Willis Towers Watson

Global Grading System 4.2

User Guide 4.2
Table of Contents Contents

1.0 An Introduction to Job Levelling

1.1 An Introduction to Job Levelling 4

2.0 Step One – Business Analysis

2.1 Introduction 6
2.2 The GGS Scope Data Matrix 7
2.3 Business Scope Factor Overview 8
2.4 Business Size (Revenue) 9
2.5 Organisation Size (FTE Employees) 10
2.6 Potential Issues When Sizing a Business 11
2.7 Business Diversity/Complexity 12
2.8 Geographic Breadth 15
2.9 Final Company Grade Calculation and
Considerations for Fine Tuning 16
2.10 Implications of the Final Company Grade 17
2.11 Defining a Business 19
2.12 Defining an Organisational Function 24

3.0 Step Two – Banding a Job

3.1 Banding a Job – The GGS Decision Trees 26
3.2 Managing People a Focus? 29
3.3 Manage Professionals and/or Managers? 30
3.4 Set/Significantly Influence Organisational
Functional Strategy? 31
3.5 Set/Significantly Influence Business Strategy? 32
3.6 CEO/Business Unit Manager? 33
3.7 Specific Job Functional Knowledge? 34
3.8 Independence in Applying Professional Expertise? 35
3.9 Subject Matter Expert? 36

4.0 Step Three – Grading a Job

4.1 Overview 40
4.2 Band 1 – Factor Level Definitions 42
4.3 Band 2 – Factor Level Definitions 49
4.4 Band 3M – Factor Level Definitions 56
4.5 Band 4M – Factor Level Definitions 63
4.6 Band 5FS – Factor Level Definitions 70
4.7 Band 5BS – Factor Level Definitions 77
4.8 Band 3IC – Factor Level Definitions 84
4.9 Band 4IC – Factor Level Definitions 91

5.0 Glossary
5.1 Description of Key Terms 100
5.2 Band Structure of Global Grading System 106

Appendix A: Job Architecture 108

Appendix B: Calibrating the results of GGS 114

Global Grading System 4.2 1

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1.0 Introduction
To Job Levelling

Global Grading System 4.2 3

 1.1 Introduction to Job Levelling

Job Levelling Job Levelling Process

Job levelling is a process of methodically Job analysis focuses on the job itself as opposed
establishing the relative value of jobs within an to the current incumbent(s). The performance of
organisation. Typical objectives for conducting the job’s incumbent(s) will be measured by the
such a process are the following: performance management system, but should not
 Creation of common language about jobs in in any way affect the grading of the job. Job
different businesses and geographies levelling needs to consider an unknown incumbent
 Alignment of compensation and reward who would perform a fully acceptable job.
programs across all businesses (while There are a number of questions we can ask to
maintaining sensitivity to local market forces) separate the content of the job from the capabilities
 Development of job architecture (job families) of the incumbent such as: “If this person is to
solutions to underpin talent management tools be replaced, what would we look for in the talent
such as career and succession planning market?”; “Were these responsibilities gained
over time or did the previous incumbent also have
Global Grading System them?”; “What is expected of an incumbent who is
The Global Grading System (GGS) is a fully proficient in the job, as opposed to a new hire
market- driven job levelling tool. It is a or long-tenured employees?”
methodology to analyse jobs to predict an internal The key to understanding and evaluating jobs in
level (global grade) based on the analysis of an objective manner is to involve those people
factors statistically proven to predict market pay who know the jobs the best – either through the
progression. The GGS methodology is delivered grading exercise itself or through having them
through software to support the levelling process. agree and buy into the outcomes. By ensuring
Globally, all TWDS market survey data is we evaluate and size a job correctly and fairly,
organised by global grades to provide additional based on its requirements and not on the
links between internal relativity and local expected levels of performance, we can be sure
external data. that a hierarchy created separates and supports
the performance management process.
Make sure the rationale used throughout the
process is clearly documented so that the grading
team delivers a consistent approach to levelling
across the organisation.

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2.0 Step One
Business
2.1 Introduction 6

2.2 The GGS Scope Data Matrix 7

2.3 Business Scope Factor Overview 8

2.4 Business Size (Revenue) 9

2.5 Organisation Size (FTE Employees) 10

2.6 Potential Issues When Sizing a Business 11

2.7 Business Diversity/Complexity 12

2.8 Geographic Breadth 15

2.9 Final Company Grade Calculation and

Considerations for Fine Tuning 16

2.10 Implications of the Final Company Grade 17

2.11 Defining a Business 19

2.12 Defining an Organisational Function 24

Global Grading System 4.2 5

 2.1 Introduction

The first of the three steps that constitute the Global Criteria for Determining a
Grading System methodology is to set the Company Business Unit
Grade for the organisation under consideration. The
Company Grade equates to the CEO grade for that Establishing a separate business unit within GGS is
organisation, and as such sets the ceiling for levelling only appropriate when an entity has:
all other jobs. Company Grades range from Global  a discernible P&L, and
Grade 16 to 25.
 most or all of the main organisational functions
Organisations will tend to have more than one (including production, logistics, sales & marketing,
centre of Profit and Loss. This may result in more finance, IT, HR), and
than one GGS business being created. Every GGS
 accountability for shaping its own strategic direction.
business created will have its own Company Grade
calculated through the Scope Data Matrix. This
Company Grade would equate to the CEO, Scope Dimensions
Business Unit Manager or General Manager Grade Company Grades (or CEO Grades) are calculated
of each of the specific Business Units defined. using four key scope dimensions: Revenue, FTE
The Global Grading System recognises that Employees, Diversity & Complexity and Geographic
companies may divide themselves into distinct and Breadth. Grading a business implies assessing it
separate entities for a variety of reasons. This may against the scales developed for each of
be to concentrate on different products/services or these dimensions.
market places.
Accordingly, an early step in a GGS project is to
decide whether an organisation is made up of more
than one business unit. Each business unit is
separately scoped and the result, expressed as a
grade, becomes the grade of the Head or CEO of
the business unit.

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 2.2 The GGS Scope Data Matrix

The final Company Grade is the average of the External References for the CEO Grade
individual Scope Grades: The CEO job can be the most difficult job to
 Revenue grade. There is a human tendency to overrate
the importance of one’s own job, and as a
 FTE Employees
consequence, grading discussions around the
 Diversity & Complexity and Geographic Breadth complexity of a business (the only scope
combined dimension potentially subject to debate) can be
The key driving measures are those related to size prolonged. This issue becomes particularly
through company revenue and the number of FTE tricky when evaluating a number of business
employees. The complexity measures, which are units within the same organisation, as the
less quantitative, are used in tandem (the resulting inevitable comparison brings an extra angle to
grades are combined) in the Scope Data Matrix. the discussion.
To avoid numerous discussions it is necessary
Diversity/Complexity and to put the measures used into perspective by
Geographic Breadth broadening the frame of reference to the
outside market and positioning the organisation
On the overall assessment of the Company Grade, against its competitors in the sector and the
special care should be taken when analysing general industry.
the diversity/complexity and geographic breadth
dimensions, which require qualitative judgement. The sections that follow explain and detail each of
As a rule of thumb, the Scope Grade resulting from the four GGS scope dimensions.
the assessment of these two dimensions should
not be above or below the Scope Grades
calculated for the other two dimensions. For
example, if the Scope Grades for revenue and
employee numbers are 20 and 21 respectively, it
would be rather exceptional for the Scope Grade
of diversity/complexity & geographic breadth
to be 23.

Global Grading System 4.2 7

 2.3 Business Scope Factor Overview

The company grade or CEO grade is calculated by averaging the following three key measures.

Business Size (Revenue)

Revenue (millions USD)
Scope Grade From To
16 - 75
17 75 150
18 150 500
19 500 1.000
20 1.000 2.000
21 2.000 5.000
22 5.000 10.000
23 10.000 50.000
24 50.000 100.000
25 100.000 +

Organisational Size (Number of full-time employees)

FTE Employees
Scope Grade From To
16 - 90
17 90 240
18 240 620
19 620 1.600
20 1.600 4.100
21 4.100 10.600
22 10.600 27.500
23 27.500 75.000
24 75.000 200.000
25 200.000 +

Business Diversity/Complexity and Geographic Breadth

Business Geographic Breadth

Diversity/Complexity Domestic International Global
Low 16 19 20
Medium 18 21 22
20
i 23 24
High
u
m
j
i
j
H
i
g
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 2.4 Business Size (Revenue)

Revenue (millions USD)

Scope Grade From To
16 - 75
17 75 150
18 150 500
19 500 1.000
20 1.000 2.000
21 2.000 5.000
22 5.000 10.000
23 10.000 50.000
24 50.000 100.000
25 100.000 +

Measure Chosen However, these measures are not used within the
Global Grading Methodology. Profit is more linked
This dimension is measured using the company’s to the performance of the business than to its
annual revenue figure. Latest reported revenues value. Also, while the revenue figure is a fairly
or guaranteed current revenues as provided by stable measure of the business size, profit will
the finance department are typically the most fluctuate in time. Similarly, market capitalisation
robust figures to use. also fluctuates in time and is not always available.
Historically, we have made an asset table available,
Other Measures Considered but it has proven to be less reliable in the sizing of
Revenue (sales, turnover) is but one of the many a business and should not be used.
measures used to assess the value of a business.
For example, other measures such as profit and
market capitalisation are often used in financial
assessments of organisations.

Global Grading System 4.2 9

 2.5 Organisation Size (FTE Employees)

This dimension looks at the size of the organisation in terms of headcount. The figure used must represent
the full time equivalent number of employees currently employed by the business and not the population
calculated on the basis of future growth targets.

FTE Employees
Scope Grade From To
- 90
17 90 240
18 240 620
19 620 1.600
20 1.600 4.100
21 4.100 10.600
22 10.600 27.500
23 27.500 75.000
24 75.000 200.000
25 200.000 +

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 2.6 Potential Issues When Sizing a Business

Potential Issues  Matrix organisations. When grading business

units within a matrix organisation there is always
Although sizing a business appears to be fairly
a risk of double counting. There is no ultimate
straightforward, there are some situations where
answer to this problem. Professional judgement
this is not the case, namely:
should be exercised based on the impact and
 Volatile markets or re-structured businesses. relevance of the businesses being graded to
Some sectors routinely show more volatility in come out with an appropriate balance.
revenue figures than others, such as
 Outsourced departments/contractor staff. As a
commodities in recent years. If working with an
principle, these should not add to the employee
organisation in an environment that widely
headcount. However, it could be the case that the
fluctuates year over year, the use of a historical
relationship with the outsourced department is
three-year average for revenues may be
too close to traditional management to be ignored
appropriate. Other situations may show that
or that there is such a large percentage of
currently available figures for revenue may not
outsourced/contract employees that not to count
be truly reflective of the business such as for
them skews the view of the business. Under
start-ups, newly acquired or re-structured
these circumstances some adjustment could be
businesses. In these situations, one should
made to the overall employee number.
consider the current figures, as well as the
organisation’s business plan and targeted  Part-time employees. Always consider their full
revenues. time equivalent.
 When sizing organisations whose home country
revenues are not US dollars, apply a three-year
average exchange rate when using the revenue
scope data matrix.
 When values for the organisational size or
business size fall at or near thresholds, one
should consider the organisation’s historical and
projected values for the same factor to
understand if the particular business unit is in a
growth, stability or reduction mode. Additionally,
as the Business Unit grade is comprised of four
dimensions, the impact of modifying one
component to reflect short-term plans may not
result in an overall business unit grade change.
As always, document any modifications

Global Grading System 4.2 11

 2.7 Business Diversity/Complexity

Diversity/ Subordinate Entity Parent

Complexity (including regions, subsidiaries)

Integrated with Independent Non-complex Complex business

other BU of other BUs business

Single industry/
related product/ Low Medium Low Medium
services
Multiple industries/
diverse, unrelated Medium High Medium High
products/services

Business Diversity/Complexity is one of the two Diversity

dimensions used to assess the level of complexity
This sub-dimension considers the extent to which
of a company or business unit. It will combine
a business unit provides products and services that
with Geographic Breadth (how international the
are related and within a single industry or are very
operations are) to form the Scope Grade for
diverse and belong to multiple industries. This is a
Diversity/Complexity & Geographic Breadth.
reference for the industry that the business unit
In the Global Grading System, the operates within versus the variety of industries that
Diversity/ Complexity of the business is levelled a business unit might sell products to. Examples of
as low, medium or high depending on two single industries include the listing opposite.
factors summarised in the table below. Both Please note that this is not a comprehensive list,
factors contribute to displaying the overall but rather meant to be used as a guide in
picture of the Diversity and Complexity of the making determinations.
business. Please note that Parent and
Subordinate (subsidiary) entities need to be
considered separately.

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 2.7 Business Diversity/Complexity

Sample Single Industries

Aerospace & Defence Leisure & Hotels

Automobiles & Parts Media & Entertainment

Banking Mining

Chemicals Oil & Gas

Construction & Building Materials Personal Care and Household Products

Electronic & Electrical Equipment Pharmaceuticals and Bio Technology

Engineering & Machinery Retailing

Food & Beverage Production/Processing Telecommunications

Forestry & Paper Tobacco

Information Technology (Hardware & Software) Transport

Insurance (Life & General) Utilities

Complexity business units, each with their own market/product

This sub-dimension needs to be considered strategies and distinct and independent P&Ls, it
separately for Parent and Subsidiary entities. would also be considered as complex.

A Parent entity is considered complex where it For example, consider two pharmaceutical
is involved in the full value chain of activities manufacturers. One is involved with the
from product conception and design to development of new products beginning with the
materials sourcing, operations, marketing and research stage, testing, go-to-market strategy,
sales and customer service. A Parent manufacturing process, supply chain and customer
organisation focusing on one or more but not service activities. This Parent organisation would
all of these activities may be considered be considered complex.
non-complex. The structure of the company
should also be considered and if it is made up
of three or more independent

Global Grading System 4.2 13

 2.7 Business Diversity/Complexity

The other pharmaceutical company is involved A business unit is integrated when another business
with the manufacturing process and produces unit (including the Parent) does at least two of the
product(s) for a third party. Even though the following:
manufacturing process is complex in nature, and  Manufactures or sources its products
there is a chain of activities related to this process
 Supplies manufacturing or other technology
including processing and quality assurance, the
solutions
second pharmaceutical company does not qualify
as “complex” in defining this component of the  Sets product pricing structure
Business Unit grade.  Provides core services related to the business such
For Subordinate entities the extent to which a as determining policies and/or practices in areas
business unit is integrated with other business such as HR, Finance, IT, Supply Chain
units is considered.  or Marketing

A business unit is independent of other business

entities when it is largely left by the Parent to
determine its range of products and determines
policies unilaterally. Additionally, it could be spun-off
and operate autonomously.

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 2.8 Geographic Breadth

This Scope Dimension aims at differentiating International Company

domestic, international and global A company would be considered international
companies. The following definitions apply. when:
 It has multi-function operations across an entire
Domestic Company region or in several countries on different
A company would be considered domestic when: continents.
 The majority of its operations are based in the  A region is defined as a whole continent (e.g.
home country. This would also include North America or Europe) or a significant part
companies that are active in a small region of a large geographic area (e.g., Central and
(e.g. Benelux) or in close neighbouring Eastern Europe, Gulf States or ASEAN within
countries (e.g. Iberia) should be rated as Asia Pacific).
‘domestic’.
It could be that a company with small operations Global Company
with only one or two functions represented in other A company would be considered when:
countries would still be considered a domestic  It has a majority of key functions represented
business for the above reasons. (e.g. sales, marketing, manufacturing, R&D) on
three or more continents.

Global Grading System 4.2 15

 2.9 Final Company Grade Calculation and Considerations for Fine Tuning

Once the four dimensions have been assessed,  Start-up companies where revenue and employee
the calculator will produce three Scope Grades numbers are to grow significantly
and will average the results to provide a final  New research-based or biotechnology companies
Company Grade. where revenue may be very small (or even
As was said before, the Scope Grade negative in the short-term if products are only in the
resulting from the assessment of the two pipeline)
non-quantitive dimensions should not be, as a In general, when sizing the Parent company, all
rule of thumb, above or below the Scope dimensions should be used. Selecting one of the
Grades calculated for the other two dimensions will generally only be appropriate when
dimensions. As an example, if the Scope sizing a subsidiary/BU within the Parent to ensure
Grades for revenue and employee numbers internal relativities. Only revenue or FTE employees
are 20 and 21 respectively, it would be rather should be used if you are using just one dimension.
exceptional for the Scope Grade for
Complexity to be 23. Grading Multiple Businesses
Within The Same Organisation
Balancing the Three Scope
Grades The Global Grading System requires the
identification of the anchor job that would set the
Despite the system automatically calculating reference grade ceiling for all other jobs in the
the averaged Company Grade, the Business Unit. This can only be one job in any
methodology provides the option of overruling given Business Unit. However, companies can be
the resulting averaged grade by selecting one broken down into as many Business Units as
of the three Scope Grades to become the required to clarify and facilitate the grading of jobs
Company Grade. It could be that only one of within them.
the dimensions is relevant or reliable and we
should base the grade calculation on it. There
are only a few exceptional situations where
this may be appropriate, for example:

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 2.10 Implications of the Final Company Grade

Now that we understand the basics of the Business Unit Size Classification and Grade Shift
Global Grading methodology, let us consider
the implications of various company grades on All Business Units that are set up as distinct
the leveling outcomes. entities within GGS can be classified as:

Keep in mind that setting the company grade Small – GG16 through GG18
determines the following: Medium – GG19 through GG22
1. The number of grades available for the business Large – GG23 through GG25

2. Which bands are available These size classifications enable us to more easily
understand potential differences amongst leveling
3. The number of grades available in each band outcomes for the same or similar jobs in different
The reason for these variables is to make it sized units as a result of grade shift. Grade shift
possible to adapt the GGS framework to any refers to the movement of a job from one global
business, regardless of size or complexity. grade to another purely based on a difference in
the size of the Business Unit in which it sits.
Specifically, the GGS framework is structured
in a way that provides larger and/or more Grade shift can be found in Bands 4IC, 4M, 5FS
complex businesses to have access to and 5BS. In Bands 4IC and 4M, grade shift can be
additional global grades. Extra grades are found as jobs move from one Business Unit size
primarily needed in such businesses in order to classification (Small, Medium or Large) to another.
accommodate additional layers of In Bands 5FS and 5BS, grade shift occurs
management and accurately recognise whenever there is a Business Unit grade change.
more varied levels of contribution and Grade shift is necessary to spread jobs out into
responsibility, especially among senior level varied number of global grades determined by
individual contributors and middle and top Business Unit sizing as well as accommodate
management jobs. additional layers and varied levels of contribution
Within the GGS methodology, the largest of among senior level individual contributors and
businesses also have access to an additional top management jobs in larger organisations.
management band. This band accommodates As you go through the grading process, keep in
the need for more layers of functional and mind that jobs with identical banding/grading
operational management in large, global, diverse profiles that exist in businesses that span multiple
and/or complex organisations. Additionally, by BU size classifications may result in different
virtue of having more grades available to larger global grades.
organisations, the number of grades available in
a given band may increase.
Please refer to the Grade Maps in the User Guide
that detail which bands and grades are available
for each Business Unit size.

Global Grading System 4.2 17

 2.10 Implications of the Final Company Grade

Example: This example also presents a scenario where the

Let us consider two businesses, Company A and number of grades available in a band varies across
Company B. Looking at the grade maps below, we the two businesses. If we focus on Band 5FS, we
can see that when compared, the larger Company see that it spans two grades in Company A and four
B has one additional grade in Bands 4M and 4IC grades in Company B.
and two additional grades in Band 5FS. Band Not only will the leveling result of a job be different
5BS has also shifted upward such that even (similar to band 5BS above), but this can also result
though there are three business strategy grades in a shift of the jobs within a hierarchy as there are
available in each organisation, the specific grades more levels within which to spread the evaluation
associated with Band 5BS are different. results. In the smaller business unit, two jobs may
The result of these differences is that even when a result in a 1-grade difference (e.g., IT Operations
job in Company A and Company B are assigned to VP at a grade 17 and Financial Analysis VP at a
the same band and given the same seven factor- grade (16 while the same selection of factor
level responses, the jobs may end up in different responses may result in a 2-grade difference in the
Global Grades: a job with a Global Grade of 18 in larger business unit (IT Operations VP at a grade
Company A could generate a Global Grade of 21 if 19 and Financial Analysis VP at a grade 17).
found in Company B. Note that despite the different As a result of grade shift, when a job is evaluated
grades, the system retains the relative relationships with the same factor selections across two
and hierarchy of jobs within the band. businesses of different sizes, it may result in a
different global grade.

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 2.11 Defining a Business

The Global Grading System methodology is It is important to note that these terms may not
constructed based on a framework of defining levels reflect an organisation’s internal use of the same
of an organisation as outlined below. These terminology, and this nomenclature will need to be
categories and the associated terminology within the defined for each Business Unit.
Global Grading framework are set; however, their
application and usage within each organisation
may vary.

An entity that has a discernible P&L, has most of all of the main organisation
Business Unit functions (including production, logistics, sales & marketing, finance, IT, HR), and
has accountability for shaping its own strategic direction.

A subset of a business unit. Organisation functions tend to be broad and encompass

multiple different organisation sub-functions, areas and teams. Finance is an
Organisation example of a typical organisation function. If the organisation is primarily organised
Function on a geographic basis, a region or country (such as EMEA or the UK) may be
considered a function. Often, the first line reports into a CEO indicate where
organisation functions can be defined from inside a business unit – e.g. Head of
Finance.

Organisation A subset of an organisation function. Using the example above, accounting would be
Sub-Function a sub-function and finance would be the organisation function.

A subset of an organisation sub-function. Using the example above, accounts

Area receivable would be an area and accounting would be the organisation
sub-function.

A group of people working together to achieve a common objective. An example of

teams within an area might be the accounts receivable team for automotive
Team customers and the accounts receivable team for retail customers in the accounts
receivable area. While these are also defined as subsets of an area, the term will
apply to multiple levels beneath this as well.

Global Grading System 4.2 19

 2.11 Defining a Business

While all Business Units use the same depending on the specific Business Units within
terminology and framework within the Global the Parent organisation. The following tables
Grading System, each organisation’s breakdown depict how an organisation might be defined
may be somewhat different depending on how using the framework.
each is organised: “traditional” function-based,
country-based or a combination of both

“Traditional” Function-Based Example

Geographic-Based Example

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 2.11 Defining a Business

When reviewing the appropriate definitions for Reporting level and reporting relationships
Organisation Function, Organisation should not dictate Organisation Function,
Sub-Function, Area and Team, it is critical to Organisation Sub-Function, Area and Team
ensure consistency within and across Business assignment. Rather, the relative weight of
Units. Depending on the organisation, and contribution should be considered.
depending on the definitions of Organisation
Function and Organisation Sub-Function for a For example, if the following alignment were used, it
specific Business Unit, some categories may would result in the over-valuing of the Attorney job
have more layers than others. and the under-valuing of the Sales Executive job.

Instead, it would be appropriate to skip and/or consolidate levels to ensure consistency. When skipping
or consolidating levels, it is critical to have a deep understanding of how the jobs differentiate within the
specific Business Unit.

Global Grading System 4.2 21

 2.11 Defining a Business

Similar to the consolidation of levels above, it and other Business Units may have traditional
may be appropriate to create “super organisation function-based structures
organization functions” to accommodate the  Regardless of the ways in which Business Units are
levels within some organisations. For example, organised, one must review the definitions and
the first graphic below indicates that should one assignment of Organisation Functions and
determine the Global Grading Framework based Organisation Sub-Functions for consistency of level
on the reporting levels of the organisation, a job within and across Business Units
such as Country Manager would be at the  Where jobs have matrixed reporting lines, the
“Team” level which is too compressed relative to evaluation team will need to understand which is the
other functions in the organisation. stronger reporting line in order to determine the
A similar situation exists for the second graphic most suitable Business Unit in which to assess the
looking at how an “Operations” function may impact of the job
be defined.
 Jobs graded in bands 1, 2, 3M and 3IC are
When defining a Business, the following should unaffected by the Business Unit size. So, while it is
be considered: important to choose the correct Business Unit for
 Within a single organisation, some Business each job, this decision won’t affect the final Global
Units may have geographic-based structures Grade of the jobs graded in
these bands.

Sample Organisation Levels and Corresponding Jobs: Geographic-Based

Sample Organisation Levels and Corresponding Jobs: Function-Based

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 2.11 Defining a Business

Instead, it becomes necessary to group levels the ability to indicate the breadth of impact
together to reflect relative significance. Within the across these categories, so it is not necessary to
factors in the grading of each job, there is have each level unique based on an
organisational chart.

Sample Re-Aligned Organisation Levels and Corresponding Jobs: Geographic-Based

Sample Re-Aligned Organisation Levels and Corresponding Jobs: Function-Based

Global Grading System 4.2 23

 2.12 Defining an Organisation Function

When defining a Business, the following should Additionally, within the Global Grading
be considered: methodology, Organisation Functions are defined
as “key” versus “support.”
 Within a single organisation, some Business
Units may have geographic-based structures An Organisation Function is considered “key” if it
and other Business Units may have traditional meets the following criteria:
function-based structures  The work delivered by the Organisation Function
 Regardless of the ways in which Business Units is part of the core business process. Includes
are organised, one must review the definitions organisation functions which deliver the core
and assignment of Organisation Functions and business service or product(s), typically
Organisation Sub-Functions for consistency of generating revenue, as opposed to supporting or
level within and across Business Units providing infrastructure for those core processes
 Where jobs have matrixed reporting lines, the  Or, the work delivered by the Organisation
evaluation team will need to understand which Function is not part of the core business process
is the stronger reporting line in order to but has a direct influence, and changes in the
determine the most suitable Business Unit in performance of the function have a sizeable
which to assess the impact of the job impact on the end results of the business unit
 Jobs graded in bands 1, 2, 3M and 3IC are  An Organisation Function is considered “support”
unaffected by the Business Unit size. So, while if the one of the following criteria is true:
it is important to choose the correct Business  The Organisation Function facilitates the work
Unit for each job, this decision won’t affect the done by other functions by providing support/
final Global Grade of the jobs graded in infrastructure to produce an impact on the
these bands. business
 Performance may not be clearly measured by
business performance indicators as there is an
indirect relationship
Typical key Organisation Functions include Sales,
Operations, R&D and Engineering; typical support
organisation functions include HR, IT, Facilities,
Purchasing and Legal. However, it is important to
consider each function within the organisation.
Organisation Functions such as Customer
Service, Marketing and Supply Chain may be
best categorised as either “key” or “support”
depending on the nature of the organisation and
the job for these organisation functions within the
Business Unit.

24 willistowerswatson.com
3.0 Step Two

Banding a job

3.1 Banding a Job – The GGS Decision Trees 26

3.2 Managing People a Focus? 29

3.3 Manage Professionals and/or Managers? 30

3.4 Set/Significantly Influence Organisational

Functional Strategy? 31

3.5 Set/Significantly Influence Business Strategy? 32

3.6 CEO/Business Unit Manager? 33

3.7 Specific Job Functional Knowledge? 34

3.8 Independence in Applying Professional

Expertise? 35

3.9 Subject Matter Expert? 36

Global Grading System 4.2 25

 3.1 Banding a Job – The GGS Decision Trees

Once the Company Grade (or CEO Grade) has

been determined, all other jobs in the organisation The Grade Map below summarises the band
are individually graded. Before attributing a grade, structure for both career paths:
each job must be allocated to a band. Depending
on which band the job is placed in, the range of The grade of the top job – the ceiling set
factor levels that will help grade the job will be during the first step of the grading process –
different. determines the number of bands available to the
job being graded.
A band is determined by applying a series of
questions through a decision tree. This decision Smaller organisations have two managerial bands
tree has two purposes: to describe jobs: Bands 4M and 5BS. Large
organisations have an extra band for
 To assess the nature of the contribution of the
management: Band 5FS. This is shown in the
job in one of the pre-defined dual career paths
decision trees presented in the following pages.
(either management or individual contributor)
 To assess the level of this contribution

26 willistowerswatson.com
 3.1 Banding a Job – The GGS Decision Trees

In smaller organisations, (CEO graded 16 to 18), Band 5FS is not offered.

Decision tree

Note:
M represents Management bands (Bands 3M and 4M)
IC represents Individual Contributor bands (Bands 3IC and
4IC) BS represents Business Strategy (Band 5BS)

Global Grading System 4.2 27

 3.1 Banding a Job – The GGS Decision Trees

In larger organisations (CEO graded 19 and above), all bands are offered.
Decision tree

Note:
M represents Management bands (Bands 3M and 4M)
IC represents Individual Contributor bands (Bands 3IC and 4IC)
FS represents Functional Strategy (Band 5FS)
BS represents Business Strategy (Band 5BS)

28 willistowerswatson.com
 3.2 Managing People a Focus?

Managing People a Focus?

Objective – Separate jobs that have a focus on managing people from those whose
focus is on their technical expertise and individual contribution.

Yes (Go to page 30) No (Go to page 34)

 Jobs that contribute and achieve results  Individual contributors
“through others” (team, colleagues, etc.)
 The performance of the jobholder is  Jobs that are designed around profound
measured by the results of the team expertise rather than people
 The job is concentrated around managing management (deep technical experts)
projects and the performance of the
jobholder is measured by the
achievement of project milestones
 Jobs that manage people,
projects and/or processes
 Jobs that provide organisation-wide
functional leadership, not necessarily
through direct reports, but through
dotted- line reports*

Example jobs Example jobs

 Chief Financial Officer (CFO)  Financial Planning Analyst
 Head of Engineering  Engineer
 Customer Service Supervisor
 Customer Service Representative
 Plant Manager
 R&D Director  Plant Operator
 Lab Scientist
 Client Relationship Manager

The ‘weight’ of dotted-line reporting can be assessed through factors such as frequency and nature of
the communication, the coordination processes and area of influence.

Global Grading System 4.2 29

 3.3 Manage Professionals and/or Managers?

Manage Professional and/or Managers?

Objective – Separate managers and supervisors, for example, jobs that manage
professional and/or managers from jobs that supervise clerks/operators/technicians.

Yes (Go to page 31) No (Go to page 56 for Band 3M)

 Jobs that have full line management (hire,  Jobs that supervise operator, technician
fire, performance, salary decisions, etc.) and/or clerical jobs (regardless of the
responsibility for subordinates who are number of employees supervised)
required to have a university degree (or  Jobs that are typically the first line of
equivalent knowledge through experience) management contact for non-exempt
to fulfil their job employees
 Jobs that manage through subordinate  Jobs that provide guidance such as
managers/supervisors delegating work assignments

Example jobs Example jobs

 Chief Financial Officer (CFO)  Payroll Supervisor
 Engineering Works Manager  Engineering Team Leader
 Director/Head of Marketing  Marketing Production Work Leader
 Factory or Plant Manager  Warehouse Supervisor
 Area Sales Manager  Call Centre Supervisor

The 4M band covers managers below Heads The 3M band covers first-line management
of Function and/or those reporting to senior including supervisory jobs and junior
management where the jobs contribute to the managers where responsibility for support and/
organisation through leveraging the work of or technical staff represents a large proportion
others, typically through operational management of the job.
of a team(s).
Jobs with supervisory responsibility not regarded as
having full management status would not be
included here.

30 willistowerswatson.com
3.4 Set/Significantly Influence Organisational Functional Strategy?

Set or Significantly Influence Organizational Functional Strategy?

Objective – To separate jobs that are able to determine or significantly influence the
strategy of an organization function within a business unit

Yes (Go to page 32) No (Go to page 63 for Band 4M)

 Jobs that head up a corporate organisation  Sub-function heads that do not directly
function (i.e. Finance, HR, etc.) contribute to the strategy of an organisation
 Jobs that, although not managing an function
organisation function, have a significant  Jobs that are involved more in operational
influence on its strategic direction day-to-day management of team(s)

Example jobs Example jobs

 Chief Financial Officer (CFO)  Finance Team Leader
 Head of Engineering  Engineering Works Manager
 Head of Talent Management  Training Manager
 Head of IT Services & Architecture  Software Manager

Global Grading System 4.2 31

 3.5 Set/Significantly Influence Business Strategy?

Set or significantly Influence Business Strategy?

Objective – To separate jobs that determine or significantly influence business unit-wide
strategy

Yes (Go to page 33) No (Go to page 70 for Band 5FS)

 Jobs that are responsible for determining the  Jobs that do not directly contribute to the
business strategy for the Business Unit strategy of the Business Unit that the job is
within which the job is being graded or that being graded within
have a strong influence on it  Jobs that may directly influence the strategy
 Jobs that have a significant effect on the of an organisation function but not the
future of the Business Unit within which business as a whole
the job is being graded by determining or  Jobs that are more involved in the
strongly influencing decisions that will operational management of the Business
influence the entire organisation Unit that the job is being graded within
 Jobs that act as a member of the Executive
Team or with a comparable level of influence
 Jobs that have an influence over the whole
Business Unit within which the job is being
graded

Example jobs Example jobs

 Chief Financial Officer (CFO)  Financial Controller
 Director of Engineering  Head of Engineering
 Chief Operating Officer (COO)  Head of Facilities
 Head of R&D  Lead Scientist
 Head of Sales & Marketing  VP, Regional Marketing

32 willistowerswatson.com
 3.6 CEO/Business Unit Manager?

CEO/Business Unit Manager?

Objective – Identify the top job in the business for the GGS Business Unit that the job is
being graded within.

Yes (Job will be band 6) No (Go to page 77 for Band 5BS)

 The highest job in the organisation  Function heads, regardless of the size or
importance of the organisation function,
 The job holds Profit and Loss
and regardless of whether a member of
responsibility for the business unit
the board or not
 All other jobs

Example jobs Example jobs

 CEO  All other jobs below CEO or GGS
 Business Unit Head (of the GGS Business Business Unit Head
Unit that the job is being graded within)

There can only be ONE job within a Business If the Business Unit is defined as a specific
Unit which answers “yes” to the question below. Line of Business (such as Consumer Products),
then the CEO of that LOB would respond “yes”
As Global Grading allows for the creation of
to this question and all other Jobs within the
multiple Business Units, the answer to this
Consumer Products LOB would each
question is based on the Business Unit that the job
answer “no.”
is being graded within. If the Business Unit is
defined as the Parent entity, the CEO of the
organisation would respond “yes” to this question
and the four heads of lines of businesses within the
organisation would each answer “no.”

Global Grading System 4.2 33

 3.7 Specific Job Functional Knowledge?

Specific Job Functional Knowledge?

Objective – Separate those jobs that require knowledge or defined skills from other jobs that do not.

Yes (Go to page 35) No (Go to page 42 for Band 1)

 Jobs that require a specialised field  Jobs that contribute through providing
of knowledge a simple repetitive task
 Jobs that require knowledge of  Jobs that do not require specific training
processes, principles or procedures or education
essential to fulfil the job
 Jobs that have acquired knowledge
about the job and tasks, either
through specialised education or
training

Example jobs Example jobs

 Assembly Technician  Machine Operator
 Lab Technician  Lab Assistant
 Office Manager  Driver/Messenger
 Accountant  Data Entry/Filing Clerk
 Chief Engineer  Cleaner

Job functional knowledge is defined as “that level This knowledge requirement may be considered
of understanding in a body of specific knowledge in terms of technical or subject knowledge and
(e.g. tasks, guidelines, systems, principles) may be broad (general finance) or narrow (financial
required to perform the specific tasks associated accounting) in exact specifications depending on
with the job. the requirements of the job.
This level of knowledge may be linked with a
profession or specific job category and will not
typically be specific to a particular organisation,
industry or location of activity (e.g. country
or region).

34 willistowerswatson.com
 3.8 Independence in Applying Professional Expertise?

Independence in Applying Professional Expertise?

Objective – Separate the jobs that contribute by applying professional expertise from those
that contribute within a well-defined framework.

Yes (Go to page 36) No (Go to page 49 for Band 2)

 Jobs that are typically filled by qualified  Jobs that have clearly defined procedures
professionals who are expected to use their and tasks
judgement to apply expertise  Jobs that have defined guidelines to aid in
 Jobs that are expected to work decision making
independently with minimal supervision

Example jobs Example jobs

 Engineer  Assembly Technician
 Accountant  Accounting Clerk
 HR Business Partner  HR Administrative Assistant
 Senior Buyer  Customer Service Representative
 Research Scientist  Sales Forecast Analyst

Professional jobs, as compared to technical and The category ‘professionals’ includes specialists,
administrative jobs, are those typically requiring experts and technical ‘gurus’. All these jobs are
mastery of a specialised field of expertise, normally required to be fully conversant with procedures,
related to a professional qualification. In some policies, practices, systems and underlying
cases ‘professional qualification’ takes the form of principles of a particular field. Problems would
certification from a professional body but in other be resolved devising solutions from first
cases the term refers to a specialist university principles.
education at undergraduate level.

Global Grading System 4.2 35

 3.9 Subject Matter Expert?

Subject Matter Expert?

Objective – Separate the technical experts from other professionals.

Yes (Go to page 91 for Band 4IC) No (Go to page 84 for Band 3IC)
 Jobs that require deep technical expertise  Jobs that although highly professional, do not
have a specialised area of expertise on which
 Jobs that are professional/technical they are consulted
thought leaders
 Jobs that collect information for others to
 Jobs that are leaders in areas of specialised make decisions
knowledge
 Jobs that have few technical/professional
peers

Example jobs Example jobs

 Lead Engineer  Engineer
 Head of Government Bonds  Accountant
 Director of Compensation & Benefits  HR Manager
 Head of Customer Insights  Account Manager
 Chief Engineer  Quality Control Analyst

A subject matter expert (SME) (also sometimes software which would requires knowledge in
called a domain expert) is a job which requires two different domains, namely accounting
the job-holder to be a leading expert in a and software.
particular subject or technical topic.
This band should be thought of as representing a
The job requires a job holder with special spectrum running from specialists in a particular
knowledge or skills in a particular subject of subject area to the most renowned expert jobs
interest to the organisation, e.g. an accountant (e.g. gurus) requiring the highest levels of
is an expert in the domain of accountancy as expertise as expected of leading experts.
compared to the development of accounting

36 willistowerswatson.com
 Determining Career Paths

Develop guiding principles for determining individual contributor vs. management jobs

While the intended distinctions between the bands Willis Towers Watson’s baseline guidelines for
are clear, they have to be interpreted within the determining if a job is an individual contributor vs.
context of each organization before starting the a management job are below.
process of mapping jobs. Defining guiding
principles up front will help ensure consistent
application of GGS across the jobs that
are mapped.

Appropriate
Situation Principle career band
Job “manages” projects or Project management is a body of skills and expertise; project managers Individual
programs through teams of achieve work objectives by applying these skills and expertise to guide a Contributor Job
individuals who may not report team. At lower levels of project management, the focus is on professional
directly to them. project management skills, and individuals in these jobs may manage
multiple projects and/or projects with shorter duration.

At higher levels of project management, individuals in these jobs may be Management Job
managing large, sustained projects or programs, with dedicated teams to
support them.

Job “manages” a body of work Jobs that focus on “managing” a body of work or a process are applying Individual
within the organization that is individual expertise. Such jobs require that a job holder has a specific Contributor Job
large enough to constitute an level of knowledge or skills in a particular subject of critical value to the
organizational function or sub- organisation’s business strategy. There is no requirement on the job to
function. provide wider leadership beyond acting as the “custodian” of the
knowledge
Jobs that provide organisation-wide organisation functional or Management Job
sub-functional leadership, for the body of work. This will not be necessarily
through direct reports, but through dotted-line reports. The ‘weight’ of
dotted-line reporting can be assessed through factors such as frequency
and nature of the communication, the coordination processes and area
of influence.

Job “manages” long-term A job is achieving results through others if: Management Job
vendors and/or contractors.
 Work/job of the vendor/contractor is enduring
 Similar jobs elsewhere with-in the organization accomplish similar work
through internally-employed individuals
 Work includes monitoring the performance and directing the work of
individual contributors who are not managed by a person on the vendor/
contract side
 Work includes coaching and developing others for task completion,
performance or career growth.

A job is achieving results through application of individual expertise if: Individual

Contributor Job
 Work is focused on managing the parameters (e.g., service levels,
compliance, policy interpretation) of the contract/vendor relationship
(i.e., work is not focused on managing the vendor’s employees)
 The vendor/contract management job/work is short-term in nature,
intended to fill a temporary staffing gap, peak volume period or conduct
work on a specific short-term project.

Job has “matrix management” A job is achieving results through others if: Management Job
responsibilities.
 There is recognition within the organization that a person has
responsibility for “managing” individuals on a team
 The job is specifically accountable for the output and performance of a
team of individual contributors
 The job has significant influence on how the individuals under
management focus their time and energy
 There is frequent communication to discuss expectations and provide
performance feedback and coaching
 There is a high-degree of participation on formal management
responsibilities related to hiring, firing, performance reviews,
compensation decisions, etc.
A job is not achieving results through others if:
 The job does not have significant responsibilities for administrative Individual
aspects of people management (e.g., hiring, performance reviews, etc.) Contributor
 The job acts as a consultant to a team of individuals focused on a
particular body of work or project.

Global Grading System 4.2 37

38 willistowerswatson.com
4.0 Step Three
Grading a job
4.1 Overview 40

4.2 Band 1 – Factor Level Definitions 42

4.3 Band 2 – Factor Level Definitions 49

4.4 Band 3M – Factor Level Definitions 56

4.5 Band 4M – Factor Level Definitions 63

4.6 Band 5FS – Factor Level Definitions 70

4.7 Band 5BS – Factor Level Definitions 77

4.8 Band 3IC – Factor Level Definitions 84

4.9 Band 4IC – Factor Level Definitions 91

Global Grading System 4.2 39

 4.1 Overview

Once the organisation has been graded and Business Expertise

the job has been put into a band, the next step
is to evaluate the job through seven Grading This factor measures the job’s requirements for
Factors. These factors are the following: knowledge and expertise about the business rather
than about ‘technical expertise’. This is measured by
Job Functional Knowledge establishing gradients of knowledge of the work unit
to knowledge of the industry(ies) in which the
This factor measures the requirements for business functions.
knowledge of functional work and activities.
It measures this through a hierarchy of work  The factor moves from requiring understanding
extending from tasks to theory and practices. the activities of the team, to understanding the
In this factor ‘discipline’ refers to technical function, to understanding the broader business
expertise in a subject area, not business unit and through knowledge of the commercial
functioning which is covered by the ‘Business environment.
expertise’ factor.  This factor is intimately related to the job of the
job within the organisational hierarchy.
 The factor moves from pure knowledge of tasks However, although we could assume that the
(single step activities), to procedures further down the organisation chart the further
(multi-step activities), to principles (choice of the job is from the decision making jobs, this
procedures within broad categories) to theory should not be taken as a universal rule.
and practice (professional level knowledge of a
discipline). Leadership
 At the high end of the hierarchy, the factor
concentrates on the complexity of the This factor measures the requirements of the job for
Functional knowledge rather than on the degree providing leadership and guidance to others. It
of knowledge of that function. measures the nature and breadth of the leadership.
 This factor measures ‘authority’ level. It also
 Functions documented as the part of the
process in creating the Business Unit recognises the increasing complexity of exercising
framework (Business Unit, Function, Sub- authority in more diverse and
Function, Area, Team) are not necessarily wide-spread organisations. It tries to capture the
reflective of the specific subject knowledge informal authority often invested in Individual
addressed by this factor. When evaluating this Contributor jobs by virtue of the ‘job modelling’ that
factor for a job, the body of professional is expected at this level.
knowledge should be the key consideration.

40 willistowerswatson.com
 4.1 Overview

Problem Solving Area of Impact

This factor measures the level of mental skills This factor measures the area of impact which the
required, in order to perform a particular job and job has on the business by measuring the specific
the complexity of typical problems. organisational entities where the impact will be felt.
 The factor is measuring the mental agility  This factor measures the impact based on
required separated into elements of analysis, organisation segment and organisation
judgement and decision making. It also size.
examines the amount and type of defined  This factor tends to be associated with the job of
‘structure’ present for the job to rely upon in the job within the organisation chart. Although
solving problems faced in the job. knowing the location of the job can be useful
information, it should not by any means be the
Nature of Impact only guiding principle to evaluate this factor.
 Staff functions such as Finance or HR can
This factor measures how the job impacts the
impact the whole organisation as they cut
business by measuring the overall responsibility
across all its segments. However, not all jobs
associated with the job.
within these functions should be considered to
 The factor measures how a job affects the have such an impact. To level staff functions it is
business and focuses on the direct contribution particularly important to level this factor together
required. It moves from tangential support with the previous one (Nature of impact).
of other operations/activities, to accuracy of  Focusing on the impact of error should be
input (either in information or production), to avoided as it can overstate the contribution of the
the quality of input (accuracy and influence), to job in the organisation — mistakes can have far
shared accountability to primary operational and reaching effects well beyond the normal impact
strategic responsibility. of the job. Always assume the job is being
 Focusing on the impact of error should be performed competently.
avoided as it can overstate the contribution of
the job in the organisation - mistakes can have Interpersonal Skills
far reaching effects well beyond the normal
This factor measures the level and type of ‘people
impact of the job. Always assume the job is being
skills’ that are normally required in order to perform
performed competently.
a particular job.
 This factor measures the requirement for
interpersonal skills and should be judged on
the interaction with others over and above the
artificial constraints placed on direct superior/
subordinate exchanges.
 Incidental interactions that occur are not to be
considered. Only true requirements of the job
on an ongoing and regular basis should be
used to making selections.

Global Grading System 4.2 41

 4.2 Band 1 – Factor Level Definitions

Band 1: Job functional knowledge

1. Knowledge of a limited number of specific work tasks

 Requires no training or previous experience.
 The tasks are routine, repetitive and manual in nature and specific to the work of the team.
 The knowledge to perform the job can be obtained within days.

2. Knowledge of activities in own job; focus on (physical) skills gained

through training or experience
 Technical knowledge required is limited to the tasks performed in own job and is considered basic.
 The tasks are generally routine and manual.
 Some formal training or experience is required to perform the job effectively.

3. Full knowledge of activities and procedures of own job

 The job requires good understanding of work routines and procedures in own job.
 The technical procedures for this level are well defined.
 The job requires proficient knowledge of these procedures and how to apply them.
 The knowledge can only be acquired through formal training or considerable experience.

42 willistowerswatson.com
 4.2 Band 1 – Factor Level Definitions

Band 1: Business expertise

1. Little or none other than own job

 The job consists of a number of straightforward tasks which require only an understanding of
these tasks; thus there is no requirement to understand how the job fits into the business unit or
how it interacts with others even within the team.

2. Awareness of how the assigned duties contribute to the work of the team
 The job needs to be aware that the tasks relate to the work of others within the immediate team/
unit.

3. Good understanding of how the assigned duties contribute to the work of the team
 The job requires the understanding of how the assigned duties relate/integrate with the others in the
team/area.
 Basic knowledge of how the team organised is needed.

Global Grading System 4.2 43

 4.2 Band 1 – Factor Level Definitions

Band 1: Leadership

1. No supervisory responsibilities
 No supervisory responsibility other than self-management of own workload.
 Should the job have supervisory responsibility of any kind (including mentoring or on-the-job
training) it should be graded in a different band.

44 willistowerswatson.com
 4.2 Band 1 – Factor Level Definitions

Band 1: Problem solving

1. Uses common sense to complete tasks in straightforward situations

 The job needs to possess a basic level of common sense to complete routine tasks.
 Required to make simple choices of known things – decision making is limited. Problems that
may arise are not sufficiently complex as to require knowledge of technical procedures.

2. Uses simple judgement and defined procedures in straightforward situations

 The job is expected to follow detailed and defined rules/instructions and to make simple judgement
in straightforward situations typically having to select from defined and documented alternatives.
 The job requires a good knowledge and understanding of procedures, and the ability to evaluate
and select the correct solution to problems in order to complete the tasks.

3. Selects appropriate alternatives from defined options in a variety of work routines

 The job works within well-defined procedures that may involve a variety of work routines.
 The job will need to understand the procedures and have the capability to evaluate and select
the appropriate alternatives from defined options.
 The job requires the ability to make judgements based on the analysis of factual information.

Global Grading System 4.2 45

 4.2 Band 1 – Factor Level Definitions

Band 1: Nature of impact

1. Minimal impact
 The job has very limited impact.

2. Indirect impact
 The job has an indirect impact on results.

3. Small but direct impact through the accuracy of the tasks performed
 The job has limited but direct and measurable impact.
 Most of the impact is related to the accuracy of the tasks to be executed.
 Tasks involved are typically very specific and routine (e.g. recording or transaction-related service).

46 willistowerswatson.com
 4.2 Band 1 – Factor Level Definitions

Band 1: Area of impact

1. Primarily on own job

 The impact is primarily restricted to the work of the job only.

2. Primarily on own team

 The impact of the job is restricted to their own work team.
 The quality of the work produced will reflect on the performance and effectiveness of the team
as a whole.
 The quality and timeliness of the work produced by the individual will reflect on the effectiveness
of the team.

Global Grading System 4.2 47

 4.2 Band 1 – Factor Level Definitions

Band 1: Interpersonal skills

1. Ordinary/common courtesy
 The job requires clear verbal communication skills and common courtesy.

48 willistowerswatson.com
 4.3 Band 2 – Factor Level Definitions

Band 2: Job functional knowledge

1. Knowledge of activities in own job; focus on (physical) skills gained through

training or experience
 Technical knowledge required is limited to the tasks performed in own job and is considered basic.
 The tasks are generally routine and manual.
 Some training or experience is required to perform the job effectively.

2. Full knowledge of activities and procedures of own job

 The job requires good understanding of work routines and procedures in own job.
 The technical procedures for this level are well defined.
 The job requires proficient knowledge of these procedures and how to apply them.
 The knowledge will typically be acquired through a formal short training programme or
a familiarisation period of several months to develop the appropriate level of
experience.

3. Good understanding of procedures and concepts within own discipline

 The job requires a good knowledge and comprehensive understanding of the range of processes,
procedures and systems to be used in carrying out assigned tasks and a basic understanding of
the underlying concepts and principles upon which the job is based.
 The knowledge can be acquired through a combination of job-related training and considerable on-
the-job experience. The skills and knowledge level can be equivalent to a specialised level within
a skilled trade, but are generally non-theoretical skills.

Global Grading System 4.2 49

 4.3 Band 2 – Factor Level Definitions

Band 2: Business expertise

1. Good understanding of how the assigned duties contribute to the work of the team
 The job requires the understanding of how the assigned duties relate/integrate with the others in the
team/area.
 Basic knowledge of how the team is organised is needed.

2. Basic understanding of how the team integrates with others in

accomplishing the objectives of the area
 The job requires the understanding of how his assigned duties relate with the others in the team/
area, and how the team integrates with others in accomplishing the work of the area/organization
sub-function.
 Knowledge of the jobs and responsibilities of others in the team is needed to help the job achieve
his/her objectives.

3. Good understanding of how the team integrates with others in

accomplishing the objectives of the area
 The job requires a good understanding of how the team integrates with other teams in order
to achieve overall objectives of the area.
 This “integration” refers to the way teams coordinate their efforts and resources to achieve shared
and individual objectives.
 Where a job has broad responsibilities, it will need to have business acumen that goes beyond
the team.
 Jobs that involve communication and coordination of people and resources across different teams
will need to understand the way these complement and support each other.

50 willistowerswatson.com
 4.3 Band 2 – Factor Level Definitions

Band 2: Leadership

1. No supervisory responsibilities
 No supervisory responsibility.

2. Provides on-the-job training/support to new team members

 No supervisory responsibility but is designated to give on-the-job training guidance and support to new team members.
 On-the-job training refers to training on the specific tasks required to perform the job effectively
and the procedures to follow.

3. Allocates work as a team leader; may check on completion/quality

 Coordinates tasks for the team and may check on quality and work progress. May act as coach/
mentor.

Global Grading System 4.2 51

49
 4.3 Band 2 – Factor Level Definitions

Band 2: Problem solving

1. Uses simple judgement and defined procedures in straightforward situations

 The job is expected to follow detailed and defined rules/instructions and to make simple judgement
in straightforward situations typically having to select from defined and documented alternatives.
 The job requires a good knowledge and understanding of procedures, and the ability to evaluate
and select the correct solution to problems in order to complete the tasks.

2. Selects appropriate alternatives from defined options in a variety of work routines

 The job works within well-defined procedures that may involve a variety of work routines.
 The job will need to understand the procedures and have the capability to evaluate and select
the appropriate alternatives from defined options.
 The job requires the ability to make judgements based on the analysis of factual information.

3. Uses judgement based on practice and precedence

 The job requires the ability to make judgements based on practice and previous experience. This
requires the ability to assess the validity and applicability of previous or similar experiences and
evaluate options under circumstances that are not covered by procedures.

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 4.3 Band 2 – Factor Level Definitions

Band 2: Nature of Impact

1. Small but direct impact through the accuracy of the tasks performed
 The job has limited but direct and measurable impact.
 Most of the impact is related to the accuracy of the tasks to be executed.
 Tasks involved are typically very specific and routine (e.g. recording or transaction-related service).

2. Small but direct impact through the quality of the tasks/service provided by the individual
 The job has limited but direct impact by providing services/information on matters that assist others
in controlling or making decisions.
 The work is typically subject to standardised procedures and practices and the impact is related
to the quality of execution.

3. Direct impact by ensuring the quality of the task/services/information provided by

self and others
 The job has a direct impact through their responsibility for the quality of the tasks performed or
services provided.
 The tasks/services involved are closely related to the work of others and thus the quality and
timeliness of the service provided and work produced will have an impact on the effectiveness
of the team.

Global Grading System 4.2 53

 4.3 Band 2 – Factor Level Definitions

Band 2: Area of impact

1. Primarily on own job

 The impact is primarily restricted to the work of the job only.

2. Primarily on own team

 The impact of the job is restricted to their own work team.
 The quality of the work produced will refl on the performance and effectiveness of the team as
a whole.
 The quality and timeliness of the work produced by the individual will reflect on the
effectiveness of the team.

3. Primarily on closely related work teams

 The impact of the job is on their own immediate work team and may also have an impact on closely
related work teams whose activities are interdependent (i.e. part of a wider value chain of
activities).
 The performance of the work teams will be influenced by the performance of the individual with
the most immediate impact on their own work team.

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 4.3 Band 2 – Factor Level Definitions

Band 2: Interpersonal skills

1. Ordinary/common courtesy
 The job requires clear verbal communication skills and common courtesy.

2. Involves the regular exchange of information

 The job involves the regular exchange of information.
 There may be occasional handling of awkward contacts.
 Communication and the exchange of information is an important part of the job.

3. Information exchange requiring tact and diplomacy is a significant feature of the job
 The job must be able to exchange ideas and information effectively in a concise and logical
way, and be sensitive to audience diversity.
 The job also requires a degree of tact and diplomacy when dealing with others and
handling sensitive issues.

Global Grading System 4.2 55

 4.4 Band 3M – Factor Level Definitions

Band 3M: Job functional knowledge

1. Good understanding of procedures and concepts within own discipline

 The job requires a good knowledge and comprehensive understanding of the range of processes,
procedures and systems to be used in carrying out assigned tasks and a basic understanding of
the underlying concepts & principles upon which the job is based.
 The knowledge can be acquired through a combination of job-related training and
considerable on-the-job experience.
 The skills and knowledge level can be equivalent to a specialised level within a skilled trade, but
are generally non-theoretical skills.

2. Good understanding of procedures and concepts within own discipline and a

basic knowledge of these elements in other disciplines
 The job typically requires a university degree, or an extensive amount of practical knowledge
gained through experience.
 Job requires an understanding and application of procedures and concepts of own discipline.
 The requirement for a broader basic knowledge of other concepts and procedures implies the need
to understand them in context, how they sit within the business unit as a whole and how they relate
to own discipline.

3. In-depth understanding of concepts and principles in own discipline and a basic

knowledge of these elements in other disciplines
 The job requires professional knowledge gained through substantial applicable work experience, to
supplement formal knowledge, in order to apply principles and concepts of own discipline in
resolving issues as they arrive.
 Their level of proficiency enables them to:
(1)apply and consolidate specialist skills and knowledge and ensure essential procedures
are followed;
(2)help to define the standards and specifications around which others will operate

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 4.4 Band 3M – Factor Level Definitions

Band 3M: Business expertise

1. Good understanding of how the team integrates with others in

accomplishing the objectives of the area
 The job requires a good understanding of how the team integrates with other teams in order to
achieve overall objectives of the area.
 This “integration” refers to the way teams coordinate their efforts and resources to achieve shared
and individual objectives.
 Where a job has broad responsibilities, it will need to have business acumen that goes beyond
the team.
 Jobs that involve communication and coordination of people and resources across different teams
will need to understand the way these complement and support each other.

2. Basic understanding of how own area integrates within the organisation sub-function
 The job requires a basic understanding of their own area/organization sub-function and how it
interacts with others within the organisation sub-function.
 The work performed by the job is closely related to that of other areas to the extent that their
performance is subject to their understanding of how areas coordinate and contribute to the
achievement of the objectives of the organisation sub-function.

3. In-depth understanding of how own area integrates within the organisation

sub-function and basic commercial awareness
 The job requires a comprehensive understanding of how areas collectively integrate within the
organisation sub-function to contribute to achieving the goals of the business. The job also
requires a basic understanding of the industry sector in which it is operating. Performance is
subject to the understanding of how areas coordinate and contribute to the objectives of the
organisation sub-function.
 Basic commercial awareness relates to the need to be aware of the competition but with only
a superficial understanding of how each competitor differentiates themselves and with only
a limited understanding of latest developments or changes of market conditions in the
industry sector.

Global Grading System 4.2 57

 4.4 Band 3M – Factor Level Definitions

Band 3M: Leadership

1. Allocates work as a team leader; may check on completion/quality

 Coordinates tasks for the team and may check on quality and work progress.
 May act as coach/mentor.

2. Supervisory responsibilities, leadership of people in all work activities

 The job is responsible for providing training for members of the team, monitoring the quantity and
quality of the work in progress, coaching employees on performance and contributing to
employee pay decisions/changes.

3. Full supervisory responsibilities, contributing to the motivation/development of

team through professional leadership
 The job has full supervisory responsibility ensuring team members are motivated and capable
of delivering a professional service and a high level of performance.
 Professional leadership includes setting objectives, coaching employees in pursuit of those
objectives, appraisal of performance relative to objectives and determination of reward
outcomes.

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 4.4 Band 3M – Factor Level Definitions

Band 3M: Problem solving

1. Uses judgement based on practice and precedence

 The job requires the ability to make judgements based on practice and previous experience.
This requires the ability to assess the validity and applicability of previous or similar
experiences and evaluate options under circumstances that are not covered by procedures.

2. Uses judgement based on the analysis of information

 The job requires attention to detail in making evaluative judgements based on the analysis
of factual information.
 The job is expected to resolve problems by identifying and selecting solutions through the
application of acquired technical experience and will be guided by precedents.

3. Evaluates situations using multiple sources of information

 The job requires good analytical skills as well as evaluative judgement based on the analysis
of factual and qualitative information in complicated or novel situations.
 ‘Multiple sources of information’ refers to a diverse range of internal and external sources such as
procedures and practices (in other areas, teams, companies, etc).
 The complexity implied at this level of problem solving relates to the ability to filter, prioritise, analyse
and validate potentially complex and dynamic material.

Global Grading System 4.2 59

 4.4 Band 3M – Factor Level Definitions

Band 3M: Nature of impact

1. Direct impact by ensuring the quality of the task/services/information provided by

self and others
 The job has a direct impact through their responsibility for the quality of the tasks performed or
services provided.
 The tasks/services involved are closely related to the work of others and thus the quality and
timeliness of the service provided and work produced will have an impact on the effectiveness
of the team.

2. Through shared responsibility for volume, quality, timeliness of end results

 The job has an impact on the business by influencing decisions through advice, counsel or
facilitating services to others, or through joint accountability for the volume, quality and timeliness of
end results.
 The job will have no direct responsibility for the financial or resource planning of own area but
will have some kind of responsibility over the end results.

3. Through responsibility for delivery of end results, and contribution to planning,

finances/ budget and policy development
 The job has an impact on the business through providing value-added perspectives or advisory
services that are important to decision making, or through responsibility for the volume, quality and
timeliness of end results. The job has an impact on the business through joint influence over and
shared responsibility with more senior management for planning of resources, budgets and
policies.

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 4.4 Band 3M – Factor Level Definitions

Band 3M: Area of impact

1. Primarily on own team

 The impact of the job is restricted to their own work team.
 The quality of the work produced will refl on the performance and effectiveness of the team as
a whole.
 The quality and timeliness of the work produced by the individual will reflect on the
effectiveness of the team.

2. Primarily on closely related work teams

 The impact of the job is on their own immediate work team and may also have an impact on closely
related work teams whose activities are interdependent (i.e. part of a wider value chain of
activities). The performance of the work teams will be influenced by the performance of the
individual with the most immediate impact on their own work team.

3. Primarily on an area
 The impact of the job is on a work area such that the work and performance of all teams within the
area will be directly affected by the performance of the job, which will eventually impact the overall
performance and effectiveness of the organisation sub-function.

Global Grading System 4.2 61

 4.4 Band 3M – Factor Level Definitions

Band 3M: Interpersonal skills

1. Information exchange requiring tact and diplomacy is a significant feature of the job
 The job must be able to exchange ideas and information effectively in a concise and logical way,
and be sensitive to audience diversity.
 The job also requires a degree of tact and diplomacy when dealing with others and
handling sensitive issues.

2. Developed communication skills to exchange complex information

 Sound and comprehensive communication and diplomacy skills are required in order to
exchange complex information.
 ‘Complex’ information could include sensitive information or information that is difficult to
communicate because of its content or its audience.

3. Developed communication and diplomacy skills used to direct/persuade/influence

others
 Strong communication and diplomacy skills are required to guide, influence and convince others,
in particular colleagues in other areas/departments and external customers/agencies.

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 4.5 Band 4M – Factor Level Definitions

Band 4M: Job functional knowledge

1. In-depth understanding of concepts and principles in own discipline and a basic

knowledge of these elements in other disciplines
 The job requires professional knowledge gained through substantial applicable work experience, to
supplement formal knowledge, in order to apply principles and concepts of own discipline in
resolving issues as they arrive.
 Their level of proficiency enables them to:
(1)apply and consolidate specialist skills and knowledge and ensure essential procedures
are followed;
(2)help to define the standards and specifications around which others will operate.

2. Broad and comprehensive understanding of concepts and principles within own

discipline and knowledge of these elements in other disciplines
 Job requires a broad and comprehensive understanding of the concepts and principles in their
discipline. The requirement for a broader knowledge implies the need to understand other
concepts and principles in context in order to resolve issues that have an impact beyond
the discipline.

3. Broad and comprehensive understanding of concepts and principles in multiple disciplines

 Job requires a broad and comprehensive understanding in multiple disciplines relevant to the
business. Managerial jobs require an understanding of underlying business principles and the
impact of regulatory requirements (where applicable).
 The job is expected to establish strategic plans and/or operational programmes that require a sound
understanding of the underlying theories underpinning the disciplines.

Global Grading System 4.2 63

 4.5 Band 4M – Factor Level Definitions

Band 4M: Business expertise

1. In-depth understanding of how own area integrates within the organisation

sub-function and basic commercial awareness
 The job requires a comprehensive understanding of how areas collectively integrate within the
organisation sub-function to contribute to achieving the goals of the business. The job also
requires a basic understanding of the industry sector in which it is operating. Performance is
subject to the understanding of how areas coordinate and contribute to the objectives of
the sub-function.
 Basic commercial awareness relates to the need to be aware of the competition but with only
a superficial understanding of how each competitor differentiates themselves and with only a
limited understanding of latest developments or changes of market conditions in the
industry sector.

2. In-depth understanding of how own organisation sub-function integrates

within the organisation function and commercial awareness
 The job requires a comprehensive understanding of several organisation sub-functions and how
their processes and resources interact with the other organisation sub-functions to achieve the
functional objectives is required.
 A good understanding of the industry and commercial awareness is required to understand
the relative positioning of the company’s products and services versus the competition.
 Knowledge of challenges and changes in the sector and how they relate to the company is
also required.

3. In-depth knowledge of how own organisation function integrates within the

business unit, and of direct competitors (products/services)
 The job requires a comprehensive understanding of how all organisation sub-functions collectively
integrate within the organisation function to contribute to achieving the objectives of the business
unit. Also required is a comprehensive knowledge of the industry in order to contribute to the
commercial objectives of the business. This includes enabling the business unit to differentiate itself
from the competition.

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 4.5 Band 4M – Factor Level Definitions

Band 4M: Leadership

1. Management responsibilities for team of professionals (includes people,

budget and planning)
 The job has full management of a team, including management of people, defining jobs and
responsibilities, planning for the department’s future needs and operations, counselling employees
on performance and contributing to employee pay decisions/changes.

2. Management responsibility for multiple teams

 The job has full management responsibility including the management of numerous teams
of managers/professionals, planning for the teams’ future needs and operations.
 There will be financial accountability for independent budgets. This management-through-
managers implies the leadership of a sizeable team of professionals.

3. Management responsibilities for multiple teams doing diverse activities (cross discipline)
 The job has full management responsibilities as described above for more than one team involved
in various activities.
 In this context, diverse activities means those outside the core job family such as management for
IT or HR within a Finance job.
 The job has financial accountability for independent budgets.
 The existence of multiple teams implies that the part of the business unit managed by the job is co-
ordinated by several managers typically with their own independent budgets.

Global Grading System 4.2 65

 4.5 Band 4M – Factor Level Definitions

Band 4M: Problem solving

1. Uses judgement based on the analysis of information

 The job requires attention to detail in making evaluative judgements based on the analysis
of factual information.
 The job is expected to resolve problems by identifying and selecting solutions through the
application of acquired technical experience and will be guided by precedents.

2. Evaluates situations using multiple sources of information

 The job requires good analytical skills as well as evaluative judgement based on the analysis
of factual and qualitative information in complicated or novel situations.
 ‘Multiple sources of information’ refers to a diverse range of internal and external sources such as
procedures and practices (in other areas, teams, companies, etc).
 The complexity implied at this level of problem solving relates to the ability to filter, prioritise, analyse
and validate potentially complex and dynamic material.

3. Requires complex judgement based on advanced analytical thought

 The job covers a wide range of activities that require complex judgements and solutions based
on sophisticated analytical thought comparing and selecting complex alternatives.
 In-depth analysis with interpretative thinking will be required to define problems and
develop innovative solutions.
 Extensive research is usually called for, but it may not be conducted or even championed by
the individual.

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 4.5 Band 4M – Factor Level Definitions

Band 4M: Nature of impact

1. Through responsibility for delivery of end results, and contribution to planning,

finances/ budget and policy development
 The job has an impact on the business through providing value-added perspectives or
advisory services that are important to decision making, or through responsibility for the
volume, quality and timeliness of end results.
 The job has an impact on the business through joint influence over and shared responsibility
with more senior management for planning of resources, budgets and policies.

2. Through responsibility for planning, finances/budget, end results and setting policies
 The job has an impact on the business by exercising control over resources, policy formulation and planning.
 The job has primary accountability for the end results.

3. Through contribution to strategic decisions

 The job has an impact on the business by exercising control over sizeable resources, policy
formulating and planning of the function.
 The job has a significant influence over the future strategy. The job has a significant influence over the future strategy of the
area/organization sub-function and provides critical inputs to future strategy for the part of the organization that is managed.

Global Grading System 4.2 67

 4.5 Band 4M – Factor Level Definitions

Band 4M: Area of impact

1. Primarily on an area
 The impact of the job is on a work area such that the work and performance of all teams within the
area will be directly affected by the performance of the job, which will eventually impact the overall
performance and effectiveness of the organisation sub-function.

2. Primarily on an organsation sub-function

 The impact of the job is on an organisation sub-function.
 A ‘sizeable’ impact will imply that the job is either managing the organisation sub-function or
belongs to that organisation sub-function and has a big impact in terms:
(1) Size (people, revenue, budget) of organistion sub-function managed;
(2) Strategic influence on the organization function;
(3) Interaction with other organization sub-functions of the same organisation function to the extent
that their performance severely affects other organisation sub-functions’ performance.

3. Primarily on an organisation function

 The job has a sizeable impact on an entire organisation function.
 A ‘sizeable’ impact implies that the job is either managing the organisation function or belongs to
that organisation function/business unit and has a big impact in terms of:
(1) Size (people, revenue, budget) of organization function managed;
(2) Strategic influence on the organisation function;
(3) Interaction with other organisation functions to the extent that their performance severely affects
other organisation functions’ performance.

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 4.5 Band 4M – Factor Level Definitions

Band 4M: Interpersonal skills

1. Developed communication and diplomacy skills used to direct/persuade/influence others

 Strong communication and diplomacy skills are required to guide, influence and convince others,
in particular colleagues in other areas/departments and external customers/agencies.

2. Developed communication skills, ability to negotiate mainly internally and

often at higher levels
 The job needs to possess a very high level of communication skills, including interactive listening
in order to negotiate (mainly internally) with others often at a senior level.
 Jobs with managerial responsibilities for a large or complex team of professionals requiring
special communication skills are deemed to be functioning at this level.
 Some external communication is required, however it is not the primary focus of the job.

3. Developed communication skills to negotiate internally and externally at high levels

 The job requires developed communication skills and the ability to negotiate with a high level
of discretion (internally & externally) with others often at a senior level.
 The negotiations undertaken by the job will have an impact on the business unit and are
likely to involve both internal and external parties such as clients, government bodies and
other organisations.

Global Grading System 4.2 69

 4.6 Band 5FS – Factor Level Definitions

Band 5FS: Job functional knowledge

1. Broad and comprehensive understanding of theories and practices in a discipline

 The job requires a broad and comprehensive understanding of the different systems, theories
and practices relevant to a discipline.
 The knowledge will not have to be in-depth as the focus of the job is on the managerial rather
than the technical aspects within their discipline

2. Broad and comprehensive understanding of theories and practices in multiple

disciplines or a fast-changing discipline
 The job requires a broad and comprehensive understanding of the different systems, theories
and practices relevant to multiple disciplines or a fast-changing discipline.
 The need to understand multiple disciplines focuses on the knowledge requirements to manage
heterogeneous workforces with multiple stakeholders in line with broader strategic
considerations.
 Fast changing in this instance refers to the fundamental knowledge of the discipline itself as
opposed to the business environment.

3. Broad and comprehensive understanding of theories and practices in a

theory-based (scientific) discipline
 The job requires a broad and comprehensive understanding of different systems, theories
and practices relevant to a theory-based discipline.
 The job must keep abreast of new developments and innovations often supported by complex
theories, ground-breaking hypotheses or research and not by traditional, fully accepted standards
and methods.

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 4.6 Band 5FS – Factor Level Definitions

Band 5FS: Business expertise

1. In-depth understanding of how own organisation sub-function integrates

within the organisation function and commercial awareness
 The job requires a comprehensive understanding of several organisation sub-functions and
how their processes and resources interact with the other organisation sub-functions to
achieve the organisation functional objectives is required.
 A good understanding of the industry and commercial awareness is required to understand the
relative positioning of the company’s products and services versus the competition. Knowledge
of challenges and changes in the sector and how they relate to the company is also required.

2. In-depth knowledge of how own organisation function integrates within the

business unit and of direct competitors (products/services)
 The job requires a comprehensive understanding of how all organisation sub-functions
collectively integrate within the organisation function to contribute to achieving the objectives of
the business unit.
 Also required is a comprehensive knowledge of the industry in order to contribute to the
commercial objectives of the business. This includes enabling the business unit to differentiate
itself from the competition.

3. In-depth knowledge of multiple organisation functions’ contributions to achieving

business objectives and of industry/direct competitors’ strategies
 The job requires a comprehensive understanding of a significant part of the business unit (how
organisation functions operate, integrate, set targets and coordinate their efforts) together with
knowledge of the industry in which the company operates, including an understanding of
economic/ commercial/political issues affecting the industry.

Global Grading System 4.2 71

 4.6 Band 5FS – Factor Level Definitions

Band 5FS: Leadership

1. Management responsibility for a team of professionals

 The job has full management responsibility including the management of a team of
professionals, planning for the team’s future needs and operations.
 There will be financial accountability for an independent budget.

2. Management responsibility through subordinate managers

 The job has full management responsibility including the management of numerous teams
of managers/professionals, planning for the teams’ future needs and operations.
 There will be financial accountability for independent budgets.
 This management-through-managers implies the leadership of a sizeable team of professionals.

3. Management responsibility through subordinate managers performing diverse

activities
 The job has full management responsibility including the management of numerous teams of
managers/professionals across the spectrum of different activities within a major function, planning
for the teams’ future needs and operations.
 There will be financial accountability for independent budgets.

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 4.6 Band 5FS – Factor Level Definitions

Band 5FS: Problem solving

1. Requires complex judgement based on advanced analytical thought

 The job covers a wide range of activities that require complex judgements and solutions based
on sophisticated analytical thought comparing and selecting complex alternatives.
 In-depth analysis with interpretative thinking will be required to define problems and
develop innovative solutions.
 Extensive research is usually called for, but it may not be conducted or even championed by
the individual.

2. Leads the development of innovative solutions and/or is required to deliver the

solutions in a fast changing environment
 The job is typically expected to direct/lead the development of solutions that go beyond existing
precedents, assumptions or current knowledge of sophisticated disciplines and business
challenges.
 Solutions are expected to be innovative and designed to lead the organisation function (or
even business unit) into new directions, markets, channels or customer bases.
 A particular challenge may be the need to lead this development in a fast-changing environment
(e.g. markets, products, governments) where long-term planning or solution conception may be
difficult to achieve or manage.

3. Requires conceptual thinking in complex/completely new situations

 The job covers a wide range of activities requiring advanced judgement to develop new solutions.
 Conclusions are typically drawn through a consequence of sequential analysis based on
extensive research (that will typically be championed by the job).
 The use of ground-breaking/very innovative methods is an important part of the job.

Global Grading System 4.2 73

 4.6 Band 5FS – Factor Level Definitions

Band 5FS: Nature of impact

1. As part of a support organisation function

 An organisation function is considered ‘support’ if:
(1) The organisation function facilitates the work done by other organisation functions by
providing support/infrastructure to produce an impact on the business.
(2) Performance may not be clearly measured by business performance indicators as there is
an indirect relationship.

2. As part of a key organisation function

 An organisation function is considered ‘key’ if:
(1) The work delivered by the organisation function is part of the core business process.
Includes organisation functions which deliver the core business service or product(s), typically
generating revenue, as opposed to supporting or providing infrastructure for those core
processes.
(2) Or, the work delivered by the organisation function is not part of the core business process
but has a direct influence and changes in the performance of the organisation function has a
sizeable impact on the end results of the business unit.

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 4.6 Band 5FS – Factor Level Definitions

Band 5FS: Area of impact

1. Primarily on part of an organisation function

 The job has a sizeable impact on part of an organisation function.
 A ‘sizeable’ impact implies that the job is either managing an important part of the organisation
function or has a major impact in terms of:
(1) Size (people, revenue, budget) of the organization function managed;
(2) Strategic influence on the organisation function;
(3) Interaction with other areas of the same organisation function to the extent that their
performance severely affects other organization functions’ performance.

2. Primarily on an organisation function

 The job has a sizeable impact on an entire organisation function.
 A ‘sizeable’ impact implies that the job is either managing the organisation function or belongs to
that organisation function/business unit and has a big impact in terms of:
(1) Size (people, revenue, budget) of organiisation function managed;
(2) Strategic influence on the organisation function;
(3) Interaction with other organisation functions to the extent that their performance severely affects
other organization functions’ performance.

Global Grading System 4.2 75

 4.6 Band 5FS – Factor Level Definitions

Band 5FS: Interpersonal skills

1. Communication skills required to manage team of professionals

 The job requires developed communication skills and the ability to negotiate and influence
within their team with a high level of discretion.
 The job will need to be an empathetic communicator to effectively manage their team and resources.

2. High level of sensitivity to audience to modify the beliefs/opinions

 The job will have sound communication skills to enable them to modify the beliefs and opinions
of their teams and other peers in the business unit.
 Establishing effective collaborative relations with other departments within the business unit or
external organisations is a critical part of the job.
 Their ability to do this successfully will greatly impact on the job’s overall effectiveness.

3. Skilled communicator who influences and negotiates with great latitude on outcomes
 The job will be a convincing and persuasive communicator who is capable of influencing a wide
range of audience and may represent a major function in external events.
 The focus of the job will be to present and defend complicated or delicate issues that will have an
important impact on the business.
 The job is likely to be involved in both internal and external negotiations which will have a
major impact on the function, and possibly the entire business unit.

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 4.7 Band 5BS – Factor Level Definitions

Band 5BS: Job functional knowledge

1. Broad and comprehensive understanding of theories and practices in a discipline

 The job requires a broad and comprehensive understanding of the different systems, theories
and practices relevant to a discipline.
 The knowledge will not have to be in-depth as the focus of the job is on the managerial rather
than the technical aspects within their discipline.

2. Broad and comprehensive understanding of theories and practices in multiple

disciplines or a fast-changing discipline
 The job requires a broad and comprehensive understanding of the different systems, theories
and practices relevant to multiple disciplines or a fast-changing discipline.
 The need to understand multiple disciplines focuses on the knowledge requirements to manage
heterogeneous workforces with multiple stakeholders in line with broader strategic
considerations.
 Fast changing in this instance refers to the fundamental knowledge of the discipline itself as
opposed to the business environment.

3. Broad and comprehensive understanding of theories and practices in a

theory-based (scientific) discipline
 The job requires a broad and comprehensive understanding of different systems, theories
and practices relevant to a theory-based discipline.
 The job must keep abreast of new developments and innovations often supported by complex
theories, ground-breaking hypotheses or research and not by traditional, fully accepted standards
and methods.

Global Grading System 4.2 77

 4.7 Band 5BS – Factor Level Definitions

Band 5BS: Business expertise

1. In-depth knowledge of how own organisation function integrates within the

business unit and of direct competitors (products and services)
• The job requires a comprehensive understanding of how all organisation sub-functions
collectively integrate within the organisation function to contribute to achieving the objectives of
the business unit.
• Also required is a comprehensive knowledge of the industry in order to contribute to the
commercial objectives of the business.
• This includes enabling the business unit to differentiate itself from the competition.

2. In-depth knowledge of multiple organisation functions’ contributions to achieving

business objectives and of industry/direct competitors’ strategies
• The job requires a comprehensive understanding of a significant part of the business unit (how
functions operate, integrate, set targets and coordinate their efforts) together with knowledge of
the industry in which the company operates, including an understanding of economic/commercial/
political issues affecting the industry.

3. Understanding of total business unit and in-depth knowledge of

industry and commercial environment
• The job requires a comprehensive understanding of the total business unit (how all organisation
functions operate, integrate, set targets and coordinate their efforts) together with an in-depth
knowledge of the industry in which the company operates, including a thorough understanding
of economic/ commercial/political issues affecting the industry.

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Band 5BS: Leadership

1. Management responsibility for a team of professionals

 The job has full management responsibility including the management of a team of
professionals, planning for the team’s future needs and operations.
 There will be financial accountability for an independent budget.

2. Management responsibility through subordinate managers

 The job has full management responsibility including the management of numerous teams of
managers/professionals, planning for the teams’ future needs and operations. There will be financial
accountability for independent budgets.
 This management-through-managers implies the leadership of a sizeable team of professionals.

3. Management responsibilities for very diverse activities within a major part of the
business unit, through subordinate managers
 The job has full management responsibility including the management of numerous teams of
managers/professionals performing very diverse activities for a major part of the business unit,
planning for the teams’ future needs and operations.
 There will be financial accountability for independent budgets.

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 4.7 Band 5BS – Factor Level Definitions

Band 5BS: Problem solving

1. Requires complex judgement based on advanced analytical thought

 The job covers a wide range of activities that require complex judgements and solutions based
on sophisticated analytical thought comparing and selecting complex alternatives.
 In-depth analysis with interpretative thinking will be required to define problems and
develop innovative solutions.
 Extensive research is usually called for, but it may not be conducted or even championed
by the individual.

2. Leads the development of innovative solutions and/or is required to deliver the

solutions in a fast changing environment
 The job is typically expected to direct/lead the development of solutions that go beyond
existing precedents, assumptions or current knowledge of sophisticated disciplines and
business challenges.
 Solutions are expected to be innovative and designed to lead the organisation function (or
even business unit) into new directions, markets, channels or customer bases.
 A particular challenge may be the need to lead this development in a fast-changing environment
(e.g. markets, products, governments) where long-term planning or solution conception may be
difficult to achieve or manage.

3. Requires conceptual thinking in complex/completely new situations

 The job covers a wide range of activities requiring advanced judgement to develop new solutions.
 Conclusions are typically drawn through a consequence of sequential analysis based on
extensive research (that will typically be championed by the job).
 The use of ground-breaking/very innovative methods is an important part of the job.

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Band 5BS: Nature of impact

1. Through responsibility for a support organisation function

 An organisation function is considered ‘support’ if:
(1) The organisation function facilitates the work done by other organisation functions by
providing support/infrastructure to produce an impact on the business.
(2) Performance may not be clearly measured by business performance indicators as there is
an indirect relationship.

2. Through responsibility for a key organisation function

 An organisation function is considered ‘key’ if:
(1) The work delivered by the organisation function is part of the core business process.
Includes organisation functions which deliver the core business service or product(s), typically
generating revenue, as opposed to supporting or providing infrastructure for those core
processes;
(2) Or, the work delivered by the organisation function is not part of the core business process but
has a direct influence and changes in the performance of the function has a sizeable impact on
the end results of the business unit.

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 4.7 Band 5BS – Factor Level Definitions

Band 5BS: Area of impact

1. Primarily on an organisation function

 The job has a sizeable impact on an entire organisation function.
 A ‘sizeable’ impact implies that the job is either managing the organisation function or belongs to
that organisation function/business unit and has a big impact in terms of:
(1) Size (people, revenue, budget) of organisation function managed;
(2) Strategic influence on the organisation function;
(3) Interaction with other organisation functions to the extent that their performance severely affects
other organization functions’ performance.

2. Primarily on the entire business unit as a member of the executive leadership team
 A job with a ‘sizeable’ impact on a business unit will either manage a major organisation function
(or number of organisation functions) or will be part of the senior leadership team of the business
unit with a place on the key decision making body of that unit.

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Band 5BS: Interpersonal skills

1. High level of sensitivity to audience to modify the beliefs/opinions

 The job will have sound communication skills to enable them to modify the beliefs and opinions
of their teams and other peers in the business unit.
 Establishing effective collaborative relations with other departments within the business unit or
external organisations is a critical part of the job.
 Their ability to do this successfully will greatly impact on the job’s overall effectiveness.

2. Skilled communicator who influences and negotiates with great latitude on outcomes
 The job will be a convincing and persuasive communicator who is capable of influencing a wide
range of audience and may represent a major function in external events.
 The focus of the job will be to present and defend complicated or delicate issues that will have an
important impact on the business.
 The job is likely to be involved in both internal and external negotiations which will have a
major impact on the function, and possibly the entire business unit.

3. Skilled communicator who influences and shapes the image of the business unit
(perhaps the industry)
 The job represents the company at external events.
 The job has to have highly developed communication skills to shape the image of the company.
 The focus of the job will be to present and defend complicated or delicate issues that will have an
important impact on the business unit.

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 4.8 Band 3IC – Factor Level Definitions

Band 3IC: Job functional knowledge

1. Good understanding of procedures and concepts within own discipline

 Job requires a good knowledge and comprehensive understanding of the range of processes,
procedures and systems to be used in carrying out assigned tasks and a basic understanding of
the underlying concepts & principles upon which the job is based.
 The knowledge can be acquired through a combination of job-related training and
considerable on-the-job experience.
 The skills and knowledge level can be equivalent to a specialised level within a skilled trade, but
are generally non-theoretical skills.

2. Good understanding of procedures and concepts within own discipline and a

basic knowledge of these elements in other disciplines
 The job typically requires a university degree, or an extensive amount of practical knowledge
gained through experience.
 Job requires an understanding and application of procedures and concepts of own discipline.
 The requirement for a broader basic knowledge of other concepts and procedures implies the need
to understand them in context, how they sit within the business unit as a whole and how they relate
to own discipline.

3. In-depth understanding of concepts and principles in own discipline and a basic

knowledge of these elements in other disciplines
 The job requires professional knowledge gained through substantial applicable work experience, to
supplement formal knowledge, in order to apply principles and concepts of own discipline in
resolving issues as they arrive.
 Their level of proficiency enables them to:
(1) Apply and consolidate specialist skills and knowledge and ensure essential procedures
are followed;
(2) Help to define the standards and specifications around which others will operate.

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Band 3IC: Business expertise

1. Good understanding of how the team integrates with others in

accomplishing the objectives of the area
 The job requires a good understanding of how the team integrates with other teams in order to
achieve overall objectives of the area. This “integration” refers to the way teams coordinate their
efforts and resources to achieve shared and individual objectives.
 Where a job has broad responsibilities, it will need to have business acumen that goes beyond
the team.
 Jobs that involve communication and coordination of people and resources across different teams
will need to understand the way these complement and support each other.

2. Basic understanding of how own area integrates within the organisation sub-function
 The job requires a basic understanding of their own area/organization sub-function and how it
interacts with others within the organisation sub-function.
 The work performed by the job is closely related to that of other areas to the extent that their
performance is subject to their understanding of how areas coordinate and contribute to the
achievement of the objectives of the organisation sub-function.

3. In-depth understanding of how own area integrates within the organisation sub-
function and basic commercial awareness
 The job requires a comprehensive understanding of how areas collectively integrate within
the organisation sub-function to contribute to achieving the goals of the business.
 The job also requires a basic understanding of the industry sector in which it is operating.
Performance is subject to the understanding of how areas coordinate and contribute to the
objectives of the organisation sub-function.
 Basic commercial awareness relates to the need to be aware of the competition but with only a
superficial understanding of how each competitor differentiates themselves and with only a
limited understanding of latest developments or changes of market conditions in the industry
sector.

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 4.8 Band 3IC – Factor Level Definitions

Band 3IC: Leadership

1. No supervisory responsibility
 No supervisory responsibility.

2. Provides on-the-job training/support to new team members

 No supervisory responsibility but provides informal guidance and support to new team members.
 On-the-job training refers to training on the specific tasks required to perform the job effectively
and the procedures to follow.

3. Mentors junior team members

 The job will act as an advisor and coach to mentor junior members of the team.

4. Allocates/coordinates work within the team/project and/or contributes to

technical/ professional direction for a discipline
 The job is responsible for handling day-to-day staff management issues, including
resource management and allocation of work.
 In pure technical/professional job, the job has an advisory job and/or influence over the direction of a
discipline that is key to the business unit.
 The decisions the job influences or advises on at this level will make a contribution to determining
technical/professional developments.

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Band 3IC: Problem solving

1. Uses judgement based on practice and precedence

 The job requires the ability to make judgements based on practice and previous experience.
This requires the ability to assess the validity and applicability of previous or similar
experiences and evaluate options under circumstances that are not covered by procedures.

2. Uses judgement based on the analysis of information

 The job requires attention to detail in making evaluative judgements based on the analysis
of factual information.
 The job is expected to resolve problems by identifying and selecting solutions through the
application of acquired technical experience and will be guided by precedents

3. Evaluates situations using multiple sources of information

 The job requires good analytical skills as well as evaluative judgement based on the analysis
of factual and qualitative information in complicated or novel situations.
 ‘Multiple sources of information’ refers to a diverse range of internal and external sources such as
procedures and practices (in other areas, teams, companies, etc).
 The complexity implied at this level of problem solving relates to the ability to filter, prioritise, analyse
and validate potentially complex and dynamic material.

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 4.8 Band 3IC – Factor Level Definitions

Band 3IC: Nature of impact

1. Small but direct impact through the quality of the tasks/service provided by the
individual
 The job has limited but direct impact by providing services/information on matters that assist others
in controlling or making decisions.
 The work is typically subject to standardised procedures and practices and the impact is related
to the quality of execution.

2. Direct impact by ensuring the quality of the task/services/information provided by

self and others
 The job has a direct impact through their responsibility for the quality of the tasks performed or
services provided.
 The tasks/services involved are closely related to the work of others and thus the quality and
timeliness of the service provided and work produced will have an impact on the effectiveness of
the team.

3. Inputs to decisions within own discipline

 The job has an impact by influencing decisions through advice, counsel or facilitating services
to others in area of specialisation.

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Band 3IC: Area of impact

1. Primarily on own team

 The impact of the job is restricted to their own work team.
 The quality of the work produced will reflect on the performance and effectiveness of the
team as a whole.
 The quality and timeliness of the work produced by the individual will reflect on the
effectiveness of the team.

2. Primarily on closely related work teams

 The impact of the job is on their own immediate work team and may also have an impact on closely
related work teams whose activities are interdependent (i.e. part of a wider value chain of
activities).
 The performance of the work teams will be influenced by the performance of the individual with
the most immediate impact on their own work team.

3. Primarily on an area
 The impact of the job is on a work area such that the work and performance of all teams within the
area will be directly affected by the performance of the job, which will eventually impact the overall
performance and effectiveness of the organisation sub-function.

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 4.8 Band 3IC – Factor Level Definitions

Band 3IC: Interpersonal skills

1. Information exchange requiring tact and diplomacy is a significant feature of the job
 The job must be able to exchange ideas and information effectively in a concise and logical way,
and be sensitive to audience diversity.
 The job also requires a degree of tact and diplomacy when dealing with others and
handling sensitive issues.

2. Developed communication skills to exchange complex information

 Sound and comprehensive communication and diplomacy skills are required in order to
exchange complex information.
 ‘Complex’ information could include sensitive information or information that is difficult to
communicate because of its content or its audience.

3. Developed communication and diplomacy skills used to direct/persuade/influence

others
 Strong communication and diplomacy skills are required to guide, influence and convince others,
in particular colleagues in other areas/departments and external customers/agencies.

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Band 4IC: Job functional knowledge

1. Specialist in a discipline
 The job requires expertise within a discipline in a specialised field.
 There are typically multiple people within the business unit who provide the same level of
subject matter expertise.
 These jobs tend to be divided along product, service or geographic lines.
 The job provides technical guidance and direction for his/her area of specialisation.

2. Expert in a discipline
 As a key expert, the job requires in-depth knowledge and understanding within one discipline.
 They are regarded within the business unit as a technical ‘expert’ in their particular field. It is a
requirement of the job that the job is an acknowledged authority both within and outside his/her
area of expertise.
 There is typically a small number of people in the business unit who provide the same level
of subject matter expertise.

3. ‘Guru’/internal/external recognised expert in discipline that is key to the business unit

 The job requires a broad and comprehensive understanding of the field.
 They are considered a “guru” and recognised for their technical expertise maybe even beyond
the business unit itself.
 The job is a recognised resource for innovation or ground-breaking developments.

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 4.9 Band 4IC – Factor Level Definitions

Band 4IC: Business expertise

1. In-depth understanding of how own discipline integrates with the organisation

function and basic commercial awareness
 The job requires a comprehensive understanding of how areas collectively integrate within
the organisation sub-function to contribute to achieving the goals of the business.
 The job also requires a basic understanding of the industry sector in which it is operating.
 Performance is subject to the understanding of how areas coordinate and contribute to the
objectives of the organisation sub-function.
 Basic commercial awareness relates to the need to be aware of the competition but with only a
superficial understanding of how each competitor differentiates themselves and with only a
limited understanding of latest developments or changes of market conditions in the industry
sector.

2. Good knowledge of how own discipline contributes to the business unit and
good understanding of competitors (products/services)
 The job requires a good knowledge of how it contributes to the goals in the business unit.
 This requires comprehensive knowledge of several organization sub-function within a function and
how their processes and resources interact with the other areas within an organisation function to
achieve the organisation functional objectives.
 A good understanding of the industry is also necessary along with a knowledge of how
the competition aims to differentiate itself.

3. In-depth knowledge of how own discipline contributes to the business unit and
good understanding of the commercial environment/market
 The job requires a comprehensive understanding of how it contributes to achieving the
objectives of the business unit. Also required is a very good working knowledge of the industry
in order to contribute to the commercial objectives of the business unit.

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Band 4IC: Leadership

1. No supervisory responsibility or may mentor junior team members

 No supervisory responsibility but the job may act as an advisor and coach to mentor junior
members of the team.

2. Allocates/coordinates work within the team/project and/or contributes to

technical/ professional direction for a discipline
 The job is responsible for handling day-to-day staff management issues, including
resource management and allocation of work.
 In pure technical/professional job, the job has an advisory job and/or influence over the direction of a
discipline that is key to the business unit.
 The decisions the job influences or advises on at this level will make a contribution to determining
technical/professional developments.

3. Thought leadership in a discipline that is key to the business unit

 The job has responsibility for setting the technical/professional direction of an area of expertise that
is key to the business unit.
 The decisions made at this level will determine technical/professional developments and the
strategy for the discipline.

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 4.9 Band 4IC – Factor Level Definitions

Band 4IC: Problem solving

1. Evaluates situations using multiple sources of information

 The job requires good analytical skills as well as evaluative judgement based on the analysis
of factual and qualitative information in complicated or novel situations.
 ‘Multiple sources of information’ refers to a diverse range of internal and external sources such as
procedures and practices (in other areas, teams, companies, etc).
 The complexity implied at this level of problem solving relates to the ability to filter, prioritise, analyse
and validate potentially complex and dynamic material.

2. Requires complex judgement based on advanced analytical thought

 The job covers a wide range of activities that require complex judgements and solutions based
on sophisticated analytical thought comparing and selecting complex alternatives.
 In-depth analysis with interpretative thinking will be required to define problems and develop
innovative solutions. Extensive research is usually called for, but it may not be conducted or
even championed by the individual.

3. Requires conceptual and innovative thinking to develop ground-breaking solutions

 The job covers a wide range of activities requiring advanced judgement to develop new solutions.
 Conclusions are typically drawn through a consequence of sequential analysis based on
extensive research (that will typically be championed by the job).
 The job is typically required to think beyond the existing solutions, assumptions or current
knowledge of sophisticated areas. The use of ground-breaking/very innovative methods is an
important part of the job.

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Band 4IC: Nature of impact

1. Inputs to decisions within own discipline

 The job has an impact by influencing decisions through advice, counsel or facilitating services
to others in area of specialisation.

2. Inputs to strategy within own discipline

 The job has an impact on the business through contribution to professional/technical direction and
strategic decisions for the area of specialty.
 This contribution necessitates a degree of responsibility over the professional/technical strategy.
 Jobs that only provide some help should be graded on the first level for this factor.

3. By setting strategy within own discipline

 The job has an impact on the business through making decisions that determine professional/
technical approaches and strategies for the area of specialty.
 The job will be ultimately responsible for the strategic direction of a professional/technical area.

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 4.9 Band 4IC – Factor Level Definitions

Band 4IC: Area of impact

1. Primarily on an area
• The impact of the job is on a work area such that the work and performance of all teams within the
area will be directly affected by the performance of the job, which will eventually impact the overall
performance and effectiveness of the organisation sub-function.

2. Primarily on an organisation sub-function

• The impact of the job is on an organisation sub-function.
• A ‘sizeable’ impact will imply that the job is either managing the organisation sub-function or
belongs to that organisation sub-function and has a big impact in terms:
(4) Strategic influence on the organisation sub-function;
(5) Interaction with other organization sub-functions of the same function to the extent that their
performance severely affects other organisation sub-functions’ performance.

3. Primarily on an organisation function

• The job has a sizeable impact on an entire organisation function.
• A ‘sizeable’ impact implies that the job is either managing the organisation function or belongs to
that organisation function/business unit and has a big impact in terms of:
(1) Strategic influence on the organisation function;
(2) Interaction with other organisation functions to the extent that their performance severely affects
other team’s performance.

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Band 4IC: Interpersonal skills

1. Developed communication and diplomacy skills used to direct/persuade/influence others

 Strong communication and diplomacy skills are required to guide, influence and convince others,
in particular colleagues in other areas/departments and external customers/agencies.

2. Developed communication skills, ability to negotiate mainly internally and

often at higher levels
 The job needs to possess a very high level of communication skills, including interactive listening
in order to negotiate (mainly internally) with others often at a senior level.
 Jobs with managerial responsibilities for a large or complex team of professionals requiring
special communication skills are deemed to be functioning at this level.
 Some external communication is required, however it is not the primary focus of the job.

3. Developed communication skills to negotiate internally and externally at high levels

 The job requires developed communication skills and the ability to negotiate with a high level
of discretion (internally & externally) with others often at a senior level.
 The negotiations undertaken by the job will have an impact on the business unit and are
likely to involve both internal and external parties such as clients, government bodies and
other organisations.

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5.0 Glossary
5.1 Description of Key Terms Used 100

5.2 Band Structure of Global Grading System 106

Global Grading System 4.2 99

 5.1 Description of Key Terms Used

Term Description Where to find it

in the system
Business expertise:
Area A subset of an organisation sub-function. An example of this might be the
Bands 2, 3M, 3IC, 4M
accounts receivable area which is a subset of the Accounting sub-function.
Area of impact:
Bands 3M, 3IC,
4M, 4IC

Business Unit An entity that has: Referenced whenever

recording, grading
 a discernible P&L
or setting up a job.
 most or all of the main organisational functions (including
Business Units are
Production, Logistics, Sales & Marketing, Finance, IT, HR)
set up and sized
 accountability for shaping its own strategic direction
via the Tools tab in
the system –
further details
contained in
our Navigation
Guide for users

Complicated or Situations where more than the normal procedures and activities are Problem solving:
novel situations required. There will likely be a need to adapt and develop new solutions; may Bands 3M, 3IC,
require a higher level of Functional knowledge. 4M, 4IC

Diverse activities Diverse activities have different sets of supporting concepts and principles. Leadership: Bands
Accounting and Information Technology would be considered diverse 4M, 5FS, 5BS
activities. Recruiting and training would be considered similar activities.

External events Events produced outside the company include conferences, seminars, Interpersonal skills:
public relations events, trade marketing events, etc. Bands 5FS, 5BS

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Term Description Where to find it

in the system
In order to be considered fast changing, the fundamental knowledge of Functional
Fast
the discipline area must be continually changing or have significant knowledge: Bands
changing
new developments at least every year. 5FS, 5BS
discipline
Interpretations of ‘fast changing’ may differ between industries so some
caution is needed to ensure the definition across different disciplines
is consistent.
For example, within a global banking organisation, Treasury from a global
outlook may be seen as ‘fast changing’ against other areas of Functional
knowledge in the business. However, in the case of a divisional Banking
perspective or non-finance sector organisation, Treasury may be seen as a
far less complex and much more static.

Fast Environment in which the market, products, services, customer needs, Problem solving:
changing competition and governing laws and legislation, regularly change on at least Bands 5FS, 5BS
environment an annual basis.
For example, many standards related to corporate governance are currently
under scrutiny. While at this point in time many things are changing, it is not a
regular occurrence and thus would not be considered a fast changing area.
Alternatively, problem solving may be needed in a ‘fast changing environment’
when the sheer number of responsibilities/activities a job has means that the
constant operational pace of the job adds an extra dimension of rapid
change (for example, some COO jobs may be required to work across a number
of different operational and support areas, thereby creating a ‘fast changing
environment’).

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 5.1 Description of Key Terms Used

Term Description Where to find it

in the system
Within technical areas, there is a difference between the normal application Functional
Groundbreaking
of technical expertise and a requirement for true innovation on a regular knowledge: Bands
/ innovative
basis. ‘Groundbreaking’ indicates that a job must be a recognised source of 4IC, 5FS, 5BS
product/technical leadership within both an industry and an organisation.

Guru An externally acknowledged expert or thought leader in a key technical Functional knowledge:
or knowledge area. Band 4IC

Key Key organisation functions are those that are closest to the core business Nature of impact:
organisation process and are seen to be driving the core business process. Bands 5FS, 5BS
function
Typical examples include Sales, Marketing, Manufacturing, and Research
and Development.
See additional detail in the Business Analysis section of the GGS User
Guide.

Mentor A job that is expected to work closely with junior team members and serve Leadership: Bands 2,
as a support resource and guide. Mentors will not necessarily monitor 3M, 3IC, 4IC
regular daily work but will make themselves regularly available for advice
and counsel.

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Term Description Where to find it

in the system
A subset of an organisation/business unit. Functions are often indicated Business expertise:
Organisation
through the direct reports to a CEO (i.e. Finance, Sales, Marketing, etc) Bands 4M, 4IC, 5FS,
function
and will encompass multiple different sub-functions, areas and teams. 5BS
Some caution is required when establishing the definitions of a function. See Area of impact:
additional detail in the Business Analysis section of the GGS User Guide. Bands 4M, 4IC,
5FS, 5BS

Organisation A subset of an organisation function. As an example, accounting would Business expertise:

sub-function commonly be seen as an organisation sub-function and finance would be seen Bands 3M, 3IC,
as an organisation function. 4M, 5FS
See additional detail in the Business Analysis section of the GGS User Area of impact:
Guide. Bands 4M, 4IC

Practices Customary application of the body of knowledge within a discipline. Functional knowledge:
Bands 5FS, 5BS

Principles The comprehensive and fundamental bases of a discipline which serve as Functional
a broad guide to understanding the objectives of the discipline. knowledge: Bands
3M, 3IC, 4M

Procedure A sequence of predetermined steps or rules that managers and employees Functional
must respect and work within in the context of their work and in how they knowledge: Bands
solve problems. Procedures are most typically formal and written but can 1, 2, 3M, 3IC
also be informal and undocumented.
Problem solving:
Bands 1, 2

Professional Involves supervising a team of professionals. In addition to providing Leadership: Band 3M

leadership typical supervisory activities, the professional development of the team is
also a requirement.

Professional leadership includes setting objectives, coaching employees in

pursuit of those objectives, appraisal of performance relative to objectives
and determination of reward outcomes.

Professionals Employees who work within a discipline with a formal body of knowledge that Banding Questions
has its own set of principles and theories. Professionals typically gain their
Leadership: Bands
knowledge through formal training at a similar level to a university degree. To be
4M, 5FS, 5BS
considered a professional, the employee must be in a job where they can draw
from the formal body of knowledge to solve problems, make recommendations
and attain the objectives of the work.

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 5.1 Description of Key Terms Used

Term Description Where to find it

in the system
Problem solving:
Research In this context, research does not need to be formal or scientific research
Bands 4M, 4IC,
but rather is the act of exhaustively investigating an issue or problem, or
5FS, 5BS
examining, in-depth, information about a particular subject.

Scientific area Includes chemical, biological, mathematical, medical and engineering- Functional knowledge:
based knowledge areas. Bands 5FS, 5BS

Subject A job which requires the job-holder to be a leading expert in a Band 4IC
matter expert particular subject or technical topic.
The job requires a job holder with special knowledge or skills in a
particular subject of interest to the organisation, e.g. an accountant is an
expert in the domain of accountancy as compared to the development of
accounting software which would requires knowledge in two different
domains, namely accounting and software.

Supervision Includes overseeing and directing the activities of a group of employees. Leadership: Band 3M
Supervision should include conducting performance reviews, providing input
on salary increases, monitoring the quality of work in progress, providing
input to hiring and firing decisions, etc.

Support Once organisation functions are defined within a Business Unit (see Nature of impact:
organisation definition above), one needs to decide which are ‘key’ and which are Bands 5FS, 5BS
function ‘support’.
If ‘key’ organisation functions are seen to be driving the core the business
strategy, ‘support’ functions are seen to support the business strategy
through facilitating the delivery of business operations. Examples typically
include HR, information technology and purchasing.
See additional detail in the Business Analysis section of the GGS
User Guide.

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 5.1 Description of Key Terms Used

Term Description Where to find it

in the system
Business expertise:
Team A small group of people working together to achieve a common objective.
Bands 1, 2, 3M, 3IC
Can be a subset of an area or of a small sub-function. An example of teams
within an area might be the Accounts Receivable team for Retail customers Leadership: Bands 2,
in the Accounts Receivable Area. 3M, 3IC, 4M, 4IC
Technically, teams represent the fourth organisational level beneath a Area of impact:
CEO in GGS terms (CEO/business unit, function, sub-function, area and Bands 2, 3M, 3IC
team) but further organisational levels beneath ‘team’ can also be seen to
be ‘teams’.

Team – single Where a manager has responsibility for a group of individuals Leadership: Bands
team versus performing different or similar tasks, we would expect this to be classed 4M, 5FS, 5BS
multiple teams as a team. Where a manager has responsibility for subordinate
managers we would consider this to be multiple teams.
An example might be a plant manager covering 5 different functional areas
(multiple teams) versus a sales director with 5 direct reports covering different
territories (a team).

Theories The underlying general assumptions and hypotheses related to a Functional

body of knowledge. knowledge: Bands
5FS, 5BS

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 5.2 Band Structure of Global Grading System

The Global Grading System is based on a Band 3M Junior Management

band structure. A short description of each This band covers first-line management including
band follows: supervisory jobs and junior managers where
responsibility for support and/or technical staff
Band 5BS Top Management represents a large proportion of the job.
This band covers executive jobs responsible for
determining and influencing business strategy Band 3IC Professional
and contributing to the organisation through their This band covers individual contributor jobs
vision. Jobs in this band actively participate in which are expected to independently apply
developing company policy and serve as expertise and judgment. These jobs differ from
advisors to the Chief Executive as well as the jobs in Band 3M in that they contribute to the
contribute to the organisation through strategy business independently and through their expertise
definition and influence on implementation. (normally being qualified within a recognised field of
professional knowledge – i.e. accountancy) whilst
Band 5FS Senior Management Junior Management jobs tend to contribute through
leveraging the work of others.
This band covers executive jobs with broad
responsibilities, but which do not directly Band 2 Clerical/Administrative
influence business strategy of the company.
Jobs in this band will contribute by setting or This band covers all clerical, administrative and
directly influencing the organisational secretarial staff with little or no supervisory
functional strategy. responsibility. It also covers basic computing/
data-processing staff such as operators,
customer service assistants and skilled
Band 4M Middle Management
craftsmen/technicians.
This band covers managers below Heads of
Function and/or those reporting to senior Band 1 Manual/Junior Admin
management where the jobs contribute to the
organisation through leveraging the work of others, This band covers manual workers/operatives,
typically through operational management of a messengers, receptionists, telephone operators
team(s). Jobs with supervisory responsibility not and typists which contribute with assistance. Jobs
regarded as having full management status would that require little or no previous experience often fit
not be included here. into this band.

Band 4IC Subject Matter Expert

This band covers individual contributor jobs in jobs
key to the company due to their specific technical
expertise. These jobs have few technical and/or
professional peers.

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Appendix A
Job Architecture

Global Grading System 4.2 107

 5. Appendix A: job Architecture

An important step in the Job Levelling process may vary. In order to level the jobs and customise
is organising jobs based on the types of work the bands it is important to define the bodies of
performed in the organisation. These knowledge in use at the organisation.
categories and the associated terminology
application and usage within each organisation

What is Job Architecture?

 Provides the necessary foundation to  Maximises the value of a global HRIS system.
manage jobs, jobs, skills and careers across
 Links into talent and career development
an organisation.
processes and provides the structure for a
 Provides for a common language across career mapping approach for both vertical
departments, business units and geographies, and horizontal movement.
thereby reducing the obstacles for talent
 Provides greater infrastructure for
mobility. pay management in a global
 Increases the opportunity to provide environment.
management information on the number
and cost of people carrying out different
functions.

Key elements of Job Architecture

Framework Framework element Purpose

Job Architecture Job Group #1  Highest level of aggregation for a technical specialty of type
of work; geographically neutral (e.g., Human Resources)
(TWDS: Job Function)
Defines the job
 A broad grouping of jobs that cuts across the organisation, and
that utilises similar skills and knowledge to accomplish work
and deliver a specific type of expertise
Job Group #2  Sub-groups of jobs within Job Group #1 that represent broad
areas of work where skill sets are largely similar or related
(TWDS: Job Discipline)
(e.g., Compensation, Benefits, Recruiting etc.)
Job Group #3  A single specialty within Job Group #2 (e.g., Sales
Compensation, Executive Compensation,
(TWDS: Job Discipline)
International Compensation)

 Please note that this level of definition will depend on the client
need. Typically, only two levels are necessary.
Job Title  Creates a consistent message both inside and outside the
(Internal/External) organisation – often tied to career band and level
Job Code  A unique identifier for each job within the company

 Ensures global consistency in managing job information

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 Appendix A: job Architecture

What is the difference between Job Group #1, Job Group #2, and Job Group #3?
 Job Group #1, called a job function by embedded into a particular department or
TWDS, is a group of jobs that use a similar division, but have job expectations that mirror
body of knowledge jobs typically found somewhere else in the
organisation
 Will typically represent a fairly broad
base of knowledge with multiple areas of  Job Group #2, called a job discipline by
specialisation TWDS typically represents an area of
specialisation within a Job Group #1
 These groupings of jobs cut across business
unit and geographic boundaries  Will typically contain multiple jobs at various
career levels
 Often incumbents can move within the
grouping without requiring additional formal  Job Group #3 , typically represents an area of
education (e.g., move from accounts specialisation within a Job Group #2 and often
payable to general accounting) represent a narrower group of specialty
 A grouping of jobs is not necessarily  Please note that TWDS defines Job Discipline
synonymous with the organisational structure at both the Job Grouping #2 and Job Grouping
(or organisational function, see page 22) #3 levels. This is dependent upon the set of
jobs under review
 The focus is on the body of knowledge
and type of work that a job requires  Defining these groupings too broadly or too
narrowly will have implications for talent
 Many organisations have “shadow” jobs
management programs

Note: Note that you can use the TWDS Middle

Management and Professional Survey to develop
a preliminary list of job functions and families

Global Grading System 4.2 109

 5. Appendix A: job Architecture

TWDS example

Job Group #1 Job Function definition

Function
IT Development  Designs, develops, modifies, adapts and implements short- and long-term solutions to
information technology (IT) needs through new and existing applications, systems
(AID)
architecture, network systems and applications infrastructure. Reviews system requirements
and business processes; codes, tests, debugs and implements software solutions
Job Group #2 Discipline definition
Discipline
Application  Provides application software development services or technical support typically in a
Development defined project

(AID010)  Develops program logic for new applications or analyses and modifies logic in existing
applications

 Codes, tests, debugs, documents, implements and maintains software applications

 Analyses requirements, and maintains, tests and integrates application components

 Ensures that system improvements are successfully implemented

Business  Acts as a liaison between the IT development group and business units for the development
Systems and implementation of new systems and enhancement of existing systems
Analysis
 Evaluates new applications and identifies systems requirements
(AID020)
 Evaluates new IT developments and evolving business requirements, and recommends
appropriate systems alternatives and/or enhancements to current systems

 Prepares communications and makes presentations on system enhancements and/or

alternatives
Systems  Designs, develops, tests, debugs and implements operating systems components, software
Software tools, and utilities
Development
 Determines systems software design requirements
(AID040)
 Ensures that system improvements are successfully implemented and monitored to
increase efficiency

 Generates systems software engineering policies, standards and procedures

Database  Analyses, designs, creates and implements databases, including data models, logical and
Design & physical databases, data dictionaries and schemas, access methods, device allocations,
Analysis validation checks, organisation and security
(AID060)  Develops and implements database recovery plans and procedures

 Develops and implements database analysis and development policies, standards and
procedures

 Collaborates with database software vendors and external technical support on issues such
as software upgrades, problems and potential solutions

IS Security  Designs, develops, implements and troubleshoots various information system security
Development software

(AID110)  Develops, tests and validates solutions to remediate exploitable conditions on devices such
as Web servers, mail servers, routers, firewalls and intrusion detection systems

 Evaluates, codes and implements software fixes (patches) to address system vulnerabilities
such as malicious code (e.g., viruses), system exploitation using SQL injection, cross-site
scripting, buffer overflows, parameter tampering, hidden field manipulation, cookie
poisoning, and Web services manipulation

 Conducts security assessments of systems and applications using penetration tests and
ethical hacking tools and risk assessment/mediation methodologies to evaluate
vulnerabilities

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 Appendix A: job Architecture

Considerations for determining unique job groupings.

 Mission Criticality: What are the most important  Compensation: How important is it to align the
job functions that drive organisational success? job functions/job families with compensation
surveys?
 Technology Administration: Will the job function/
job family be embedded in job codes within the  How specific do we need to focus
HRIS? our compensation data?
 Are there special limitations on the HRIS  What is the salary structure design/market
system? data process?
 Job Definition and Job Titling: How broadly or  Internal Equity: How much differentiation
narrowly does the organisation define jobs? vs. consistency do we desire?
 How much movement between jobs is likely?  Functional Competencies: Does it make sense
to have a unique set of functional competencies
 Will the job function/job family be tied directly
for a specific set of jobs?
to job titles?

Job groupings – illustrative output

Global Grading System 4.2 111

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Appendix B:
Calibrating the results of GGS

Global Grading System 4.2 113

 Appendix B: Calibrating the results of GGS

While there is not a predefined distribution of jobs across We would normally expect the positioning of the next layers
GGS grades, it is common that there are more jobs at of jobs to be positioned within a two/three grade gap of their
certain grades, based on effective and efficient organisation respective line manager (e.g. if the line manager job is
design. For example, organisations would be constrained if global grade 16, we would expect the next job in the
most of their jobs were mapped to global grade 8 hierarchy to appear at global grade 14). A gap not only
(i.e. entry-level jobs). Similarly, organisations with a acknowledges the challenge and scale of progression
preponderance of global grade 15 jobs across the between two jobs in a hierarchy but also allows space to
organisation are likely not fully leveraging those jobs, acknowledge the development of incumbents from their
perhaps with incumbents performing activities below the current job into a future job without overlapping that future
job expectation job immediately

There may, however, be mission-critical job functions where This positioning of global grades also allows us to consider
there is a skewing toward more jobs in higher level jobs circumstances whereby the next obvious job in a hierarchy
because of the business need to constantly create new may actually sit in a different team (e.g. there may be jobs in a
strategies, products and services in those job functions corporate team that are related to regional teams) and on this
basis, the next required step in career development may require
The grading of the CEO and his direct reports is relatively a diagonal move into another team for further progression
straightforward as these jobs are typically easy to articulate as
they will be expected to have the largest accountabilities for There will never be a perfect shape for any organisation using
the organisation and all other jobs will eventually be linked into GGS but the initial question should be whether the initial
these jobs in terms of reporting lines distribution of the results looks sensible?

This now typically takes us into the operational layers of the

structure where the focus of jobs is on the implementation or
delivery of specific objectives as stipulated by more senior jobs.
This positioning has been done with an eye to reporting lines
and job profiles

Distribution of Grades across the organisation

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 Appendix B: Calibrating the results of GGS

From the distribution, we would typically see a normal We can also look at the relativities between different job
distribution representing the spread of jobs from a very small families or functions in the organisation. By constructing a grade
number at the top of the organisation (i.e. the executive map, we can compare and contrast the distribution of jobs in a
management), through the increasing numbers of jobs at vertical manner (e.g. how many steps are there in the Finance
the next layers of the organisation (e.g, management and job family?) and in a horizontal manner (e.g. where do manager
individual contributors) to the bottom layer of the organisation jobs begin to appear and do they appear in the same cluster of
(e.g. administrative and facilities jobs). There is no perfect global grades). Some of the answers to these questions will be
shape to the distribution as this will depend on the type and solved through discussions with the client project team as there
nature of the organisation but there should be a correlation will always internal nuances or historical anomalies that we
with our understanding of the organisation (e.g. manufacturing cannot be always aware of. Other questions may be solved by
or call centre-focused organisations tend to be more classic a review of the factor scores to determine if some job families
pyramid-shaped in their distribution while professional have been treated more positively than others. Grade maps
services organisations tend to favour an inverse pyramid are a very powerful tool for visualising the GGS results and will
shape in their pyramid). quickly start to help understand if there are logical clusters of
jobs that suggest a change of organisational accountability and
a potential broad-band.

Distribution of Grades across job families

If the organisation already has an existing internal structure In the example below, the organisation may have a challenge in
or nomenclature, it would be useful to test the robustness of that grades C and D appear to be overlapping to a significant
the existing structure. While many organisations use GGS to degree. Grade E appears to be very wide as well. Is this
create a new structure in lieu of the existing structure, some because of poor governance, lack of understanding on the
organisations may wish to simply refresh the existing structure meaning of each grade or some other historical issue that can
or develop a more robust underpin to provide good governance be explained in discussions with the client? This exercise allows
or linkage to the external marketplace. to develop our understanding of the organisation and use GGS
as a diagnostic to review and explain any areas of concern.

Global Grading System 4.2 115

 Appendix B: Calibrating the results of GGS

Reviewing Distribution of TW Global Grade as compared to Internal Bands

Grade TW Global Grades

comparison 9 10 11 12 13 14 15 16 17 18 19 20 21 Total
A 1 2 2 1 5
B 5 6 24 2 2 37
C 1 7 11 3 2 22
D 1 8 3 1 15
E 1 11 12 14 6 4 54
F 5 14 30 9 62

Some key questions to bear in mind in the examination of the results

1. Is it reasonable?  There is differentiation at the executive level – some

differences in job scope, accountability and
 Is there a reasonable distribution of jobs through the complexity should be handled solely through
grades, given makeup of workforce compensation, while others are significant enough to
2. Is it value-oriented? warrant differences in Global Grade

 Does the grading reflects true organisational value and 6. Is it balanced?

not reporting relationships  Geographic and functional differences in organisation
3. Is it job-based, not person-based? setup and job design are appropriately considered

 Individual performance levels, retention concerns, 7. Is it right (even if it’s different than what we think it
compensation levels and additional skills and abilities of would be)?
incumbents should not be considered during the “job”  Evaluation results that vary from the expected outcome
evaluation process are frequently not wrong, just different from current
4. Is it appropriate? perception

 Only a limited number of jobs are given credit for setting 8. Does it pass the “gut check”?
or significantly influencing strategy within a function  It “feels” right in totality based on the unique way the
5. Is it differentiated? organisation views the jobs

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 Notes

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Global Grading System 4.2 119

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