The classification standard for the Economics and Social Science Services (EC) Group is a point-rating plan consisting of an introduction, the definition of the occupational group, the rating elements in the job evaluation plan, the rating scale and the level point boundaries.

Point rating is an analytical, quantitative method of determining the relative values of jobs. Point-rating plans define characteristics or elements common to the jobs being evaluated, define degrees of each element and allocate point values to each degree. The total value for each job is determined by the sum of the point values assigned by the evaluators.

Application guidelines

The Economics and Social Science Services Classification Standard must be used in conjunction with the “Application Guidelines” document. This reference tool has been developed to assist evaluators in understanding and applying the classification standard in order to consistently evaluate EC work and to minimize systemic gender bias.

Elements

Nine elements are used in this plan. Each element contains a number of degrees that describe the scope of work that may be present in EC jobs.

Element weighting

The importance of the characteristics of work in terms of assessing the relative value of each element is reflected in the maximum point values assigned to the elements. Each element in the EC Classification Standard is designed as a continuum of value, ranging from low to high. The overall value of a given job using this system is therefore the sum of the points for each selected rating in each element.

Elements	Percentage of total points	Maximum point values
Decision making	21	210
Leadership and operational management	14	140
Communication	18	180
Knowledge of specialized fields	10.5	105
Contextual knowledge	10.5	105
Research and analysis	21	210
Physical effort	1.5	15
Sensory effort	1.0	10
Working conditions	2.5	25
Total:	100.0%	1,000

Economics and social science services (EC) group definition

The Economics and Social Science Services Group comprises positions that are primarily involved in the conduct of surveys, studies and projects in the social sciences; the identification, description and organization of archival, library, museum and gallery materials; the editing of legislation or the provision of advice on legal problems in specific fields; and the application of a comprehensive knowledge of economics, sociology or statistics to the conduct of economic, socio-economic and sociological research, studies, forecasts and surveys; the research, analysis and evaluation of the economic or sociological effects of departmental or interdepartmental projects, programs and policies; the development, application, analysis and evaluation of statistical and survey methods and systems; and the development, analysis and interpretation of qualitative and quantitative information and socio-economic policies and recommendations.

Inclusions

Notwithstanding the generality of the foregoing, for greater certainty, it includes positions that have, as their primary purpose, responsibility for one or more of the following activities:

the conduct of surveys, studies, projects and tests requiring a practical knowledge of a specialized field such as economics, history, law or psychology and requiring the development of specialized techniques and procedures, or the development and use of related processing applications, or the interpretation of findings;
the identification, description, classification, organization and location of archival, gallery, library or museum materials; or the creation, manipulation, verification, analysis and transmission of descriptive records pertaining to such materials, both of which require a practical knowledge of the subject matter;
the editing of legislation or the conduct of studies in matters such as land conveyancing, expropriation, litigation and labour relations requiring a practical knowledge of the specific legal area to interpret findings or prepare submissions;
the application of a practical knowledge of a specialized field such as economics, history, law or psychology to the use and modification or adaptation of computer systems, utilities or software;
the application of a comprehensive knowledge of economics, sociology or statistics to economic, socio-economic or sociological studies, forecasts and surveys in a variety of subject areas in domestic and/or international settings;
the application of a comprehensive knowledge of economics, sociology or statistics to the development, application and evaluation of statistical and survey methods and indicators for use in natural or social science research projects, or in the planning of surveys and censuses or in the determination of statistical measures and techniques for data analysis and reporting;
the provision of advice in the fields of economics, sociology and statistics; and
the leadership of any of the above activities.

Exclusions

Positions excluded from the Economics and Social Science Services Group are those whose primary purpose is included in the definition of any other group or those in which one or more of the following activities is of primary importance:

the operation, scheduling or controlling of the operations of electronic equipment used in the processing of data for the purpose of reporting, storing, extracting and comparing information or for solving formulated problems according to prescribed plans;
the collecting, recording, arranging, transmitting and processing of information, the filing and distribution of information holdings, and the direct application of rules and regulations;
the planning, development, delivery or management of policies, programs, services or other activities directed to the public or to the Public Service;
the explanation, promotion and publication of federal government programs, policies and services;
the application of a comprehensive knowledge of mathematics to the development or application of mathematical and analytical methods, including those of mathematical statistics; and
the planning, development, delivery and management of economic development policies, programs, services and other activities designed to promote the establishment, growth and improvement of industry, commerce and export trade and the regulation of trade and commerce.

Rating scale

Degree	1	2	3	4	5	6	7	8	9
Degree	Decision making	Leadership and operational management	communication	Knowledge of specialized fields	Contextual knowledge	Research and analysis	Physical effort	Sensory effort	Working conditions
1	5	5	5	5	5	5	3	2	5
2	15	20	25	15	20	30	4	3	8
3	35	50	50	35	40	75	6	5	12
4	60	90	75	55	60	120	10	10	17
5	90	140	100	80	80	165	15		25
6	125		140	105	105	210
7	165		180
8	210
% Total	21	14	18	10.5	10.5	21	1.5	1.0	2.5

Point boundaries

Level	Min	Max	Spread
1	40	99	59
2	100	169	69
3	170	249	79
4	250	344	94
5	345	454	109
6	455	584	129
7	585	749	164
8	750	1,000	250

Element 1 – Decision making(Responsibility)

This element measures the latitude applied and the impact of decision-making in EC work. The latitude required measures the scope to make decisions and the risks involved in reaching solutions or making decisions. The impact of decisions may range from the modification of work methods to the design of complex research and analytical studies, and from single issues to policy or program development and direction. This element recognizes formal decision-making, as well as the responsibility for making effective recommendations.

The following provides a definition of the eight degrees of latitude and the impact of the decisions and effective recommendations made. If an exact measure of the scope, risk and impact cannot be made with one of the following degrees then a “best fit” determination should be made.

Degree	Latitude and Impact	Points
1	Decisions are issue specific and have an impact on own work unit activities, single cases or individual clients. There is latitude to select and apply established guidelines, procedures and work practices to meet established objectives. Risks and implications are negligible.	5
2	Decisions and recommendations are issue specific and have an impact on components of a project, study, survey, processing operation or case. There is latitude to modify methods and approaches to be used within existing precedents. Risks and implications are minor and apparent.	15
3	Decisions and recommendations are related to multiple issues and have animpact on specific projects, studies, surveys, processing operations or cases. There is latitude to resolve issues that may require the adaptation of precedent. Decisions and recommendations may lead to improved work methods. Risks and implications are significant and apparent.	35
4	Decisions and recommendations are related to specific subject matter areas, industrial sectors, segments of the population, or geographical areas and have an impact on projects, studies, surveys, cases, unit operations or policy issues. There is latitude to resolve issues that lack precedent within established objectives. Decisions and recommendations may lead to improved analytical or research methodologies. Risks and implications of actions are significant and not readily apparent.	60
5	Decisions and recommendations are related to multiple subject matter areas, industrial sectors, population segments or geographical areas and have an impact on multiple projects, studies, research or analytical methodologies or a specific departmental program or policy. There is latitude to resolve issues within the framework of established programs. Decisions and recommendations may lead to improvement of study/project design or a specific program or policy. Risks and implications of actions are significant and not readily apparent.	90
6	Decisions and recommendations are related to multiple subject matter areas, industrial sectors, private sectors, population segments or geographical areas and have an impact on departmental programs or policies or business directions. There is latitude to modify or devise new courses of action. Decisions and recommendations typically lead to improvements in programs or policies. Risks and implications of actions are significant and often difficult to determine.	125
7	Decisions and recommendations are related to a number of subject matter areas, industrial sectors, private sectors, population segments or geographical areas across programs and have an impact on multiple government programs or policy areas. There is latitude to develop solutions to interrelated issues that are often sensitive. Decisions and recommendations typically lead to improvements in program/policy design. Risks and implications of actions are uncertain and require significant risk analysis.	165
8	Decisions and recommendations are related to a number of subject matter areas, industrial sectors, private sectors, population segments or geographical areas across levels of government and have an impact the direction of government policies and programs and are authoritative and often precedent setting. There is latitude to determine objectives for diverse and poorly defined issues that involve significant trade-offs. Risks and implications of actions are uncertain and require significant risk analysis.	210

Element 2 – Leadership and Operational Management (Responsibility)

The Leadership and Operational Management element measures the responsibility for leading, planning and being accountable for human, financial and materiel resources to achieve work objectives.

The five degrees of this element are described below. All the work characteristics in the degree definition do not need to be present in the work in order to rate it at that degree. However, the work needs to be described by the majority of statements in that degree to determine the “best fit.”

Degree	Leadership and Operational Management	Points
1	Responsible for: assisting colleagues in adapting to the work environment; explaining or demonstrating work functions or processes; working as a team member; participating in work groups; occasionally leading ad hoc work groups; ensuring confidentiality of information; maintaining materiel resources used in own work; tracking contract work; providing information to contract workers.	5
2	Responsible for: assigning work; explaining responsibilities; providing guidance or coaching; providing training; sharing knowledge and expertise; monitoring and reporting on progress of projects; providing feedback on team member performance; recommending project team members; caring for books, periodicals, equipment, archival material; ensuring classified information and documents are protected; verifying that contract work is completed before payment approval and invoice is processed.	20
3	Responsible for: assigning work according to expertise or need; reviewing work and providing advice; monitoring work in progress; assessing work unit or project results; evaluating employee performance; developing work plans from objectives; implementing work plans; adjusting priorities; adjusting workloads; making recommendations regarding human resources; making recommendations regarding materiel resources; making recommendations regarding financial resources; providing input to budget planning exercises; recommending training; disposing of and archiving information; identifying work needs and resources and time requirements and recommending contract services. Most performance issues are handled directly but complex situations are referred to managers at higher levels.	50
4	Responsible for: providing functional direction; managing subordinate supervisors/managers; monitoring work against timelines; ensuring that objectives and results are met; providing input on project team performance; establishing priorities and work plans; establishing goals; conceiving overall plan and approach to projects; identifying, recommending and/or establishing human resource requirements; identifying, recommending and/or establishing materiel resource requirements; identifying, recommending and/or establishing financial resource requirements; re-allocating human resources to meet changes in work priorities; making comprehensive cost projections and analysis in the planning and budgeting process; managing an operating budget; re-allocating funds within a pre-established budget; monitoring expenditures; disbursing funds; selecting project team members; leading recruitment efforts; establishing human resource plans; approving training plans; taking disciplinary action; stipulating parameters of contracts; authorizing contracts; recommending payment for services rendered.	90
5	Responsible for: ensuring program and/or project objectives are achieved; reporting on results and outcomes; establishing broad priorities and division of responsibilities; developing long-term program and/or project plans and direction; developing work plans, milestones and timelines; selecting, approving and allocating human, materiel and financial resources; long-term resource planning; directing and controlling resources to meet long-term objectives and results; approving budget submissions; managing operating and/or salary budgets; approving expenditures; re-allocating financial resources based on changing priorities; selecting team members for interdepartmental and inter-governmental projects; authorizing contractual agreements and professional services; negotiating contractual agreements and professional services.	140

Element 3 – Communication (Skill)

This element measures the skills required to express and receive information orally and in writing, the scope of the communication and the reasons why the work requires contacts.

The following provides a definition of the degrees of the communication skills. The highest degree required of the work should be chosen.

Degree	Communication skills	Points
1	Convey or obtain information to maintain collaborative working relationships, provide straightforward explanations and meet day-to-day activities.	5
2	Exchange specialize dinformation OR share expertise to meet defined objectives.	25
3	Provide interpretation of specialized information to improve understanding.	50
4	Adapt information or messages for audiences who are not familiar with the specialized terminology to ensure understanding.	75
5	Adapt complex information for audiences who are not familiar with the specialized terminology to meet broad objectives and facilitate cooperation and consensus.	100
6	Defend positions and advance arguments to promote organizational or mutual business interests and influence approaches on sensitive issues.	140
7	Persuade where there are significant challenges for acceptance to resolve strategic issues on highly complex, critical, contentious or high profile situations.	180

Element 4 – Knowledge of specialized fields (Skill)

This element measures the required depth and breadth of knowledge of specialized fields including concepts, theories, principles, methods, techniques and practices. Such knowledge can be acquired through formal education, experience, specialized or on-the-job training, self-education or a combination.

“Specialized field” includes economics, sociology, statistics, or other social science, and the conduct of surveys, studies and projects in the social sciences; the identification, description and organization of archival, library, museum and gallery materials; the editing of legislation or the provision of advice on legal problems in specific fields.

The following provides a definition of the degrees of knowledge of specialized fields.

The highest degree required of the work should be chosen.

Degree	Knowledge of specialized fields	Points
1	Basic knowledge of aspects of specialized field(s) to accomplish defined activities by applying methods, techniques and established practices.	5
2	General knowledge of methods, techniques and practices of specialized field(s) AND basic knowledge of theories and principles of a specialized field and the relevancy of their application.	15
3	In-depth knowledge of methods, techniques and practices and general knowledge of theories and principles of a specialized field.	35
4	Advanced knowledge of specialized methodologies of a specialized field with an understanding of their underlying concepts. OR In-depth knowledge of theories and principles of a specialized field.	55
5	Advanced knowledge of theories or principles of a number of specialized fields and their inter-relationships.	80
6	Expert knowledge of the underlying theoretical concepts of a specialized field and of the complex interrelationships with other fields.	105

Element 5 – Contextual knowledge (Skill)

This element measures the required depth and breadth of contextual knowledge including but not limited to subject matter, communities, organizations, networks, external environments, policies, legislation, regulations, or management. Such knowledge can be acquired through any combination of formal education, experience, specialized or on-the-job training or self-education.

The following provides a definition of the degrees of contextual knowledge. The highest degree required of the work should be chosen. If an exact measure of the highest degree cannot be made with one of the following degrees, a “best fit” determination should be made.

Degree	Knowledge of subject matter, communities, organizations, networks, external environments, policies, legislation, regulations, management principles, etc.	Points
1	Basic knowledge of specific subject matter area(s) and of clients and/or other contacts, in defined and practical work situations. Awareness of aspects of work related legislation/policy.	5
2	General knowledge of specific subject matter area(s) and clients and/or other contacts. Knowledge of aspects of work related legislation/policy.	20
3	General knowledge of broad subject matter area(s) and clients and/or other contacts. Knowledge of departmental business lines. Knowledge of legislation/policy related to the mandate and objectives of the department.	40
4	In-depth knowledge of subject matter area(s). Knowledge of subject matter area interrelationships. Knowledge of related business lines of other departments and private sectors. Knowledge of legislation/policy related to other departments and private sectors.	60
5	Advanced knowledge of subject matter area(s). Knowledge of the implications for other subject matter areas and interrelationships across multiple programs, issues, other levels of government, and/or other external sectors. Knowledge of legislation/policy governing current activities, and their interrelationships and linkages across other departments.	80
6	Extensive knowledge of subject matter area(s). Knowledge of the domestic or international environments at the strategic level and of the socio-economic, political, cultural and other external sectors involving one or more related subject area matters. Knowledge of government plans, priorities and directions. Knowledge of legislation, policies and programs related to varied and complex business contexts.	105

Element 6 – Research and analysis (Skill)

This element measures the requirement to research and analyze both qualitative and quantitative information in EC work.

The following is a definition of each of the six degrees of research and analysis.The highest degree required of the work should be chosen. If an exact measure cannot be made with one of the following degrees, a “best fit” determination should be made.

Degree	Research and analysis	Points
1	Conduct information searches, organize, review and process information and perform directed, routine analysis. Ensure the accuracy and completeness of the information.	5
2	Determine and select information relevant to a particular area of study, compile and verify information and perform directed, non-routine analyses. Ensure consistency, coherence and information integrity.	30
3	Study a range of information and identify and interpret trends and patterns, determine gaps in research and develop comprehensive background material for further analysis; OR Assess a range of information and evaluate and compare current approaches and practices for the gathering, dissemination or analysis of information. Identify possible modifications or alternative approaches when current methodology is inadequate.	75
4	Synthesize and interpret complex information from diverse sources and identify the conceptual frameworks related to the area of study. Account for subtle interrelationships among variables or determine the need for new analytical methodologies, systems or approaches.	120
5	Investigate and challenge existing conceptual frameworks. Examine multiple variables from distinct sources within a subject matter area and reach conclusions and/or generate solutions.	165
6	Integrate distinct broad-based qualitative or quantitative analyses. Create/adapt conceptual frameworks for the development, application, interpretation, and evaluation of studies, methodologies, strategies and policies.	210

Element 7 – Physical effort (Effort)

This element measures the intensity of physical effort and how regularly this effort is requiredto perform EC work. Only those activities that occur for a significant period of time are considered.

The following examples give an indication of the intensity and frequency. Work of equivalent intensity should be rated at that degree.

Degree	Physical effort	Points
1	Regularly keyboarding or performing other activities requiring small muscle movement.	3
2	Occasionally standing, walking, bending, reaching or lifting or moving items up to 10 kg.	4
3	Regularly standing, walking, bending, reaching or lifting or moving items up to 10 kg.	6
4	Occasionally carrying, lifting or moving items over 10 kg.	10
5	Regularly carrying, lifting or moving items over 10 kg.	15

Element 8 – Sensory effort (Effort)

This element measures the intensity of the sensory effort of one or more senses (hearing, feeling, seeing, smelling, tasting) and how regularly this effort is required. Only those activities that occur for a significant period of time are considered.

The following examples give an indication of the intensity and frequency. Work of equivalent intensity should be rated at that degree.

Degree	Sensory effort	Points
1	Occasionally using senses to detect easily perceived differences (e.g. detecting physical differences between documents, data or things).	2
2	Regularly using senses to detect easily perceived differences (e.g. detecting physical differences between documents, data or things).	3
3	Occasionally using senses to make fine distinctions or detect barely perceptible variations (e.g. detecting defects, deterioration, musical instruments).	5
4	Regularly using senses to make fine distinctions or detect barely perceptible variations (e.g. detecting defects, deterioration, musical instruments).	10

Element 9 – Working conditions (Working conditions)

This element measures the physical and psychological surroundings or conditions under which EC work must be delivered and the extent to which they make the job unpleasant.

When rating, assume that working conditions comply with current legislation and standards. Conditions or requirements of the work, such as overtime, that are compensated through extra pay are not measured in this element. Do not consider the inefficiencies of heating, cooling and ventilation systems. Measure only conditions that are an integral part of the work.

Below are illustrative lists of the psychological and physical conditions, which may be found in the work environment and serve as a guide in rating the highest degree of exposure.

Somewhat unpleasant	Unpleasant	Very unpleasant
Intra-regional travel	Long distance travel with possible jet lag	Long distance travel with layovers and/or lengthy periods in hotel
Travel between buildings in same city	Travel to remote communities	Travel to remote communities during sustained inclement conditions
Monotony and repetition	Unrelenting monotony and repetition
Complaints/public criticism	Constant complaints/public criticism
Changing deadlines/time pressures	Constantly changing deadlines/time pressures
Lack of privacy
Exposure to office noise
Exposure to glare from computer screen
	Working in confined spaces
	Interactions with angry, confrontational, or uncooperative individuals	Interactions with abusive individuals
	Exposure to smelly odours or fumes	Exposure to noxious odours or fumes
	Exposure to dirt and dust	Exposure to filth and fungus
		Separation from family for lengthy periods
		Potential threat to personal security
		Potential exposure to serious infectious diseases
		Exposure to disturbing images or issues

Rate the highest degree of exposure

Degree	Working conditions	Points
1	Exposure to somewhat unpleasant conditions.	5
2	Regular exposure to somewhat unpleasant conditions AND Some exposure to unpleasant or very unpleasant conditions.	8
3	Regular exposure to unpleasant conditions.	12
4	Regular exposure to unpleasant conditions AND Some exposure to very unpleasant conditions.	17
5	Regular exposure to very unpleasant conditions.	25

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