APT Classification Plan
Guidebook
The University of Regina Faculty Association (URFA)
representing the
Administrative, Professional and Technical Employees
Bargaining Unit
APT Classification Plan Guidebook
Effective Date: November 1, 2011
Table of Contents
RESPONSIBILITY
Factor 1 – Impact of Actions and Decisions ..........................................................................1
Factor 2 – Responsibility for Human Resources ...................................................................2
Factor 3 – Responsibility for Financial, Material and Information Resources ......................3
SKILL
Factor 4 – Problem Solving ...................................................................................................5
Factor 5 – Knowledge ............................................................................................................6
Factor 6 – Interpersonal Skills ...............................................................................................8
WORKING CONDITIONS
Factor 7 – Working Conditions..............................................................................................9
EFFORT
Factor 8 – Physical and Mental Demands..............................................................................10
APT Classification Plan Guidebook Effective Date: November 1, 2011
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FACTOR 1 – IMPACT OF ACTIONS AND DECISIONS
Definition – This factor assesses the impact or influence of actions and decisions for which
the position is typically responsible.
Notes:
When assessing this factor, also consider any related responsibility for the safety of others (other
than supervisory responsibility).
Administrative Unit – Typically made up of one or more Administrative Departments. (e.g.
Facilities Management, Information Services, Student Affairs).
Department – Academic Department or School, Research Unit (e.g. SPHERU), Administrative
Department (e.g. Registrar’s Office, Parking Services, Campus Security, Printing Services).
Faculty – Typically made up of one or more Academic Departments (e.g. Fine Arts, Science).
This includes areas such as the CCE, Institut français and Library.
Impact or influence may be on the users of the University’s services, on its financial, material,
non-material or human resources or on the University’s environment, image, legal or safety
obligations.
Minor – where consequences are typically of short-term duration.
Moderate – where consequences are typically of medium-term duration.
Major – where consequences are typically of long-term duration.
Actions may include preparing proposals or recommendations that form the basis of decisions.
Collaborative involvement in decision-making means participation on decision-making
committees or other joint processes for managing the work of the University.
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FACTOR 2 - RESPONSIBILITY FOR HUMAN RESOURCES
Definition – This factor assesses the degree of responsibility for providing guidance,
direction, training and supervision to others in their work as a regular part of the job.
Notes:
When assessing this factor, consideration is not given for occasional supervision such as that
performed during the absence of your manager or supervisor on annual vacation or sick leave.
You should be outlining the supervisory responsibilities that are assigned to your position on an
ongoing basis.
Others – includes co-workers, other staff, students, faculty, volunteers and users of University
services who rely on the expertise of the position in order to operate equipment, use facilities or
carry out activities. Those supervised may be regular, temporary, full-time, part-time or casual
employees, student employees, interns, contractors, consultants, or staff assigned to a specific
project.
Permanent staff includes those holding term appointments of eight months or longer.
Guidance and direction includes:
• Orientation
• Assistance
• Mentoring
• Advice, suggestions, recommendations
• Technical or functional support
• Informally assigning, monitoring, checking or reviewing work
Training includes:
• Instructing new employees in the functions of their jobs
• Instructing others on the use of equipment, systems, processes or procedures
Project – a collaborative undertaking or commitment that would typically involve multiple work
units to achieve a specific outcome that requires an investment of time, money, personnel or
equipment.
Final selection decision – either on your own or as a member of a selection committee it is your
responsibility to make the final hiring decision or to make a recommendation to your supervisor
who will, under normal circumstances, accept your recommendation.
Conducting performance appraisals – includes responsibility for completing the appraisal
documents and conducting the appraisal interviews.
Formal supervision typically includes the following:
• Interviewing for promotion or hiring
• Conducting performance appraisals
• Assigning, monitoring, checking, reviewing work of staff
• Selection of staff
• Scheduling staff
• Disciplining staff
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FACTOR 3 – RESPONSIBILITY FOR FINANCIAL, MATERIAL AND INFORMATION
RESOURCES
Definition – This factor assesses the level of responsibility and accountability for financial,
material and information resources.
Notes:
When assessing this factor, consider the responsibility exercised for the care, maintenance,
protection and control of resources, including financial, material and information resources. Do
not include responsibility for APEA funds.
The position does not need to meet all elements of the rated level; it need only meet one element
within the financial, material or information responsibilities at the rated level.
Financial Resources include such things as:
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Cash, cheques, receipts and invoices, accounting and reconciliation, fees, collections, payroll,
banking and investment records, cost recoveries
Ordering and purchasing requisitions and tender documents
Budgeting for an operating unit or a research or capital project
Scholarships, bursaries and internal student loans
Grant and other external revenue, funds raised or donations in-kind
Funding, costing and cost-benefit recommendations
Payments and authorizations
Financial procedures, financial systems, policies and regulations
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Related activities: monitoring, reconciling, recommending, tendering, auditing,
administering, developing or approving.
Material Resources include such things as:
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Supplies and perishable goods
Non-perishable goods, furniture
Tools and minor equipment
Capital equipment, including vehicles and computer hardware
Books, computer software and other learning resources
Infrastructure, facilities, buildings, workshops, labs, offices, grounds and related services
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Related activities: safety, security, maintenance, repair, installation, modification,
alteration, construction, administration, organizing, modelling, creating, distributing,
classifying, cataloguing or securing.
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Information Resources include such things as:
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Data, records, files
Communication links and computer networks
Databases, computer programs, information systems
Research sources and materials
Directories, statistics, maps, graphics, schematics and drawings
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Related activities: safety, security, maintenance, installation, modification, alteration,
administration, organizing, interpreting, modelling, creating, distributing, classifying,
cataloguing, securing, processing, designing, computer technical development and
support.
When assessing this factor the following is used specifically for Information Resources:
Level 2 – At this level the position may have meaningful job responsibilities other than those
described by this factor. The incumbent will often have acquired non-transferable skills in the
use of a particular software application, through on-the-job experience, and would be considered
the “go-to” local resource for assistance. Computer programming in formal languages may not
be expected at this level.
Level 3 – At this level the position is often hired expressly for the purpose of adapting or
designing information systems. Programming or creating instructions for programming (i.e.
designing) are key activities of the position. Typically, the incumbent would have abstract and
transferable skills.
Level 4 – Management duties would include: a responsibility for system backups or restores,
system performance and remediation, system security, system installation and updates.
Design and development would include programming or integrating an acquired system (systems
integration). The design activity would involve instructing and having responsibility for the
development activity.
Level 5 – The key differentiator with positions at level 4 would be the scope of the activity (i.e.
management for the University vs. management for a Faculty or Administrative Unit).
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FACTOR 4 – PROBLEM SOLVING
Definition – This factor assesses the application of knowledge to the analysis and resolution
of problems. It is a measure of the difficulty and complexity of the work.
Notes:
When assessing this factor, consider the level of analysis, investigation and innovation typically
required to solve problems and the difficulty in developing solutions. Also consider the extent to
which solutions are found outside of available guidelines, standards, precedents and assistance.
This factor assesses the skill involved in thinking, it does not measure the responsibility involved
in making decisions. Decision-making responsibility is measured under Factor 1.
Complex – consisting of many interconnected parts or dimensions; involved or intricate in
structure; hard to separate, analyze or solve.
Guidance – may include policies, procedures, precedents, informed advice or regulatory
requirements.
Investigation – detailed, thorough, step-by-step observation, enquiry or systematic examination,
research or study.
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FACTOR 5 – KNOWLEDGE
Definition – This factor assesses the depth and breadth of knowledge required to perform
the duties of the job.
Notes:
This factor measures the minimum level of knowledge required to perform the duties of the
position and not the training and experience of the incumbent. It does not assess the application
of knowledge or the difficulty of the work (these are measured under Factor 4).
Depth of knowledge refers to the degree of knowledge in a particular subject area and increases
with specialization.
Breadth of knowledge refers to the range or scope of knowledge within a broadly defined
subject area or to the range or scope of knowledge across subject areas or work areas of the
University.
Subject area – a particular body of knowledge, such as computer programming, computer
network support, admissions or registration procedures and regulations or regulations or policies
of a government or an external organization.
Training – any of, formal education, job-related courses, self-study or on-the-job training.
Experience – any work or life experience that directly contributes to the ability to perform the
duties of the job, including on-the-job experience.
Complex – consisting of many interconnected parts or dimensions; involved or intricate in
structure; hard to separate, analyze or solve.
Management practices – Ongoing application of management practices in Levels 4 and 5
would typically have impact on a substantive entity such as a Faculty or Administrative Unit.
The combinations of education and experience indicated below are guidelines only and not the
criteria for placement. The knowledge may be acquired through:
Level 1:
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Completion of an undergraduate degree, or
Completion of a recognized diploma from a college or technical institute and one to two
years of related experience, or
An equivalent combination of education, training and experience.
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Level 2:
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Completion of an undergraduate degree and one to two years of related experience, or
Completion of a recognized diploma from a college or technical institute with additional
specialized training and one to two years of related experience, or
An equivalent combination of education, training and experience.
Level 3:
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Completion of a graduate degree and one to three years of related experience, or
Completion of an undergraduate degree and three to five years of related experience, or
Completion of a recognized diploma from a college or technical institute with additional
specialized training and three to five years of related experience, or
An equivalent combination of education, training and experience.
Level 4:
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Completion of a graduate degree and four to six years of related experience, or
Completion of an undergraduate degree and six to eight years of related experience, or
Completion of a recognized diploma from a college or technical institute with additional
specialized training and six to eight years of related experience, or
An equivalent combination of education, training and experience.
Level 5:
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Completion of a graduate degree and seven or more years of related experience, or
Completion of an undergraduate degree and nine or more years of related experience, or
Completion of a recognized diploma from a college or technical institute with additional
specialized training and nine or more years of related experience, or
An equivalent combination of education, training and experience.
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FACTOR 6 – INTERPERSONAL SKILLS
Definition – This factor assesses the skills typically required to communicate with others in
carrying out the duties of the job.
Notes:
Identify and explain how the skills are used to influence the actions or behaviours of others. This
could be through partnerships, collaboration, knowledge transfer, persuasion, mediation,
negotiation and relationship building, etc. that may involve both internal and external
stakeholders.
Others – includes students, clients, faculty, staff, volunteers, members of other organizations
and the general public.
Types of communication – include oral, written, numeric, visual or graphic, signing, Braille and
non-verbal communication including listening and gesturing.
Consider also the context and purpose of the communication since this may have an effect on the
type and level of communication skills required. The context and purpose may include such
things as: providing information, interviewing, providing individual instruction, making formal
or informal presentations, addressing assemblies, leading group discussions, chairing meetings,
conducting seminars or providing classroom instruction, acting as spokesperson or preparing
complex submissions or proposals.
Presentation or marketing skills may be required at all levels. To rate at a Level 4 or higher,
presentation or marketing must be the primary job responsibility. Examples include addressing
assemblies or conducting fund-raising on behalf of the University.
Who the communication is with is important only to the extent that it helps define the type,
purpose and complexity of communication.
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FACTOR 7 – WORKING CONDITIONS
Definition – This factor assesses the disagreeable conditions of the job environment. It also
includes the degree of health hazard and any aspects of necessary travel or unusual hours
occasioned by the job.
Notes:
This factor measures the frequency of exposure the job has to undesirable or disagreeable
environmental conditions or hazards. Consider only those conditions or hazards that are inherent
in the nature of the work. Do not consider extreme situations; that is, where the risk of a specific
situation or accident occurring is unlikely. Consider the frequency of exposure to undesirable
working conditions or hazards. Do not consider conditions for which premiums are paid.
Consider the many and varied conditions that prevail in the workplace. These conditions include
travel, irregular work hours, on-call and exposure to rude or aggressive individuals. Hazards
such as dust, dirt, fumes, toxic chemicals, used sharps, heat or cold, noise, vibration, inclement
weather or isolated working conditions.
The severity of disagreeable working conditions may affect the rating, e.g. frequent exposure to
more severe disagreeable working conditions should rate higher than frequent exposure to less
severe disagreeable working conditions.
As a general rule, the following frequency definitions may be considered:
o Little – seldom occurs
o Occasional – occurs once or twice a week or a few times a month
o Frequent – occurs several times a day or many times a week
o Continuous – occurs the majority of the work time
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FACTOR 8 – PHYSICAL AND MENTAL DEMANDS
Definition – This factor assesses the physical and mental demands of the job.
Notes:
The position does not need to meet all elements of the rated level; it must meet either the mental
or physical demands at the rated level.
Physical Demands
Please consider the job duties in terms of the amount and frequency of physical effort. This will
include the need to assume an uncomfortable or awkward posture or to lift, push or pull objects.
Consider restriction of movement and repetitive motions.
Do not consider the strength and energy needed to perform the work or the size and stamina of
the employee.
Consider also the opportunities to seek relief from the physical demands.
Mental Demands
Please consider the frequency, duration and intensity of mental and sensory demands of the job.
Consider only those demands that require concentration (e.g. listening, interpreting, multiple
demands, interruptions, deadlines, conflict resolution, etc.) that will cause fatigue.
Attentiveness is not considered, as it is required by all jobs.
Consider also the opportunities to seek relief from the mental demands.
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