Professional Documents
Culture Documents
KNOW-HOW
The sum of knowledge, skill and experience - however acquired - necessary for fully acceptable job performance.
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,
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.
Legend
Blue = logical combinations
Red = less likely combinations c.
Grey = highly unlikely combinations c' ,J•.
-....
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--
O.
--
. I. - ' II.
-
III.
I
·IV.
. ·V.
Task Activity Related Heterogeneous Functionally ComplElxNery
Performance of an Performance or Operational or Operational or Complete Large
isolated task or supervision of conceptual conceptual Full integration and Managerial
tasks, specific as to multiple activities, performan,;e and/or integration and management of all integration of all
objective and which are specific as management of management of functions within a activities in a very
to objective and large complex
content. Interacting areas that are functions which are large organisation.
content. Interacting
with others with co-workers is related to each other diverse in nature Management of a organisation,
principally required. as well as as to nature and and which are major strategic almost certainly
connected to appropriate objective and the decisive in function in very large with intemational
receiving awareness of related management of achieving the complex organisation dimensions
instructions. activities. relationships/interfac organisation's
es with other objectives
functions. OR
management of a
strategic function in
4")
3
50
1
50
2
57
3
1)6
1
fil1
2
76
3
81
a large organisation
;;7 100
2 3
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1
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2
13:!
3
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2
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fterform straightforward tasks of a repetitive nature. Knowledge is generally acquired A
hrough a short period of instruction 43 50 57 57 66 lG 76 87 100 100 115 I."J': 13; 152 Il', 17:J 20i) 23rJ
Semi-skilled 66 f6 87 87 100 115 ! 5 n. '? ·\Ii.' 1('-; 2(111 ''0(, )'~(l lhi 'fi4 ,IJot ]50
C. VOCATIONAL: Knowledge and insight are required for application of practical
methods and techniques. work procedures and ~rocesses andior proficiency in the 66 76 87 87 100 115 , If; 112 Ir.;? 1'i? 175 ?'H' ?lJO ?3(.I 261 :,lf4 J(JoI :150
use of matenals, specialised eqUipment and too s. Knowledge IS acquired through
technical training and on the job experience. 76 87 100 100 115 132 137 15i 175 115 200 7 1 ') 230 7O,1 10.j 3C·l lS0 .Ion c
· Skilled 87 100 11'1 115 132 152
-
152 Ih 'uo 20u no '1:1 L6-:! Ju·l ,:::IJ :.l~,(J iOO '4';0
....·
technical training and substantial on the job e~erienCeidevelopment, part
professional qualification or by acquiring a bac elors degree. 100 115 132 132 152 175 In, 20C' 230 2,30 ?fi4 J(H )()4 ~!in 4(1) '100 ~;)() '~ -~ o
132 152 152 175 200 ;>00 7]0 264 104 j .1) 150 461 , 1R! 'i:.'H bl,b
. Specialised 115 ;>"d l'i(1
Technical specialist or major functional manager 700 230 26·1 264 304 350 :'150 400 460 lGC ~28 608 1-i('8 70ll 800 dUli ,r'il 111'i1'
G. PROFESSIONAL MASTERY: Determinative mastery of concepts. principles and
gractices within a specialised field andlor authoritative insight into the relationships 200 /~jO 264 264 304 350 ',50 400 460 41'( 'i28 608 003 ~~o 800 ~nn 9)0 1056
etween mulhple fields. Knowledge is gained through deep development in a
specialised field or through comprehensive business experience. 230 26'1 304 3011 350 400 100 460 528 5~)n GOR 700 roc Hon 920 '}._.J :o~r) 1216 G
Highly specialised or general management. 264 30~ 350 350 400 460 160 528 608 (;OL\ (flO 800 030e ~IZO 1056 0;,,( , 2'6 1400
H. EXCEPTIONAL MASTERY: Externally recognised mastery of concepts and 14(\0
principles, theories and their applications within a scientificlspecialist field and 264 304 ~5\J 350 400 460 1f30 528 60R ",y~ /ilr n'ltl JUO \1;'0 1056 luSt; 1/16
groundbreaking work within thiS field. H
304 350 ,100 400 460 528 ~~)B 608 700 700 flOn 9?O lJ20 1056 1216 12 1 1; I lUI" If,(l'
Unique authority JbO 400 160 1160 528 608 jOfJ 700 1100 S:Wr, ~ , '11 1n~1, 1f1~'h '21'1 1401l 11'}(1 1finr· 18-11
Step 1
Find the points for Know-How
(from the KH-chart) on the
horizontal axis. "29 33 38 I d3 50 57 66 tR 8, 100 11') 13L 15? 175 201.' 'JII ,1'>': .Wh1 ) r:.~ 1( I~)
•
';0 57 jiB 7r, 87 100 11" 112 l!i' I 7', 21]0 ).lll '-'~~ III 350 400 460 528
I"
r.v """, .M '0 41 .:>0 ,T)i PIO 7(; ?l 111(' 11" 112 l'i. I, 200 230 264 304 350 400 460
Step 2
". 19 ?? 2" 29 '33 18 '\3 50 5 GB -16 BY lila 115 137 1b7 175 200 230 264 304 350 11.11
.,,.... 7i; rtf I
Find the problem solving . '. 16 19 , ~ ( 25 29 :13 3A 4;3 [il.j 51 66 87 1()(} 115 132 152 175 200 1 ~~t -1, r
.,.,
percentage (from the PS- : . 14 'Ib 19 r/ 25 29 l' 3R d, 50 66 76 87 100 115 132 152 I ,11
.' -'r,
chart) on the vertical axis. '. 12 1,1 II', 19 27 i~ )~.l JJ 'In 43 50 57 66 76 87 100 '115 I I, .'
If; 19 22 2~ )9 33 38 43 50 57 66 16 87 rCIl
1,1 16 H! ~')
~.- 75 29 33 38 43 so !Jf
1/ 14 16 19 22 25 29 33 38 ~ .~
fit
0
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1\,)
Step 3 q
! 8 10 12 14 16 19 22 25 29 J. ..,~
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problem solving. 4 4 5 6 7 I 9 10 1 1ii f' 7} irJ "I t ,Ii n ,I{ 1 11 ~l I 1"
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
B. ROUTINE
Thinking within standard instructions and routines
and/or continuous supervision.
I 12% I 16% 22% I 2geyu JG':·\
C. SEMI-ROUTINE
Thinking within well-defined, but somewhat
14% 19% 25% :'3% I '13""
diversified, procedures and precedents and/or
subject to supervision. 16% 22% 29% ',8% '>0';'"
E. CLEARLY DEFINED
Thinking within clearly defined policies, principle~
19% /5% 33% I 43% I ~7!}~
F. BROADLY DEFINED
Thinking within broad policies and specific
I /7% <:9% 38"'0 50% I 66%
G. GENERALLY DEFINED
Thinking within general policies, principles and
organisation goals under guidance.
I 25% I 33"/" I 4)'1" 57% 76%
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.
operational services.
US$ 50,000-500,0001 US$ 500,000- 5m US$ 5m - 50m US$ 50m-500m US$ 500m-5bn
•• Nature of Impact -. A B c o R c s p R c s p R c s p R c s p R c s p
'-'
B. CONTROLLED: jobs subject to: 1H
• instructions and established routines
12 1 16 I 22 I 29
16 22 29 .38 22 29
c
• supervision of progress and results
o
• review of end results after the fact 76 I 100
(annual) objectives. E
• Covered by functional precedents and policies :>0 66
8
,1;) 6ft 87 115 152 87
1151152
200 115 152 200 264 152 200 264 I 350 1 200
264
activity.
') 76
100
I 1;: 76
100 132 175 lUO 132 175
230 11i' 175 230 304 175 230 304 I 400 I 230
304
n. 105611400
H. STRATEGICALLY GUIDED
1216 1600 ~ H
37 21 41 36 26 36 32 32 29 26 45
35 20 44 34 22 43 32 25 42 31 27 40 30 30 38 29 33 36 28 36 34 26 40 32 25 43
32 19 47 32 21 46 31 23 45 29 26 44 28 28 42 27 31 40 26 34 38 24 38 36 23 41
30 17 51 30 19 49 29 22 48 28 24 46 27 27 45 26 29 43 25 32 41 23 36 39 22 39
28 16 55 27 18 53 27 20 52 26 22 50 25 25 48 24 28 46 23 31 44 22 34 42 21 37
26 15 58 25 17 56 25 19 55 24 21 54 23 23 52 22 26 49 22 29 47 21 32 45 20 35
24 14 62 23 15 60 23 17 59 22 19 56 22 22 55 21 24 53 20 27 51 19 30 49 19 32
22 12 65 21 14 63 21 16 62 20 18 60 20 20 59 19 22 56 19 25 55 18 27 53 17 30
20 11 68 19 13 66 19 15 65 19 16 64 18 18 62 18 20 60 17 23 58 17 25 56 16 28
18 10 70 18 12 70 17 13 68 17 15 66 17 17 65 16 19 63 16 21 62 15 23 59 15 26
16 9 74 16 10 72 16 12 72 15 13 70 15 15 68 15 17 66 15 19 65 14 21 62 14 24
15 8 76 15 9 75 14 11 74 14 12 72 14 14 72 13 15 70 13 17 68 13 19 66 12 22
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 20
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 10 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
.
83
Applied Research
9 8 82
I d'
9
L'
9
•
..
81 9 10 80 9 11
..............................
.
79 8 13
. 77
Line Jobs
8 15
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)