Note: Provided below is a job class description and minimum qualification. To view this information for other State of Colorado positions, please visit the job classifications and minimum qualifications page.
Class Description
Valid as of: July 1, 2018
This class series uses five levels in the Professional Services Occupational Group and describes work in the preparation of scientific applications programs utilized in various science fields of work. Positions in this series are involved in designing, developing, coding, testing, debugging, maintaining, documenting, and enhancing systems and programs by applying principles, theories, concepts, and practices of programming, systems analysis, and the applicable scientific field in which a position works.
Work in this class involves performing a variety of programming tasks such as, converting system specifications into programs by designing logic patterns; coding logic patterns into proper language and instructions; testing programs by selecting and preparing proper data which verifies a program's intent; debugging a program in the event of problems by locating and removing errors; ensuring a program operates effectively and as intended preparing detailed documentation, operating instructions, and manuals for programs; maintaining and updating programs by making revisions and modifications as necessary; maintaining program files and records; communicating with other staff and users to resolve program intent issues,
data requirements, and other programming matters; reviewing programs for adherence to quality standards and ensuring programs operate effectively.
In the area of systems analysis, positions perform a variety of tasks such as, determining the
feasibility of implementing automated systems through the study and analysis of the cost and practicality of developing systems as compared to continuing or modifying existing systems or work processes; gathering facts and information pertaining to user requirements to develop and/or modify computer information systems to solve user problems; defining the system scope and objectives by communicating with users and gathering and analyzing facts related to systems; preparing detailed specifications from which programs are written and system documentation prepared including written procedure narratives, flowcharts, programming guidelines, manuals, charts, diagrams, forms, and other system documentation; preparing documentation which describes the steps needed to adapt, modify, and implement computer systems; develops and/or revises system logic difficulties and documentation; devising and/or modifying procedures to solve system problems considering computer equipment capabilities and limitations; training and instructing users in all phases of the system and communicating with users to explain system operation, solve problems, and ensure the system operates effectively and satisfies user needs; and, reviewing systems development and enhancements continually for adherence to quality standards.
The professional nature of the work and the factors determine the level within the series. Professional work is analytical and evaluative in nature. Decisions require the creative and conceptual application of theory and principles of a professional occupational field. A professional field is one in which knowledge is gained by completion of an advanced course of study resulting in a college degree or equivalent specialized experience. The professional nature of the work and the factors determine the level within this series.
SCIENTIFIC PROGRAMMER/ANALYST I (H1E1XX)
Concept of Class
This class describes the entry or clearly defined level. Entry level positions perform tasks that are structured and designed to provide training and experience. Tasks are performed under direct supervision and detailed instruction and guidance is received. Employees in this class learn to apply theories and principles of the professional field. Positions used for training purposes do not remain at this level indefinitely.
Clearly defined assignments require following established work processes and procedures. Positions operate within standard processes and alternatives that are known and any deviation from such requires prior approval. These assignments will not move beyond this level.
Factors
Allocation must be based on meeting all of the three factors as described below.
Decision Making
The decisions regularly made are at the defined level, as described here. Within limits prescribed by the operation, choices involve selecting alternatives that affect the manner and speed with which tasks are carried out. These choices do not affect the
standards or results of the operation itself because there is typically only one correct way to carry out the operation. Alternatives include independent choice of such things as priority and personal preference for organizing and processing the work, proper tools or equipment, speed, and appropriate steps in the operation to apply. By nature, the data needed to make decisions can be numerous but are clear and understandable so logic is needed to apply the prescribed alternative. Positions can be taught what to do to carry out assignments and any deviation in the manner in which the work is performed does not change the end result of the operation.
Complexity
The nature of, and need for, analysis and judgment is prescribed, as described here. Positions apply established, standard guidelines that cover work situations and alternatives. Action taken is based on learned, specific guidelines that permit little deviation or change as the task is repeated. Any alternatives from which to choose are clearly right or wrong at each step.
Line/Staff Authority
The direct field of influence the work of a position has on the organization is as an individual contributor. The individual contributor may explain work processes and train others. The individual contributor may serve as a resource or guide by advising others on how to use processes within a system or as a member of a collaborative problem-solving team. This level may include positions performing supervisory elements that do not fully meet the criteria for the next level in this factor. Note: some positions may lead or supervise others; however, those subordinate positions are not professionals so the position does not meet all of the criteria for a higher level of Line/Staff Authority in this class series.
SCIENTIFIC PROGRAMMER/ANALYST II (H1E2XX)
Concept of Class
This class describes the intermediate level. Positions operate independently in performing assignments that are limited to phases of a fully operational professional assignment or which may be designed to provide continued training and experience. Work requires determining solutions to practical problems using specified professional standards and established criteria. Judgment is used to select and apply existing guidelines to solve problems and accomplish the assignment.
This class differs from the Scientific Programmer/Analyst I on Decision Making and Complexity. Some assignments will not move beyond this level.
Factors
Allocation must be based on meeting all of the three factors as described below.
Decision Making
The decisions regularly made are at the operational level, as described here. Within limits set by the specific process, choices involve deciding what operation is required to carry out the process. This includes determining how the operation will be completed. By nature, data needed to make decisions are numerous and variable so reasoning is needed to develop the practical course of action within the established process. Choices are within a range of specified, acceptable standards, alternatives, and technical practices. For example, a position determines the best approach to solve scientific programming/analysis problems by gathering and analyzing information in the applicable scientific field pertinent to the problem and applying the proper programming and/or systems technique, practice, or method.
Complexity
The nature of, and need for, analysis and judgment is patterned, as described here. Positions study technical information to determine what it means and how it fits together in order to get practical solutions to problems and tasks. Guidelines in the form of specified processes, techniques, and methods exist for most situations. Judgment is needed in locating and selecting the most appropriate of these guidelines which may change for varying circumstances as the task is repeated. This selection and interpretation of guidelines involves choosing from alternatives where all are correct but one is better than another depending on the given circumstances of the situation. For example, a position selects and applies the proper systems, programming, and applicable scientific field guideline based upon on interpretation of the individual system and programming situation in order to design and/or maintain scientific programs.
Line/Staff Authority
The direct field of influence the work of a position has on the organization is as an individual contributor. The individual contributor may explain work processes and train others. The individual contributor may serve as a resource or guide by advising others on how to use processes within a system or as a member of a collaborative problem-solving team. This level may include positions performing supervisory elements that do not fully meet the criteria for the next level in this factor. Note: some positions may lead or supervise others; however, those subordinate positions are not professionals so the position does not meet all of the criteria for a higher level of Line/Staff Authority in this class series.
SCIENTIFIC PROGRAMMER/ANALYST III (H1E3XX)
Concept of Class
This class describes the fully operational professional. Positions operate independently in performing the full range of professional tasks. Work requires the use of discretion and creativity within limits of theory and principles of the profession; management’s program objectives; law and regulations; and, general systems and guidelines. Judgment is used in the adaptation and skilled application of guidelines to solve the full range of problems related to the assignment. An employee in this class must anticipate and analyze the impact and consequences of decisions made. Positions may serve as a resource to others or a specialist in the professional field.
This class differs from the Scientific Programmer/Analyst II on Decision Making and Complexity. Some assignments will not move beyond this level.
Factors
Allocation must be based on meeting all of the three factors as described below.
Decision Making
The decisions regularly made are at the process level, as described here. Within limits set by professional standards, the agency’s available technology and resources, and program objectives and regulations established by a higher management level, choices involve determining the process, including designing the set of operations. The general pattern, program, or system exists but must be individualized.
This individualization requires analysis of data that is complicated. Analysis is breaking the
problem or case into parts, examining these parts, and reaching conclusions that result in work processes. This examination requires the application of known and established work theory, principles, conceptual models, professional standards, and precedents in order to determine their relationship to the problem. For example, a position plans and determines the design of scientific programs in accordance with specifications, principles, and practices of programming, systems analysis, and the applicable scientific field. New processes or objectives require approval of higher management or the agency with authority and
accountability for the program or system.
Complexity
The nature of, and need for, analysis and judgment is formulative, as described here. Positions evaluate the relevance and importance of theories, concepts, and principles in order to tailor them to develop a different approach or plan to fit specific circumstances. While general policy, precedent, or non-specific practices exist, they are inadequate and are therefore relevant only through approximation or analogy. In conjunction with theories, concepts, and principles, positions use judgment and resourcefulness in tailoring the existing guidelines so they can be applied to particular circumstances and to deal with emergencies. For example, a position evaluates the relevance of existing scientific programming and systems analysis guidelines in order to prepare and tailor individual approaches to resolve specific scientific programming development and/or maintenance issues.
Line/Staff Authority
The direct field of influence the work of a position has on the organization is as an individual contributor. The individual contributor may explain work processes and train others. The individual contributor may serve as a resource or guide by
advising others on how to use processes within a system or as a member of a collaborative problem-solving team. This level may include positions performing supervisory elements that do not fully meet the criteria for the next level in this factor. Note: some positions may lead or supervise others; however, those subordinate positions are not professionals so the position does not meet all of the criteria for a higher level of Line/Staff Authority in this class series.
SCIENTIFIC PROGRAMMER/ANALYST IV (H1E4XX)
Concept of Class
This class describes the work leader or the staff authority. Work leaders exercise some control over the continual work product of others. Staff authorities possess a unique level of knowledge and expertise in a professional field that is needed by the agency to support its overall mission. Agency management routinely relies on the essential consultation of the authority before deciding broad, critical program and policy direction. The consultation provided is accepted as fact and not refuted on its technical merit, even if management does not act on it for political or budgetary reasons. Staff authorities are authorized to take action and issue expert opinions that provide direction for further action by others. Authorities design strategy, systems, processes, guidelines, rules, and standards that are mission critical and directly impact the agency’s ongoing operation and broad program or policy. Staff authority is delegated by agency management, beyond the immediate supervisor, and has direct influence and impact agency-wide, including clients.
This class differs from the Scientific Programmer/Analyst III on Line/Staff Authority and possibly Complexity.
Factors
Allocation must be based on meeting all of the three factors as described below.
Decision Making
The decisions regularly made are at the process level, as described here. Within limits set by professional standards, the agency’s available technology and resources, and program objectives and regulations established by a higher management level, choices involve determining the process, including designing the set of operations. The general pattern, program, or system exists but must be individualized.
This individualization requires analysis of data that is complicated. Analysis is breaking the problem or case into parts, examining these parts, and reaching conclusions that result in work processes. This examination requires the application of known and established theory, principles, conceptual models, professional standards, and precedents in order to determine
their relationship to the problem. For example, a position plans and determines the design of scientific programs in accordance with specifications, principles, and practices of programming, systems analysis, and the applicable scientific field. New processes or objectives require approval of higher management or the agency with authority and accountability for the program or system.
Complexity
The nature of, and need for, analysis and judgment is formulative, as described here. Positions evaluate the relevance and importance of theories, concepts, and principles in order to tailor them to develop a different approach or plan to fit specific circumstances. While general policy, precedent, or non-specific practices exist, they are inadequate and are therefore relevant only through approximation or analogy. In conjunction with theories, concepts, and principles, positions use judgment and resourcefulness in tailoring the existing guidelines so they can be applied to particular circumstances and to deal with emergencies. For example, a position evaluates the relevance of existing scientific programming and systems analysis guidelines in order to prepare and tailor individual approaches to resolve specific scientific programming development and/or maintenance issues.
OR
The nature of, and need for, analysis and judgment is strategic, as described here. Positions develop guidelines to implement a program that maintains the agency’s mission. Guidelines do not exist for most situations. In directive situations, positions use judgment and resourcefulness to interpret circumstances in a variety of situations and establish guidelines that direct how a departmental/agency program will be implemented.
Line/Staff Authority
The direct field of influence the work of a position has on the organization is as a work leader or staff authority. The work leader is partially accountable for the work product of two or more full-time equivalent positions, including timeliness, correctness, and soundness. At least one of the subordinate positions must be a professional level in the same series or at a comparable conceptual level. Typical elements of direct control over other positions by a work leader include assigning tasks, monitoring progress and workflow, checking the product, scheduling work, and establishing work standards. The work leader provides input into supervisory decisions made at higher levels, including signing leave requests and approving work hours. This level may include positions performing supervisory elements that do not fully meet the criteria for the next level in this factor.
OR
The staff authority is a pacesetter who has a unique level of technical expertise in a field or profession that, as part of the ongoing permanent assignment, is critical to the success of an agency. It is an essential component of the work assignment that has been delegated by management to the position. This authority directly influences management decisions within an agency. For example, management relies on such a position when making decisions regarding the direction that policy or a program should take in the staff authority’s field of expertise. Managers and peers recognize and seek this level of technical guidance and
direction regarding the application of a program or system within the agency or to its clients.
SCIENTIFIC PROGRAMMER/ANALYST V (H1E5XX)
Concept of Class
This class describes the unit supervisor or senior authority. Supervisors exercise direct, formal control over others. Senior authorities possess a unique level of knowledge and expertise in a professional field that is needed by the agency to support its overall mission. Agency management routinely relies on the essential consultation of the authority before deciding broad, critical program and policy direction. The consultation provided is accepted as fact and not refuted on its technical merit, even if management does not act on it for political or budgetary reasons. Senior authorities are authorized to take action and issue expert opinions that provide direction for further action by others. Authorities design strategy, systems, processes, guidelines, rules, and standards that are mission critical and directly impact the agency’s ongoing operation and broad program or policy. Senior authority is delegated by agency management, beyond the immediate supervisor, and has direct influence and impact outside the agency to others in state government.
This class differs from the Scientific Programmer/Analyst IV on Line/Staff Authority and possibly Complexity.
Factors
Allocation must be based on meeting all of the three factors as described below.
Decision Making
The decisions regularly made are at the process level, as described here. Within limits set by professional standards, the agency’s available technology and resources, and program objectives and regulations established by a higher management level, choices involve determining the process, including designing the set of operations. The general pattern, program, or system exists but must be individualized.
This individualization requires analysis of data that is complicated. Analysis is breaking the
problem or case into parts, examining these parts, and reaching conclusions that result in work processes. This examination requires the application of known and established theory, principles, conceptual models, professional standards, and precedents in order to determine their relationship to the problem. For example, a position plans and determines the design of scientific programs in accordance with specifications, principles, and practices of programming, systems analysis, and the applicable scientific field. New processes or objectives require approval of higher management or the agency with authority and
accountability for the program or system.
For example, a position plans and determines the design of scientific programs in accordance with specifications, principles, and practices of programming, systems analysis, and the applicable scientific field. New processes or objectives require approval of higher management or the agency with authority and accountability for the program or system.
Complexity
The nature of, and need for, analysis and judgment is formulative, as described here. Positions evaluate the relevance and importance of theories, concepts, and principles in order to tailor them to develop a different approach or plan to fit specific circumstances. While general policy, precedent, or non-specific practices exist, they are inadequate and are therefore relevant only through approximation or analogy. In conjunction with theories, concepts, and principles, positions use judgment and resourcefulness in tailoring the existing guidelines so they can be applied to particular circumstances and to deal with emergencies. For example, a position evaluates the relevance of existing scientific programming and systems analysis guidelines in order to prepare and tailor individual approaches to resolve specific scientific programming development and/or maintenance issues.
OR
The nature of, and need for, analysis and judgment is strategic, as described here. Positions develop guidelines to implement a program that maintains the agency’s mission. Guidelines do not exist for most situations. In directive situations, positions use judgment and resourcefulness to interpret circumstances in a variety of situations and establish guidelines that direct how a departmental/agency program will be implemented.
Line/Staff Authority
The direct field of influence the work of a position has on the organization is as a unit supervisor or senior authority. The unit supervisor is accountable, including signature authority, for actions and decisions that directly impact pay, status, and tenure of three or more fulltime equivalent positions. At least one of the subordinate positions must be a professional level in the same series or at a comparable conceptual level. The elements of formal supervision must include providing documentation to support
recommended corrective and disciplinary actions, signing performance plans and appraisals, and resolving informal grievances. Positions start the hiring process, interview applicants, and recommend hire, promotion, or transfer.
OR
The senior authority is a pacesetter who has a unique level of technical expertise in a field or profession that, as part of the ongoing permanent assignment, is critical to the success of an agency. It is an essential component of the work assignment that has been delegated by management to the position. This authority directly influences management decisions beyond the agency. Managers and peers seek this level of technical guidance and direction as the designer of a statewide system or in a subject area for other areas of state government. Managers and peers, both internally and externally to the agency, rely on this pacesetter
when making decisions regarding the direction that policy, programs, and systems should take in the pacesetter’s field of expertise.
Entrance Requirements
Minimum entry requirements and general competencies for classes in this series are contained in the class minimum qualifications document.
For purposes of the Americans with Disabilities Act Amendments Act (ADAAA), the essential functions of specific positions are identified in the position description questionnaires and job analyses.
History of Changes Made to Class Description
The following is a summary of changes made to this class description.
- Effective July 1, 2018
Update the Class Code of H1E1TX to H1E1XX per administrative updates.
- Effective July 1, 2016
General Professional Study; deconsolidation and abolishment of General Professional series. Creation of this class series.
- Effective 2012
Job Evaluation System Revision project removed the “Purpose of Contact” from Job Evaluation.
- Effective September 1, 1993
Job Evaluation System Revision project. Published as proposed 6/1/1993.
- Revised July 1, 1979
Distinguishing factors, substitution for A2770X Scientific Programmer A and A2771X Scientific Programmer B. Distinguishing factors, education and experience, substitution for A2772X Senior Scientific Programmer.
- Created January 1, 1975
A2770X Scientific Programmer A, A2771X Scientific Programmer B and A2772X Senior Scientific Programmer.
Summary of Factor Ratings
| Class Level | Decision Making | Complexity | Line/Staff Authority |
|---|---|---|---|
| Scientific Programmer/Analyst I | Defined | Prescribed | Individual Contributor |
| Scientific Programmer/Analyst II | Operational | Patterned | Individual Contributor |
| Scientific Programmer/Analyst III | Process | Formulative | Individual Contributor |
| Scientific Programmer/Analyst IV | Process | Formulative or Strategic | Work Leader or Staff Authority |
| Scientific Programmer/Analyst V | Process | Formulative or Strategic | Unit Supervisor or Senior Authority |
Minimum Qualifications
Valid as of: February 9, 2024
This document includes the following levels:
| Class Title | Class Code |
|---|---|
| Scientific Programmer/Analyst I | H1E1XX |
| Scientific Programmer/Analyst II | H1E2XX |
| Scientific Programmer/Analyst III | H1E3XX |
| Scientific Programmer/Analyst IV | H1E4XX |
| Scientific Programmer/Analyst V | H1E5XX |
SCIENTIFIC PROGRAMMER/ANALYST I (H1E1XX)
Experience Only:
Four (4) years of relevant experience in an occupation related to the work assigned to this position
OR
Education and Experience:
A combination of related education and/or relevant experience in an occupation related to the work assigned equal to four (4) years.
SCIENTIFIC PROGRAMMER/ANALYST II (H1E2XX)
Experience Only:
Five (5) years of relevant experience in an occupation related to the work assigned to this position
OR
Education and Experience:
A combination of related education and/or relevant experience in an occupation related to the work assigned equal to five (5) years.
SCIENTIFIC PROGRAMMER/ANALYST III (H1E3XX)
Experience Only:
Six (6) years of relevant experience in an occupation related to the work assigned to this position
OR
Education and Experience:
A combination of related education and/or relevant experience in an occupation related to the work assigned equal to six (6) years.
SCIENTIFIC PROGRAMMER/ANALYST IV (H1E4XX)
Experience Only:
Seven (7) years of relevant experience in an occupation related to the work assigned to this position
OR
Education and Experience:
A combination of related education and/or relevant experience in an occupation related to the work assigned equal to seven (7) years.
SCIENTIFIC PROGRAMMER/ANALYST V (H1E5XX)
Experience Only:
Eight (8) years of relevant experience in an occupation related to the work assigned to this position
OR
Education and Experience:
A combination of related education and/or relevant experience in an occupation related to the work assigned equal to eight (8) years.
History of Changes Made to Minimum Qualification
The following is a summary of changes made to this minimum qualification.
- Feb. 9, 2024 (Whole Document)
- New format (updating to adhere to accessibility standards)
- Updated minimum qualifications to align with the Skills-based Hiring initiative
- July 1, 2018 (H1E1TX changed to H1E1XX)
Review and correction of the classification codes to align with the 2018-19 pay plan and compensation grades approved by the CHRO.
- Aug. 1, 2017 (H1E5XX)
Removed ‘additional higher level and/or special experience’ language. Special qualifications can appear as a Special Qualification in the job posting, if justified in the position description and job analysis.
- Aug. 1, 2017 (H1E2XX, H1E3XX, H1E4XX, H1E5XX)
- Made language consistent with a year-for-year approach to substitutions for both education and experience
- Language referring to “at the agency’s discretion” was removed from substitution space
- Aug. 1, 2017 (Whole Document)
- Part of the 2017 MQ Project
- New format
- Standardized language regarding education and experience requirements