others are required.
2
Important Interaction with others demands understanding, providing support and/or influencing. Empathy and assertiveness are necessary but persuasion and reasoning are based on job-specific knowledge, more than inspiring and motivating.
3
Critical Interaction with others is critical to the job or role and is concerned with changing behaviour. It involves inspiration, motivation, the development of others and the creation of the right working climate.
Legend Blue Red Grey
= logical combinations = less likely combinations = highly unlikely combinations
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Task Performance of an isolated task or tasks, specific as to objective and content. Interacting with others principally connected to receiving instructions.
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Heterogeneous Operational or conceptual integration and management of functions which are diverse in nature and which are decisive in achieving the organisation's objectives OR management of a strategic function in a large organisation
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·IV. Functionally Complete Full integration and management of all functions within a large organisation. Management of a major strategic function in very large complex organisation
·V. ComplElxNery Large Managerial integration of all activities in a very large complex organisation, almost certainly with intemational dimensions
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A. BASIC; Basic knowledge of simple instructions, facts and information necessary to fterform straightforward tasks of a repetitive nature. Knowledge is generally acquired hrough a short period of instruction
B. ELEMENTARY VOCATIONAL: Knowledge of standardised work routines and methods and general facts and information andlor use of sim~le equipment, machines and materials. A certain amount of insight in the re ationshlp between activities is reqUired. Knowledge is usually acquired through training on the job.
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. I. ' II. Activity Related Performance or Operational or supervision of conceptual multiple activities, performan,;e and/or which are specific as management of to objective and areas that are content. Interacting related to each other with co-workers is to nature and as required. as well as objective and the appropriate awareness of related management of relationships/interfac activities. es with other functions.
C. VOCATIONAL: Knowledge and insight are required for application of practical methods and techniques. work procedures and ~rocesses andior proficiency in the use of matenals, specialised eqUipment and too s. Knowledge IS acquired through technical training and on the job experience.
Skilled D. ADVANCED VOCATIONAL: Knowledge of specialised (generally non-theoretical) methods, techniques and processes is required. Knowledge is acquired through technical training and substantial on the job e~erienCeidevelopment, part professional qualification or by acquiring a bac elors degree.
Specialised E. PROFESSIONAL: Sufficiency in a technical, scientific or specialised field, as well as an understanding of theoretical concepts and principles and their context. Knowledge IS normall(' acqUired through professional or academic qualification or by a significant amount 0 practical knowledge gained through vaned and stretching experience.
Conceptual thinking and working F. SEASONED PROFESSIONAL: proficienc¢, in a. specialised field or a broad insight Into the relatlonshlg between different fields. roficlency and insight are acquired through deep and road experience built on concepts and principles or through wide exposure to complex practices and precedents.
Technical specialist or major functional manager G. PROFESSIONAL MASTERY: Determinative mastery of concepts. principles and gractices within a specialised field andlor authoritative insight into the relationships etween mulhple fields. Knowledge is gained through deep development in a specialised field or through comprehensive business experience.
Highly specialised or general management. H. EXCEPTIONAL MASTERY: Externally recognised mastery of concepts and principles, theories and their applications within a scientificlspecialist field and groundbreaking work within thiS field.
Unique authority
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Measuring PROBLEM SOL VING
Step 1 Find the points for Know-How (from the KH-chart) on the horizontal axis.
Step 2 Find the problem solving percentage (from the PSchart) on the vertical axis.
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PROBLEM SOLVING Problem Solving is the 'self starting' thinking required for analysing, evaluating, reasoning, arriving at and drawing conclusions. Problem Solving deals
with the intensity of the mental process which uses Know-How to identify, define and solve problems. Therefore, for evaluation purposes, Problem
Solving is treated as the percentage utilisation of Know-How.
It has two dimensions:
Thinking Environment (Freedom to Think) Assesses the extent to which thinking is constrained by the context (business environment, organisation, guidelines, procedures or supervision) within which it must take place
.a Thinking Challenge
The complexity of the problems encountered and the extent to which original thinking must be employed to arrive at solutions.
A. STRICT ROUTINE Thinking within precise and detailed rules and instructions and/or rigid supervision (personal or system).
I
B. ROUTINE Thinking within standard instructions and routines and/or continuous supervision.
I
1. Repetitive
2. Patterned
3. Variable
4. Adaptive
5. Uncharted
Identical situations requiring solution by simple choice of things learned.
Similar situations requiring solution by discriminating choice of things learned.
Differing situations requiring a search for solutions within the area of experience and acquired knowledge.
Situations requiring a significant degree of evaluative judgement and innovative thinking to analyse, evaluate and arrive at conclusions
Pathfinding situations requiring creative thinking and the development of new concepts and imaginative approaches contributing significantly to the advancement of knowledge and thought.
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F. BROADLY DEFINED Thinking within broad policies and specific objectives under general direction.
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G. GENERALLY DEFINED Thinking within general policies, principles and organisation goals under guidance.
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H. ABSTRACTLY DEFINED Thinking within business philosophy and cultural norms; SUbject to the general laws of nature and science.
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D. STANDARDISED Thmkmg wlthm sUbstantially diversified, established procedures, standards and precedents; generally supervised
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C. SEMI-ROUTINE Thinking within well-defined, but somewhat diversified, procedures and precedents and/or subject to supervision.
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ACCOUNTABILITY Accountability is concerned with the extent to which a job is answerable for actions and their consequences. It is a measure of its impact on specific,
generally quantifiable, end-results.
It has three dimensions which in order of importance are:
Freedom to Act Assesses the extent to which the job or role is subject to personal or procedural guidance or control which may be exercised from within or outside the organisation.
Nature of Impact This is concerned with the extent to which the position impacts directly on end results.
IDJ
Magnitude Gauges how much of the organisation is impacted by the job or role. This may be measured in quantitative ways, e.g. annual money sums, or qualitative assessment e.g. large.
Nature of Impact - Magnitude 0 (Indeterminate) A Minimal
Performance of simple and repetitive activities, with no direct relationship to other jobs.
B Limited
Operation or maintenance of simple/ancillary equipment/machines
Nature of Impact - Magnitude 1 and Larger
Operation or maintenance of major / complex plant or equipment Performance/supervision of activities which require technical insight and proficiency and/or administrative activities where knowledge, analysis and interpretation is of importance; there is an impact on the end results of others.
D Critical
Control of a major process unit. Performance of specialised advisory, diagnostic and/or
operational services.
Remote Providing information, keeping data up to date and providing incidental services, for use by others in the performance of their job.
C
Contributory Contributing explanatory, advisory or supporting input for use by others decisions and performing their job.
Indirect
Performance of routine activities, such as storing / providing information, for use by others.
C Important
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Shared Explicit joint accountability for end results. (N.B.: except own subordinates and superiors).
P
Prime Decisive, controlling impact on end results. Shared accountability of others is of minor/secondary importance
Direct
© Hay Group, Inc.
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•• Nature of Impact -.
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B. CONTROLLED: jobs subject to: • instructions and established routines • supervision/fairly prompt feedback
There is some latitude to rearrange the sequence given to completion oftasks and duties.
C. STANDARDISED: jobs subject to:
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D. GENERALLY REGULATED: jobs subject to: • practices and procedures which have clear precedents or are covered by operational guidelines/policies • review of end results after the fact
Freedom to determine the work routine ('hOW) based on precedents
in order to reach the prescribed results ('what).
E. DIRECTED: jobs are: • Free to determine how to achieve clearly defined, medium term (annual) objectives. • Covered by functional precedents and policies • Required to achieve results in a defined area of operational
activity.
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F. GENERALLY DIRECTED: jobs SUbject to:
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G. GUIDED: jobs, by nature Of size, are subject to: • general direction and/or broad lines of policy • broad, long term (5 year plus) objectives
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G
Determine SHORT AND LONG (PERCENTAGE) PROFILE AC = PS
PS-Points > AC-Points
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24
70
13
17
68
13
19
66
12
22 20
80
13
7
79
13
8
77
13
10
76
13
11
76
12
12
74
12
14
72
12
16
70
12
18
69
11
82
12
6
81
12
7
80
11
9
79
11
10
78
11
11
76
11
13
76
10
14
74
10
16
72
10
18
84
11
5
83
11
6
82
10
8
81
9
80
10
10
77
10
11
77
10
13
76
9
15
75
9
16
86
9
5
85
10
5
84
9
7
.
10
83
9
8
82
9
9
81
9
10
80
9
11
79
8
13
77
8
15
.
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Fundamental Research
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.
Applied Research and Development
..
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I d' L' • n ~~ep~o:e
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.
Line Jobs
• Direct Line Support
Step 1: Determine the step difference between PS and AC, using the Hay step-values (table on the left) Step 2:
If AC > PS, then A-profile; if PS > AC, then P-profile; if PS = AC, then Level profile. The short profile number is determined by the amount of step difference
Step 3:
The percentage profile can be read off at intersection of problem solving % and step difference (see above table)
