Professional Documents
Culture Documents
Hay Manual
Hay Manual
HayGroup .......................................................................................... 2
Hay Guide Chart Profile Method ................................................. 4
CHAPTER 1: Know-How................................................................... 12
The Three Elements Comprising Know How .................................... 14
Job-Specific Knowledge ................................................................... 14
Integrating Know-How ...................................................................... 21
Human Relations Skills .................................................................... 24
CHAPTER 2: Problem Solving ......................................................... 27
The Two Elements of Problem Solving ............................................. 28
Context ............................................................................................. 28
Thinking Challenge ........................................................................... 31
CHAPTER 3: Accountability ............................................................ 34
The Three Elements of Accountability .............................................. 35
Freedom To Act/Empowerment ........................................................ 35
Magnitude ......................................................................................... 38
Job Impact......................................................................................... 40
CHAPTER 4: Special Conditions ..................................................... 42
CHAPTER 5: FINE TUNING .............................................................. 43
Job Profiles ....................................................................................... 43
Sore-Thumbing ................................................................................. 48
Hay Rating At-A-Glance .................................................................... 49
CHAPTER 6: Preparing the Presentation ....................................... 50
HAY PRESENTATION OUTLINE ........................................................... 50
HAY Presentation Outline Worksheet ............................................... 51
HAY Presenter Check List ................................................................ 53
HAY EVALUATION W ORKSHEET FOR RATERS .................................... 54
CHAPTER 7: Quality Assurance ..................................................... 55
Indicators of a Good Hay Rater ........................................................ 59
Hay Rater Training and Development Standards ............................. 61
CHAPTER 8: Hay Ratings and Compensation ............................... 62
CHAPTER 9: Trend Lines and Conversion Charts ........................ 64
ACKNOWLEDGEMENTS
The Hay Advisory Team offers special thanks to Cindy Lukas
for her dedication and her thoughtful work that has been the
foundation for this manual. The Hay Advisory Team also
offers special thanks to Wayne Veum (Chief Classification
Analyst-retired); John Kuderka (Hay rater and Hay historian
emeritus); Sue Wickham (Admin); and others who have
reviewed past editions of this manual to ensure its accuracy
and usability.
2010 Hay Advisory Team:
Darlene Hueser (MMB) co-chair
Faith Zwemke (MMB) co-chair
Gwen Aubineau (MnSCU)
Wanda Barrett (MnSCU)
Brent Boyd (Merit System)
Janice Cano (DEED)
Cathy Fah (DOC)
Russ Havir (Agriculture)
Loretta Mattson (Lottery)
Richard Morey (MnDOT)
Laura Sengil (DHS)
Diane Rademacher (DEED)
HayGroup
Ned Hay died unexpectedly in 1958 at the age of 67, but his
company continued to evolve both geographically and with
respect to its offerings. HayGroup now emphasizes three
broad areas:
Organizational Clarity
Employee surveys, strategy alignment, accountability
assessment, organization analysis and design, role clarity
Employee Capability
Assessment and selection, executive coaching, leadership
development, team development, talent management
People Commitment
Compensation information, employee benefits, executive pay,
job evaluation, performance management, reward programs,
total remuneration
Argentina
Australia
Finland
France
Austria
Belgium
Brazil
Canada
Chile
Germany
Greece
Hungary
India
Indonesia
Malaysia
Mexico
New
Zealand
Netherlands
Norway
Peru
Poland
China
Ireland
Portugal
Columbia
Costa Rica
Czech
Republic
Israel
Italy
Russia
Singapore
Slovak
Republic
Japan
South Africa
South Korea
Spain
Sweden
Switzerland
Thailand
Turkey
United Arab
Emirates
United
Kingdom
United States
Venezuela
WHY HAY?
Organized, systematic job ranking system
Assigns point values to job components
Widely used - both public and private sector
Useful for large classification studies.
Helps determine appropriate level of a position
within a class series.
Used when necessary to create new classes.
Hay Guide Chart-Profile Method the most widelyused and recognized method of job evaluation in the
world
Comparison/Questionnaire Methods streamlined
alternatives to our more in-depth Guide Chart approach
Integrated Models customized approaches to suit a
clients unique human resources management needs.
The Hay job evaluation system has been used by the State of
Minnesota to evaluate most state job classes, including the
Governors and positions in the Supreme Court. Although the
Guide Charts have been updated over the years, there havent
been major changes; its been more a matter of fine-tuning
than full-scale revisions.
A new position is established for which there is no readily discernable existing class comparison.
The appropriate level of a position within a class series cannot be determined or there is significant dispute about
the level of a position.
The class hasnt been reviewed for many years and the concept of the class has changed significantly over time.
A position has been identified as a benchmark position to which others are compared for use in a class study or
class clarification project.
A committee rating process is used to help ensure a broad
perspective and statewide consistency. Committees are made
up of three or five professionals from State of Minnesota
agencies and Minnesota Management and Budget (MMB). All
Hay raters meet training standards established by MMB
consistent with HayGroup expectations and participate in
advanced training seminars.
After the Hay committee members use their Hay Guide Charts
to independently evaluate a position, they must reach a group
consensus. Hay committee members are asked to share their
individual ratings with the group, which are put on a white
board or flip chart. The raters discuss their ratings, including
any differences among them, and arrive at a group Hay rating
with which everyone can agree. Sometimes additional
information is needed before committee members can agree;
the group discussion may be the first indication that raters are
making different assumptions about the position that need to
be clarified. The points are totaled for each factor. The
committee facilitator documents the final Hay rating and
submits it to MMB
Even though the intent was to rate the position because of one
of four reasons listed in the chart above the rating may not
support the action that prompted the rating.
For example. The supervisor believed that the job in question
had changed over time and should be at a higher level of Hay
points and compensation. After a rating session the raters
determined that the current class rating was appropriate. In
this case the outcome was: No Change (see Decision Codes
below).
HAY Quality Assurance Summary Decision Codes
NC = No Change
REC = Reallocation to an existing class
ENC = Establish new class list proposed class title
RCR = Revised class rating for salary range reassignment
TC = Title Change
TBD = Final outcome to be determined
Other
Salary
New
Level
Chg
Chg
date
NA
NA
new
No
Chg
Chg
No
Chg
new
Chg
X
X
X
X
X
X
X
X
10
Class rating?
If yes
Hay Quality
Assurance
Summary
Salary range
Re-assignment
Assign to
existing class*
Create new
class
X
X
No change in rating
New rating
Reason
Sample outcomes:
11
CHAPTER 1: Know-How
E.
Basic
Specialized.
I. Activity
.
Human
Relations 2
200
12
Figure 1:
Job Factors (Hay System)
Approximate % of Total Points
20%
50%
Problem
Solving
Accountabilty
Spec Cond
20%
Know How
10%
13
Vocational
Advanced Vocational
Basic Specialized
14
Seasoned Professional
Specialized Mastery
Professional Mastery
# of Job
Classes as
of Jan 2011
1
6
42
# of Job
Classes as
of Jan 2011
160
351
545
# of Job
Classes as
of Jan 2011
496
40
2
Learns
on
the
job
time to
2 to 6 months
Security Guard
Slightly
more
complex
learn
Human Services Tech
standardized routines
Production and service jobs at
this level require skills in
Skill
Unskilled to semiBuilding Services Lead
operating uncomplicated
level
skilled; apprentice
Work Therapy Technician
machinery and may include
apprentice levels of craft
positions.
15
Fine-tuning
Employees in this job
class are expected to
have an ongoing job
coach employed by a
rehabilitation organization
as a condition of
employment.
Leaning
back
AI1 50
AI2 57
Solid in the
box
AI1 57
AI2 66
Leaning
forward
AI1 66
AI2 66
Leaning
back
BI1 66
BI2 76
Solid in the
box
BI1 76
BI2 87
Leaning
forward
BI1 87
BI2 100
Indicators
Characteristics of work
Examples
Fine-tuning
9 to 12 grade
TOTAL
time to
learn
6 months to
2 years - technical
positions may require
one two years of post
high school education
in areas such as
nursing, civil
engineering, or office
and business
procedures.
Skill level
th
th
Semi-skilled to journeylevel
CI2 100
CI3 115
CI1 100
Solid in the
box
CI2 115
CI3 132
CI1 115
LPN 2
16
Leaning
back
87
CI1
Leaning
forward
CI2 132
CI3 152
Complexity
levels
D.
Advanced
Vocational
The median
and mode
Know-How
points at
this level are
152.
Indicators
th
Education
likely
needed
TOTAL
time to
learn
Skill level
Characteristics of work
2 to 4 years
Skilled technical to
highly skilled trades;
paraprofessionals;
st
1 level professionals;
nd
some 2 level
professionals;
Administrative support
supervisors; skilled
trade supervisors;
supervisory positions
st
nd
equal to 1 and 2
level professionals; and
technical supervisors.
Fine-tuning
th
9 to 12 grade
PLUS additional
specialized training,
on or off the job
Examples
Buyer 1
Personnel Aide Senior
Transportation Gen Sr
Office Services Supv 2
Leaning
back
Accounting Supv
Buyer 2
Information Tech Spec 1
Personnel Officer
State Programs Admin
Offices Services Supv 3
DI2 132
DI3 152
Accounting Technician
Carpenter
DI1 132
Solid in the
box
DI2 152
DI3 175
Accntg Officer
Planner
DI1 152
Management Analyst 2
DI2 175
Leaning
forward
17
DI1 115
DI3 200
Complexity
levels
Indicators
Characteristics of work
Examples
Fine-tuning
Education
likely
needed
Minimum of bachelors
or masters degree plus
professional
experience; or
equivalent exp is
required at hire
TOTAL
time to
learn
nd
Skill level
EI1 152
Leaning
back
EI3 200
EI1 1 75
Solid in the
box
Personnel Director 2
EI2 200
EI3 230
Pharmacist
Accounting Officer Principal
Engineer Senior
Information Tech Spec 4
Personnel Representative
EI2 175
EI1 200
Leaning
forward
EI2 230
EI3 264
As of Jan 2010 the median and mode Know-How value for all 1640 rated state classifications is 200 points and there were 234 classes at
200 Know-How points. Ratings with 200 Know-How points occur in the Know-How levels of D Advanced Vocational and E Basic
Specialized.
18
Indicators
Education
likely
needed
TOTAL
time to
learn
Requires wide
exposure,
experience and
proficiency in
specialized fields
Characteristics of work
Evaluates, critiques,
edits and improves
books about what to do
based on advanced
professional expertise
Professional positions with
an F rating are
recognized experts within
their specialized field.
Many supervisory and
managerial positions are
also within F.
Examples
Financial Reporting
Analy Supv
Research Scientist 2
Skill level
I
in
managerial
breadth
Architect 2
Personnel Services
Supv 1
State Prog Admin
Coordinator
Accounting Manager
Personnel Services
Supv 2
Construction Project
Coord Princ
Medical Specialist 1
State Prog Admin
Manager Sr
Personnel Services
Manager
II
in
manageria
l breadth
19
Leaning
back
FI2 230
FI3 264
Responsible authority in a
learned discipline
Licensed positions
within professions
such as law or
medicine are found
here and many
multi-functional
managers
Fine-tuning
FI2 264
Solid in
the box
FI3 304
Leaning
forward
FI2 304
FI3 350
Leaning
back
Solid in
the box
Leaning
forward
FII2 304
FII3 350
FII2 350
FII3 400
FII2 400
FII3 460
Complexity
levels
G
The median
and mode
Know-How
points at
this level are
700 (median)
and
608 (mode.)
Indicators
Characteristics of work
Examples
Respected author of
Education
likely
needed
TOTAL
time to
learn
Skill level
Senior specialists
in scientific or
learned disciplines
who are
authoritative in their
field and senior
managers with
substantial
knowledge about
the organization, its
mission and
objectives
Mastery of an
abstract discipline,
for example, at a
university
scientific or theory-based
books about what to do in
difficult situations, based
on deep and broad
knowledge of the field
Functional experts (aka
gurus), whose substantial
experience and depth of
knowledge enable them to
write the book, and
determine functional policy
and practice
Commissioners of large
agencies are found here:
Commr-Admin GIV3 920
Commr- Educ GIV3 1056
Commr-MMB GV3 1216
Commr-Transp GV3 1400
CommissionerMediation Service
III
in
manageria
l breadth
GII3 528
GII2 528
GII3 608
Commr-Commerce
Leaning
back
GIII3 608
Solid in
the box
Leaning
forward
VI
in
managerial
breadth
GIII2 608
GIII3 700
GIII2 700
GIII3 800
Fine-tuning
Governor
20
GII3 460
GIII2 528
Asst Commr Revenue
Deputy Commr Labor
& Industry
Examples
GII2 400
GII2 460
Leaning
forward
Characteristics of work
Leaning
back
Solid in
the box
Commr-Agriculture
Commr-DEED
Complexity
levels
Fine-tuning
HVI3 1840
Solid in
the box
HVI3 2112
Leaning
forward
HVI3 2432
# of job classes
B.U./Plans
Indicators
(see more detail
below)
T. Task
1 (<1%)
(added in
1995)
I. Activity
1631 (91%)
AFSCME all
CMR all
MAPE all
MGEC all
MLEA all
MMA 99%
MNA all
MGR 25%
SRSEA all
MnSCU all
Almost all individual
contributors and
supervisors are here; 25%
of the States managers
are, too
Emphasize doing the
worklighter on planning
and evaluation
II. Related
275 (15%)
MMA
<1%
MGR
71 %
III. Diverse
43 (2%)
MGR
3%
IV. Comprehensive
5 (<1%)
MGR
<1%
V. Very large
agency mgmt
7 (<1%)
MGR
<1%
Governor
Chancellor of
MnSCU
Typically
managers of
supervisors;
more homogeneous functions
than at III level
Do, but more
emphasis on
planning
21
Integrates fields
with fundamentally
different
objectives
Example:
Reconcile the
conflicting
interests of
several hundred
employees
1 3 year focus
Task
Jobs usually focus on completing very simple, routine,
repetitive tasks rather than integrating those tasks into the
units workflow.
Theres little need for the employee to coordinate work
efforts with others.
Work is structured in such a way that the tasks to be
completed are presented to the employee in the order in
which they are to be done.
Activity
The vast majority of positions throughout State
service are placed here.
Most individual contributors and most supervisors are
here; some managers are, too.
Professional, supervisory and managerial positions are
responsible for a singular function, e.g. Transit planning,
budget and accounting.
II
III
Diverse
Positions are responsible for integrating several
unrelated functions
Managers characteristically face diverse objectives and
goals and competing needs for resources.
There are few supervisory classes with this rating (see
next chart)
Broad-scale organizational planning and control assume
greater importance.
Examples
o Assistant Commissioners in medium to large-sized
agencies
o Deputy Commissioners in medium to large-sized
agencies
o Commissioners of small to medium-sized agencies
IV
Comprehensive
Positions typically have overall management for a large
state agency or a broad array of functions in a very
large agency.
Examples:
o Deputy Commissioners of large agencies
o Commissioners of medium-sized agencies
with broad impact
Related
This rating is typically used for managerial positions; its
very rare for supervisors to have this rating.
Positions typically manage functional activities and tasks
through subordinate supervisors.
Incumbents are expected to integrate or coordinate fairly
homogeneous activities and functions with similar
purposes, but which have competing needs and
interests.
The number and diversity of functions are increasingly
important; however, functions are still fairly similar in
nature.
The emphasis is on organizational planning and diverse
programs integration, rather than doing.
VI
22
Integrating
Know-How
Depth and Breath
of Job Specific
Knowledge
L. Limited
A. Primary
B/ Elementary
Vocational
C. Vocational
D. Advanced
Vocational
E. Basic
Specialized
F. Seasoned
Professional
T. Task
2 3
I.
Activity
II.
Related
2 3
2 3
III.
Diverse
2 3
23
# classes
Description
Indicators
Examples
1. Basic
2. Important
193 (12%)
General effectiveness that is ordinary
for everyday life is a basic work
consideration. Tact and courtesy are
required, including conduct of
relationships in which information is
requested and provided.
Tactful, with common courtesy
Factual exchange of information
Failure to exercise this level of skill will
make waves, cause problems, and
eventually interfere with effective job
performance
Job-Specific Know-How is relatively
MORE important than Human
Relations Know-How
715 (43%)
Alternative or combined skills in
understanding, teaming with,
collaborating with, and/or influencing
other people are important and specific
considerations to cause action or
understanding by others.
Regularly interact with others and
interactions often require understanding
of and sensitivity to others points of view
and assertiveness to influence outcomes
May involve collaboration
Employees who assign, monitor and
review others work usually need at least
this level of human relations skill
Job-Specific Know-How is relatively
EQUAL in importance to Human
Relations Know-How
Automotive Mechanic
Baker
Carpenter
Customer Services Specialist
Delivery Van Driver
Food Service Worker
General Maintenance Worker
Office and Admin Spec and Int
Parks Worker
Zoo Life Support Operator
24
3. Critical
745 (45%)
Alternative and combined skills in
developing, collaborating with,
persuading, motivating and leading
other people are essential and
overriding considerations.
Able to persuade, motivate, lead and
accomplish work goals through others
Negotiate, sell, supervise, and
manage outcomes
Strong interpersonal skills are the key
to success in these jobs usually
supervisory or managerial
Characterized by constant, daily
interaction with others
Job-Specific Know-How is relatively
LESS important than Human Relations
Know-How
Most supervisors and managers
Labor Relations Rep Sr and Principal
Lottery Sales Manager
Management Analyst Supv 3
Mediator
State Program Admin Mgr
25
Practical
procedures
Specialized
techniques
Learned
disciplines
T.
Task
(3) Human
relations
I. Activity
3
III.
Diverse
II. Related
3
L. Limited
<1%
A. Primary
B. Elementary
Vocational
<1%
2%
1%
C. Vocational
D. Advanced
Vocational
E. Basic
Specialized
F. Seasoned
Professional
G. Specialized
Mastery
H. Professional
Mastery
4%
4%
2%
4%
13%
4%
2%
21%
10%
<1%
1%
4%
12%
<1%
12%
2%
<1%
<1%
1%
1%
NO!
V. Very
large
agency
mgmt
IV.
Comprehensive
1
VI. Total
mgmt of
the state
1
NO!
NO!
NO!
NO!
MAYBE
MAYBE
MAYBE
NO!
<1%
<1%
MAYBE
<1%
<1%
26
Thinking Challenge
3. Interpretive
Context
E. Clearly Defined
27
33%
Strict Routine
Context
As of 7/10, there were 7 active job classes with this
rating.
Positions are guided by simple rules and detailed
instructions.
Instructions or orders, usually given orally, usually
specify in detail the sequence and timing of the tasks to
be undertaken with little or no latitude for the employee
to consider alternative procedures.
Semi-routine
As of 7/10, there were approx. 270 active job classes
with this rating. Examples include Aides, skilled
administrative support positions, skilled trades,
technicians and some first level supervisors.
Positions are guided by somewhat diversified
procedures and precedents.
While assigned tasks follow procedures, latitude is
permitted because of changing work circumstances.
Incumbents determine the most appropriate procedure
or precedent to follow.
Routine
28
Standardized
D - Standardized
E Clearly Defined
Clearly Defined
As of 7/10, there were approx. 710 active job classes
with this rating. Examples include:
o Some third level professionals
o Advanced professionals
o Professional supervisors
o Some managers, directors and executive
directors
Positions are guided by policies and principles rather
than procedures.
Incumbents determine how best to accomplish goals or
resolve work challenges
Many higher level professional, supervisory and lower
and mid level managerial classes are rated at this level.
29
Broadly Defined
Generally Defined
As of 7/10, there were 20 active job classes with this
rating.
Positions are guided by general policies and goals
based on broad public policies.
These positions determine the organizations (i.e., the
State of Minnesotas) functional direction; the goal is
specified in only very general terms, such as increase in
international operations or enter new markets.
G Generally Defined
H Abstractly Defined
Abstractly Defined
Positions are guided by the general laws of nature
and/or science, within a framework of business
philosophy and cultural standards.
The Governor is the only position in State government
with this rating. The Governor determines the strategic
direction of State government, consistent with its charter,
and the requirements for the organizations survival and
continuity.
30
Thinking Challenge
Hay Guide Chart
Profile Method:
a 3-level Thinking
Challenge process
Like the process that
turns loose
vegetation into rolls
of hay, the Hay
method of job
evaluation takes
relevant pieces of
information about a
job; subjects them to
an organized,
standardized
process; and results
in consistent ratings
that can be used for a
variety of purposes.
Repetitive
Patterned
As of 7/10, there were approx. 200 active job classes
with this rating, many of them AFSCME positions.
This level has been compared to a multiple-choice test
situation with a finite number of choices, but more varied
than true/false.
Employees resolve similar situations by discriminating
between choices of learned things that generally follow a
well-defined pattern.
These jobs are confronted with multiple-choice
situations, but have learned which choice is most
appropriate for each situation through prior exposure or
experience.
31
Interpretive
Adaptive
32
Uncharted
As of 7/10, there was 1 active job class with this rating:
Chancellor MnSCU.
Positions are expected to resolve novel or nonrecurring
path finding situations requiring the development of new
concepts and imaginative approaches.
These positions are confronted with the unknown, in
situations with little or no precedents.
The employee must originate new concepts or
approaches without guidance from others.
Deliberations are often necessarily time-consuming.
x
x
x
57%
x
x
x
x
s
50%
x
x
x
x
x
43%
38%
x
x
x
x
x
s
x
x
x
x
33%
x
x
x
x
s
X= Typical/Probable
S = Selectively
33
29%
x
x
x
s
25%
22%
s
x
x
s
s
x
x
CHAPTER 3: Accountability
Contributory
2 Small
Magnitud
Freedom to Act/Empowerment
(i.e., freedom to act on
decisions);
Magnitude (i.e., size of budget
and magnitude of influence);
and
Job Impact (i.e., the way in
which actions affect end results
in the agency).
D. Generally
Regulated
76
34
Freedom to Act/Empowerment
This aspect is officially titled Empowerment, but it is more
commonly known by its previous title, Freedom to Act. It
involves the degree of personal or procedural control or
guidance exercised over the position. For example, what
constraints are put on an employee in this job? Are there set
procedures to follow or does the employee have broad
authority to carry out managements or the Governors
direction? How closely supervised is the position? What kinds
of decisions are made higher up in the organization?
L
Standardized
As of 7/10, there were approx. 310 active job classes
with this rating.
These jobs are subject, wholly or in part, to standardized
practices and procedures, general work instructions
and/or supervision of progress and results.
These employees usually perform a greater variety of
tasks and duties and clearly understand, on a daily
basis, what results are expected by the supervisor.
Employees are not permitted to deviate from standard
practices and procedures, but may be permitted to set
their own priorities, subject to the supervisors approval.
Prescribed
As of 7/10, there were 13 active job classes with this
rating.
These jobs are subject to prescribed instructions
covering assigned tasks and/or immediate supervision.
These jobs are given explicit instructions, orally or in
writing, that state the step-by-step sequence of tasks to
be completed to achieve a specific end result. No
deviation is permitted without first seeking permission.
Controlled
As of 7/10, there were approx. 100 active job classes
with this rating.
These positions are subject to instructions and
established work routines and/or close supervision.
Employees have minor latitude to rearrange the
sequence of completing various tasks or duties based on
changed work situations, workflow, etc.
Limited
35
Generally Regulated
As of 7/10, there were approx. 575 active job classes
with this rating. Examples include:
o Some entry level professionals
o Most second level professionals
o Some third level professionals
o Some first level supervisors
These jobs are subject, wholly or in part, to practices
and procedures covered by precedents or well-defined
policy and/or supervisory review.
These employees are permitted to determine their own
priorities and may deviate from established procedures
and practices as long as the end results meet standards
of acceptability (e.g., quality, volume, timeliness, etc.).
Supervision over work activities is usually indirect and
review of work results usually occurs after the fact.
Directed
As of 7/10, there were approx. 575 active job classes
with this rating. Examples include:
o High level professionals
o Many supervisors
o Managers and directors
This option was previously called Reviewed.
These positions, by their nature or size, are subject to
broad practice and procedures covered by functional
precedents and policies and/or achievement of a
circumscribed operational activity and/or managerial
direction.
These positions, most often managers of functional
areas or very senior individual contributors, generally
have the independence needed to achieve operational
goals, provided that activities are consistent with
Oriented Direction
Guided
As of 7/10, there were 17 active job classes with this
rating.
These positions are subject only to broad policy and
general management guidance.
Employees establish functional policy as the
Commissioners and some Deputy Commissioners of
State agencies.
36
Strategic Guidance
As of 7/10, there were 3 active job classes with this
rating: Commissioner of DHS, Commissioner of DOT
and Chancellor MnSCU.
These positions are characterized by a comprehensive
and controlling effect on the largest State of Minnesota
agencies and on the people of the state.
Positions are subject only to guidance from the
Governors office.
Governor/Chief Justice
37
Magnitude
1
This is the portion of the total organization encompassed by
the positions primary purpose. Its most typically indicated by
the general dollar size of the area(s) most directly affected by
the job, i.e., the resources over which the position has control
or influence. Hay raters consider a variety of issues. For
example, what sort of budget does the employee in this
position control? Does this figure include mostly salaries?
How are others involved in deciding how the money is spent?
If there isnt any budget, what kind of influence does the
employee have over what goes on in the agency?
Small
As of 7/10, there were approx. 420 active job classes
with this rating.
The magnitude is a small portion of the State or Agency
mission.
Operational budget influenced is $700,000 to
$14,000,000 ($14 million).
Most State jobs that arent placed in 1 above are found
here, either because the $ amount clearly controlled falls
in this area OR a positions role is very broad and
contributes to a much larger amount, although others
also have a significant effect on the decisions made.
Medium
As of 7/10, there were approx. 150 active job classes
with this rating.
The magnitude is a medium portion of the State or
Agency mission.
Operational budget influenced is $14,000,000 ($14
million) to $140,000,000 ($140 million).
38
Large
As of 7/10, there were approx. 80 active job classes with
this rating.
The magnitude is a large portion of the State or major
Agency mission.
Operational budget influenced is $140,000,000 ($140
million) to $1,400,000,000 ($1.4 billion).
Very Large
As of 7/10, there were 17 active job classes with this
rating.
The magnitude is a very large portion of the States
mission.
Operational budget influenced is $1,400,000,000 ($1.4
billion) to $14,000,000,000 ($14 billion).
Whole State
As of 7/10, there were 3 active job classes with this
rating: Commissioner of Education, Commissioner of
Minnesota Management and Budget, and Executive
Director Investment Board.
Operational budget influenced is more than
$14,000,000,000 ($14 billion).
39
Job Impact
A positions Job Impact is considered to be indirect (indirect or
contributory) or direct and measurable (shared or primary). It
involves the way in which the positions actions affect end
results in the agency. For example, how does the employee
influence the business of the agency directly or indirectly?
Does the employee provide advisory or interpretive services
for others to use in making decisions? Is the job an
information-recording one? Does it provide a necessary
service with a relatively small effect on the business of the
agency? Contributory and primary are, by far, the most
frequently used options. The Hay raters often must determine
whether the position is primary over a smaller or indeterminate
amount or contributory over a larger amount. To make this
decision, they consider the positions primary function in the
organization and reflect that organizational role through the
rating.
I
Indirect
As of 7/10, there were approx. 110 active job classes
with this rating.
This option was previously called Remote.
Positions provide informational, recording or incidental
services for use by others related to some important end
result.
Job activity may be complex, but the effect on the overall
organization is relatively minor.
Employees typically collect or process information or
data for other positions with more direct impact on the
organization.
Employees perform tasks with little recognition of the
use to which the end results will be put or what they
influence.
Contributory
40
Shared
As of 7/10, there were 10 active job classes with this
rating, including the Governors position.
Positions participate with peers within or outside the
organizational unit to make decisions and take actions
jointly; a basic rule is that sharing cannot exist vertically
in an organization it can only exist among peers.
Shared impacts can exist between peer jobs and/or
functions, and suggest a degree of partnership in or
joint accountability for the results.
This option is rarely used; its for equal partnership
situations such as the Governors shared decisionmaking with the Legislature or in self-directed work
teams.
Responsibility and accountability are shared equally with
others.
For example, there may be shared accountability
between engineering and manufacturing functions for a
successful product.
A committee where each member has an equal vote is
an example of shared accountability.
This Job Impact option is more direct than Contributory
because these positions share direct accountability fairly
equally. However, since it is shared, these positions
have lower Job Impact than a position that is considered
to be Primary.
Primary
As of 7/10, there were approx. 510 active job classes
with this rating.
Positions are directly accountable for making decisions
and taking actions, directly or through subordinate
positions, which determine and control the results.
Line management positions are generally considered to
be controlling their own operating areas.
These positions control the Job Impact on end results,
where any shared accountability with others is
secondary.
Such impacts are commonly found in operations and
managerial positions that have line accountability for
key end result areas, whether theyre large or small.
For example, a supervisor may be primarily
accountable for the production or output (value added)
of a unit within the context of available resources (e.g.,
human resources and controllable expenses); whereas
the Minncor Vice-President of Operations may have a
primary impact upon the total value added in the
manufacture of products or upon costs of goods
manufactured.
The key is that the job exists to have the controlling
influence on certain end results of a given magnitude,
and that accountability is not shared with others, i.e.,
the buck stops here.
This is the most direct Job Impact option.
41
42
Figure 2:
Proportions of Accountability, Know-How,
and Problem Solving
JOB PROFILES
Commissioner: Profile:
Large Agency
KH
37%
AC
38%
PS
25%
Commissioner: Profile:
Small Agency
AC
32%
KH-PS-AC
43-25-32
KH
43%
PS
25%
KH-PS-AC
37-25-38
Profile:
KH-PS-AC
74-12-14
AC
14%
PS
12%
KH
74%
43
Short Profiles
There are Short Profiles that describe the relationship of the
point factor values for a single position or classification.
Written
44
Verbal
+4
Up 4
+3
Up 3
+2
Up 2
+1
Up 1
Level
-1
Down 1
-2
Down 2
-3
Down 3
-4
Down 4
Interpretation
Accountability is four steps higher
than Problem Solving
Accountability is three steps higher
than Problem Solving
Accountability is two steps higher
than Problem Solving
Accountability is one step higher than
Problem Solving
Accountability and Problem Solving
are equal
Accountability is one step lower than
Problem Solving
Accountability is two steps lower than
Problem Solving
Accountability is three steps lower
than Problem Solving
Accountability is three steps lower
than Problem Solving
Short
Profile
=
+1
-1
=
+1
-1
=
+2
+1
-1
=
+2
-2
+1
-1
=
+2
-2
+1
-1
=
+2
-2
+1
-1
=
+2
-2
+1
+2
+2
115
173
177
177
181
186
186
191
191
132
198
203
203
208
213
213
218
220
152
228
233
233
238
245
245
252
252
175
261
268
268
275
282
282
289
291
298
298
307
308
200
230
307
314
323
323
332
333
342
342
352
353
353
363
353
362
372
372
382
383
393
393
404
406
406
417
417
430
432
432
Know-How Points
264
304
350
438
440
451
451
464
466
466
479
479
494
496
496
511
511
528
531
45
519
534
536
536
551
551
568
571
571
588
588
608
611
611
597
614
617
617
634
634
654
657
657
677
677
700
702
702
725
725
750
755
400
460
528
608
707
727
727
750
752
752
775
775
800
805
805
830
830
860
864
864
894
934
812
835
835
860
865
865
890
890
920
924
924
954
954
988
994
994
1028
1074
992
1022
1022
1056
162
1062
1096
1096
1136
1142
1142
1182
1232
1142
1176
1176
1216
1222
1222
1262
1262
1308
1312
1312
1358
1418
700
1450
1450
1500
1510
1510
1560
1628
1768
Long Profiles
The Long Profile describes the relationship of the three Hay
factors for a single position as well as the vertical relationships
of positions within an organization.
Classification
Student Worker
Clerical
Food Service
Worker
Office Specialist
Microfilmer
Account Clerk
Personnel Aide
Office Services
Supervisor 1
Accounting
Officer
Management
Analyst 3
Planning
Director State
Financial
Services
Director
Chief Information
Officer
Asst
Commissioner
Economic
Security
Commissioner
Transportation
Governor
46
KH%
Long Profile
PS%
AC%
Short
Profile
79
13
+3
76
76
72
70
68
9
10
12
13
15
15
14
16
17
17
+3
+2
+2
+2
+1
63
16
21
+2
64
18
18
level =
60
20
20
level =
53
20
27
+2
52
22
26
+1
46
23
31
+2
43
25
32
+2
38
32
24
27
38
41
+3
+3
Classification
Personnel Officer
Personnel Officer Sr
Personnel Officer Princ
Personnel Rep
Long profile
KH% PS%
AC%
64
60
60
56
18
20
20
22
18
20
20
22
Short
profile
=
=
=
=
47
Sore-Thumbing
Class
Personnel
Dir 3
Personnel
Services
Manager
Personnel
Program
Manager
Personnel
Dir 2
Personnel
Rep
Personnel
Officer Princ
Personnel
Officer Sr
Personnel
Officer
Personnel
Aide Sr
Personnel
Aide
48
KnowHow
(KH)
Problem
Solving
(PS)
Accountability
(AC)
Total
Points
&
short
profile
FII3 400
F4(50) 200
F3C 200
800 =
FII3 350
E4(43) 152
E4C 175
677+1
FI3
304
E4(43) 132
E3C 152
588 +1
EI3
264
E3(38) 100
E2C 115
479 +1
EI2
230
E3(38)
87
D2C
87
404 =
EI2
200
D3(33)
66
D1C
66
332 =
DI2
175
D3(33)
57
D1C
57
289 =
DI2
152
D3(29)
43
C1C
43
238 =
DI2
132
C3(25)
33
C1C
33
198 =
CI2
115
C2(22)
25
C1I
29
169 +1
Know
-How
points
Typical
Problem
Solving
Managerial
Between 1400-480 Total Hay Points**
Total
Hay
Points
(rounded)
304
264
230
200
175
38%
38%
33%
33%
29%
570
480
390
330
280
CI
152
132
115
29%
25%
22%
240
200
170
Elementary Vocational
BI
100
87
19%
16%
140
120
76
14%
100
Primary
Limited
AI
LI
66
12%
<99
Seasoned Professional
FI
Basic Specialized
EI
Advanced Vocational
DI
Vocational
Seasoned Professional
FIII
Seasoned Professional
Seasoned Professional
FII
FI
Typical
Problem
Solving
Total
Hay
Points
(rounded)
608
57%
1400
528
50%
1150
460
50%
950
400
43%
800
350
43%
680
304
264
38%
38%
570
480
*At least 85% of all state employees are in job classes with total Hay
points between 600-100
Specialized Mastery
Know
-How
points
49
PRESENTATION OUTLINE
Know-How
A brief explanation of the services or products the position
provides.
A brief description of the functions the position manages.
List of employees manage and their job classifications (this
is supported by the org chart).
Critical technical and/or specialized knowledge required by
the position.
The positions role in planning and prioritizing work and the
work performed by subordinates.
Unique factors affecting the position such as customers
served; geographic area the position affects, special
characteristics of the programs or services the position
provide to others, political/social influences.
Specialized equipment routinely used.
If applicable, the positions role in dealing with the media,
general public, other governmental jurisdictions,
consultants, community groups, contractors, committees
and related organizations.
Accountability
Provide separate annual totals for salaries, equipment,
contracts and related activities. Explain the positions role
and discretion in developing and managing that budget.
If the position doesnt have a budget, explain how this
positions services/products help the agency achieve its
mission?
50
51
IV. ACCOUNTABILITY
Provide the amount of your annual budget. Include your role in
developing the budget, allocating money for salaries and
materials.
a. FREEDOM TO ACT
What constraints limit your actions e.g. laws, policies,
supervisory approvals, etc.? What kind of direction do you
receive from your supervisor? What kinds of decisions are made
higher up?
b. IMPACT ON END RESULTS
What is the primary purpose of your job? Describe how your job
impacts the goals of the agency. What is your role in the agency
e.g. advisory/interpretive, leading/guiding?
.
52
1. The presenter can clearly explain the job, its place in the
organization, how the job has changed (if rating already exists) and
can provide documentation to support the changes.
2. The presentation incorporates the key elements of Hay: Know
How, Problem Solving, Accountability and Special Conditions,
especially related to changes.
3. The presenter has prepared a written outline and done a trial run
with the appropriate supervisor and/or facilitator of the Hay
session.
4. The presentation has been culled to weed out extraneous
content.
5. The presentation has been timed and is not longer than about 15
minutes.
6. The presenter understands the context and framework of the
position in relation to other classes that already have Hay ratings.
7. The presenter has been briefed on existing class possibilities.
8. An anticipated timeline has been explained to the presenter as to
when the results of the Hay session may be available.
9. The presenter has been schooled as to how compensation may be
determined in terms of conversion tables, internal
relationships/equity and market conditions.
10. Visual materials are in order such as:
Position description
Org. chart with Hay ratings
PowerPoint or Handouts
Work Samples if appropriate
11. The presenter is aware that the Hay committee will ask questions
and possible questions have been anticipated.
12. The presenter is aware that he/she will not be present when the Hay
Committee actually discusses and comes to consensus about the
rating.
53
Yes
No
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Initial Ratings
Before presentation
After presentation
Problem solving
Slot (%) Points
(
(
(
(
(
(
(
(
(
(
Accountability
Slot
Points
)
)
)
)
)
)
)
)
)
)
Conditions
___-___-___
___-___-___
___-___-___
___-___-___
___-___-___
___-___-___
___-___-___
___-___-___
___-___-___
___-___-___
JOB TITLE
EVALUATION RATIONALE/COMMENTS
KNOW-HOW
PROBLEM SOLVING
ACCOUNTABILITY
Freedom/Empowerment
Impact/Magnitude
SPECIAL CONDITIONS
Special
Profile
54
Total pts
Facilitator name
Title
Delegated to Agency
: Yes
Agency
No
55
the class rating. Under Classification Decision please list the class title and
class rating.] .
Position 1
Department
Current Class
Class Code
Incumbent (name), new or
vacant
Position Hay Rating points and profile
Rating (e.g. EI2 230, E3(33)
76. E1C 87)
Total points (e.g. 393+1)
Profile (e.g. 59-19-22)
Classification Decision Class Title/Class Rating
Decision code (see below)
Class Title
Class Hay Rating
Class Code
Bargaining Unit
SEMA4 Update
Update the Job Code record to reflect new
rating date: Y__ N__
Organization Chart(s) :
sending electronically
56
57
updated in 1995. Dr. Ron Page was helpful during this process
because he had worked for both companies and was familiar
with their systems. The end result was that it was more costeffective to continue with the manual process that the State of
Minnesota still uses today.
Another external quality assurance review process occurred in
1999, when the Legislative Auditor performed a comprehensive
review of the State of Minnesotas compensation practices.
Since the Hay Guide Chart method is used to evaluate all State
jobs so a standard frame of reference can be used when
determining salaries, the Legislative Auditors Office thoroughly
reviewed the States job evaluation process. They told Chief
Classification Analyst, Wayne Veum at the end of the review
that they had never seen more thorough documentation in any
program they had ever evaluated and that they were
impressed!
A final quality assurance element involves the Hay rater
certification process. After his 1999 Quality Assurance
inspection, Dr. Ron Page recommended the establishment of
an internal State of Minnesota Advisory Committee to review
and revise the 1995 Training and Development Standards. In
fiscal year 2000, MMB delegated Hay Rater Training and
Development Standards to the resulting Hay Advisory Team, a
multi-agency team of volunteer Certified Hay Raters, which
continues to administer and update them. HayGroup
consultant and State of Minnesota account representative, Al
Bunnett, endorsed the new State of Minnesota State Hay Rater
Standards in fiscal year 2002.
58
Able to sort out the facts that relate to the different scales in the
Hay process (i.e., the formula that is applied to a position
description and verbal description of a position)
Looks beyond first impression (or solution) to make sure its
accurate (or the best solution)
Can identify potentially hidden problems (i.e., understands the
charts well and how to apply them)
Critical thinker
Indicator
Skilled job evaluator
Understands the job audit process and how the Hay process can
be a valuable tool for doing audits
Performs job analysis/classification on a regular basis
Understands the States classification system, including in-depth
knowledge of one or more class series or group of classes
Understands the types of jobs being evaluated
Experienced auditing a wide variety of jobs and classes
Realizes the importance of evaluating jobs within their
organizational context; understanding the agency helps Hay
raters to avoid misperceptions and accurately slot positions in
that agency
Recognized for performing quality job audits in complex
situations at the agency level
Viewed as a knowledgeable, credible job evaluator by HR staff
and managers
Skilled communicator
Attentive and active listener
Shows understanding, courtesy, tact, empathy, concern, and
politeness during interactions
Articulate; asks relevant questions and explains the basis of
ones own job evaluations/Hay ratings
Comfortable meeting and communicating with senior managers
about complex organizational roles and relationships
Helps explain the why to less experienced job evaluators/Hay
raters
Willing to have good discussions with other Hay raters
(sometimes leaning towards debate)
Inquisitive learner
Inquisitive and willing to ask relevant (and sometimes difficult)
questions
Continuous, curious and agile learner
Open to arguments on why not and welcomes feedback
Listens well and comprehends presentations that can be long
and/or complicated to understand
Analytical
Practical, logical, analytical
Enjoys determining how a job fits within the larger organizational
context in relation to other jobs that have been Hay-rated;
comparing jobs that may be very different in overall size,
complexity and level; and ranking them within a class series and
classification system
Collaborative
Able to interact effectively with other Hay rating team
members and work towards a consensus rating; in other
words, demonstrate good human relations skills in a
59
committee setting
Interested in and able to work effectively as part of a team
Comfortable with a committee process that involves listening
to subject matter experts provide information about a jobs
role, responsibilities, and requirements; developing individual
ratings; and then working together to reach consensus on a
final rating
Able to represent ones own perspective and be a
collaborative team member
Willing to stand up for own side of an issue (i.e., not back
down right away without a good reason), but not so stubborn
as to be unable to change ones mind
Prepared
Willing and able to make Hay rating a priority and arrive
prepared for rating sessions (for example, read materials
ahead of time, set aside enough time to be at the entire
session, come prepared with thoughtful questions)
Willing and able to spend time reviewing written materials
(sometimes a large volume) in advance of a Hay session to
prepare for the rating process; willing to put own work aside to
do so
Reads all data ahead of time and does research on the
internet
Objective
Separates people from their positions
Able to evaluate jobs as they stand without regard to current
job holders
Not pre-disposed to any particular outcome, with legitimate
reasons for ones own individual Hay rating
Willing to take and articulate unpopular stands, when
appropriate, with grace
Open-minded; able to set aside bias and look at all sides of
the situation
Has integrity
Motivated
Exhibits the willingness to learn
Has a genuine interest in the Hay process and what it
represents for the States classification system
Expressed interest in and has made efforts to become familiar
with the Hay job evaluation process, including the willingness
to attend training sessions
Has the desire to learn a systematic process for identifying
and analyzing information about work performed and to rank
jobs using charts and graphs by assigning alpha and numeric
values to job components based on specific factors
Interested in how the classification system is applied beyond
ones own agency
Willing to learn about classifications outside of ones own
agency
Continues to attend training to improve ones skills
60
V. Reinstated
A Non-Certified Hay Rater who has previously completed all
required Basic, Intermediate and Advanced Formal Hay
Training. The Non-Certified Hay Rater must request
reinstatement by the MN Hay Advisory Team understanding
that the Hay Rater intends to become a Provisionally or Fully
Certified Hay Rater.
61
(e)
(a)
(b)
(c)
(d)
62
The trend line shows the relationship between Hay points and
compensation. Classes are assigned to a salary range within
the corridor. The corridor is a range of two ranges above to two
ranges below the trend line conversion. The goal is to assign a
class to one of the five salary ranges within the corridor. This
allows the employer to take into consideration other factors
affecting its decision, such as:
On work to pay:
"The law of work does seem utterly unfair--but there it is,
and nothing can change it: the higher the pay in enjoyment
the worker gets out of it, the higher shall be his pay in cash,
also."
- Mark Twain, A Connecticut Yankee in King Arthur's Court
63
64
No. The trend line is one consideration and the natural starting
point once a Hay rating is agreed to for the class. Current
policy is that any class within two salary ranges of the
compensation code identified by the trend line conversion chart
is adequately compensated. This policy has been used to
determine whether female-dominated classes are underpaid for
purposes of the Pay Equity report. The same policy is used in
determining the salary range of a new class. Therefore, it is
possible to establish a new class as many as two ranges below
and as many as two ranges above the trend line conversions
compensation code.
65