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 six levels in the Professional Services Occupational Group and describes research or the practical application of theory, principles, and models in the life or social sciences. Researchers plan and conduct research into theory in order to formulate new theory and increase the basic knowledge of a science. Scientists plan, devise, and conduct data collection or testing methods to understand a problem and its cause and to determine the means to comply with program or regulatory standards or requirements. Scientists also apply the results to recommended policies, strategies, solutions, and institutional arrangements for planning, implementing, and evaluating of agency’s programs. Work includes designing experiments, methodologies, and techniques to detect, discover, measure, and analyze data on a previously unobserved phenomena or to replicate the findings of other research efforts; or, developing the methods and techniques to collect data, conducting surveys, studies, and tests, and analyzing and interpreting data and studies. Positions in this class write reports and prepare briefings or presentations explaining the use, analysis, and results of their work, including the applicability, efficiency, and accuracy of the methods used by other findings, the effectiveness of theory and models in practice, or the enforcement of regulations. In addition, some research positions may locate and obtain funding for their research efforts.
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST I (H6E1XX)
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 which 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 to choose from 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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST II (H6E2XX)
Concept of Class
This class describes the intermediate level. Positions in this level receive instruction and training in the application of academic knowledge to a specific program’s setting, processes, regulations, and policies. 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. Typically, positions perform portions of the research assignment or study, such as performing experiments or collecting source data and analyzing it where the methodologies have been designed, and will be checked, by a higher level research/scientist. Any changes to the original research designs or study plans require prior approval from a higher level.
This class differs from the Life/Social Science Researcher/Scientist 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. For example, positions in this level may determine the practical techniques or approach to collect data and validation techniques when devising the procedure to analyze data, and write assigned portions of reports or proposals. 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.
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 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, the specific protocol used for collecting data may vary by research or study subjects and samples.
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST III (H6E3XX)
Concept of Class
This class describes the fully operational professional. Positions operate independently in performing the full range of professional tasks. Positions in this level may develop research or study plans, including formulating hypotheses, designing experiments or studies, devising and testing data collection procedures, defining suitable subjects or samples and the procedures to solicit participation, and evaluating and interpreting source data. Work includes observing or interviewing subjects, conducting experiments or surveys, writing reports and conclusions on results, and presenting results and conclusions to others. 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 Life/Social Science Researcher/Scientist 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. For example, in developing the plan for a research project, a position determines the set of experiments and methodologies to be used in collecting and analyzing the data. As another illustration, in testing compliance or studying the applicability of a theoretical model, a position determines the set of techniques and methodologies to be used in collecting and analyzing the data. The general pattern, program, or system exists but must be individualized. For example, the field of science, research program, program and cost guidelines, and funding system exist but must be adapted for the specific research plan or study.
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, when testing a new theory or researching to improve a theory, the position applies accepted scientific principles and analytical techniques in designing experiments and analyzing data; or, the position applies principles and analytical techniques in designing methods to adjust and weigh raw data and evaluate its reliability. 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 the particular life or social science in order to tailor them to develop a different approach or plan to fit specific circumstances. For example, this position may tailor theory and techniques to determine what data should be explored or collected, the methods to collect it, and how to evaluate it for the specific study or test. While general policy, precedent, or non-specific practices exist, they are inadequate and are therefore relevant only through approximation or analogy. For example, this position may search literature for similar research in order to draw analogies that can be used in modifying methods and protocols for the specific test or research. 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.
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST IV (H6E4XX)
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 Life/Social Science Researcher/Scientist 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. For example, in developing the plan for a research project, a position determines the set of experiments and methodologies to be used in collecting and analyzing the data. As another illustration, in testing compliance or studying the applicability of a theoretical model, a position determines the set of techniques and methodologies to be used in collecting and analyzing the data. The general pattern, program, or system exists but must be individualized. For example, the field of science, research program, program and cost guidelines, and funding system exist but must be adapted for the specific research plan or study.
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, when testing a new theory or researching to improve a theory, the position applies accepted scientific principles and analytical techniques in designing experiments and analyzing data; or, the position applies principles and analytical techniques in designing methods to adjust and weigh raw data and evaluate its reliability. 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 the particular life or social science in order to tailor them to develop a different approach or plan to fit specific circumstances. For example, this position may tailor theory and techniques to determine what data should be explored or collected, the methods to collect it, and how to evaluate it for the specific study or test. While general policy, precedent, or non-specific practices exist, they are inadequate and are therefore relevant only through approximation or analogy. For example, this position may search literature for similar research in order to draw analogies that can be used in modifying methods and protocols for the specific test or research. 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.
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. For example, this position may develop operational policies for agency’s work in a specific science, such as policies on informed consent, confidentiality, and sharing data.
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 work flow, 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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST V (H6E5XX)
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 Life/Social Science Researcher/Scientist 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. For example, in developing the plan for a research project, a position determines the set of experiments and methodologies to be used in collecting and analyzing the data. As another illustration, in testing compliance or studying the applicability of a theoretical model, a position determines the set of techniques and methodologies to be used in collecting and analyzing the data. The general pattern, program, or system exists but must be individualized. For example, the field of science, research program, program and cost guidelines, and funding system exist but must be adapted for the specific research plan or study.
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, when testing a new theory or researching to improve a theory, the position applies accepted scientific principles and analytical techniques in designing experiments and analyzing data; or, the position applies principles and analytical techniques in designing methods to adjust and weigh raw data and evaluate its reliability. 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 the particular life or social science in order to tailor them to develop a different approach or plan to fit specific circumstances. For example, this position may tailor theory and techniques to determine what data should be explored or collected, the methods to collect it, and how to evaluate it for the specific study or test. While general policy, precedent, or non-specific practices exist, they are inadequate and are therefore relevant only through approximation or analogy. For example, this position may search literature for similar research in order to draw analogies that can be used in modifying methods and protocols for the specific test or research. 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.
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. For example, this position may develop operational policies for agency’s work in a specific science, such as policies on informed consent, confidentiality, and sharing data.
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 full time 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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST VI (H6E6XX)
Concept of Class
This class describes the first-level of program supervision, including the unit supervisor or any one of the three levels of staff authority who meets the factors identified below for this class. Program supervisors manage the daily operation of a work unit. Positions determine the annual business plans that integrate with the agency’s mission and goals, determine implementation policies and guidelines, develop budgets, establish staffing and directly control the work of others. Work involves directing the implementation of policies, rules, and regulations. Staff, senior, and leading authorities possess a unique level of knowledge and expertise in a professional field that is needed by the agency to support its overall mission. Management, inside and/or outside of the agency, 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.
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, senior, and leading authority is delegated by agency management, beyond the immediate supervisor, and has direct influence and impact within or beyond the agency depending on the level of authority delegated to a position.
This class differs from the Life/Social Science Researcher/Scientist V on Decision Making and possibly Complexity and Line/Staff Authority.
Factors
Allocation must be based on meeting all of the three factors as described below.
Decision Making
The decisions regularly made are at the interpretive level, as described here. Within limits of the strategic master plan and allocated human and fiscal resources, choices involve determining tactical plans to achieve the objectives established by the highest management level. This involves establishing what processes will be done, developing the budget, and developing the staffing patterns and work units in order to deploy staff. For example, this position may develop the multi-year study agenda for the program, develop the budget request for the program and approve expenditures, approve project plans and project priorities, and assign allocated resources among the various projects. This level includes inventing and changing systems and guidelines that will be applied by others statewide. For example, authorities design the strategy, system, process, guidelines, rules and standards that are used by others in state government. While an authority may not directly supervise staff or a budget, such a position is often involved in formulation of budgets and staffing patterns as part of the design of a system. By nature, this is the first level where positions are not bound by processes and operations in their own programs as a framework for decision making and there are novel or unique situations which cause uncertainties that must be addressed at this level. Through deliberate analysis and experience with these unique situations, the manager or expert determines the systems, guidelines, and programs for the future.
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 the particular life or social science in order to tailor them to develop a different approach or plan to fit specific circumstances. For example, this position may tailor theory and techniques to determine what data should be explored or collected, the methods to collect it, and how to evaluate it for the specific study or test. While general policy, precedent, or non-specific practices exist, they are inadequate and are therefore relevant only through approximation or analogy. For example, this position may search literature for similar research in order to draw analogies that can be used in modifying methods and protocols for the specific test or research. 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.
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. For example, this position may develop operational policies for agency’s work in a specific science, such as policies on informed consent, confidentiality, and sharing data.
OR
For a leading authority, the nature of, and need for, analysis and judgment is unprecedented, as described here. Positions originate models, concepts, and theories that are new to the professional field AND where no prototype exists in state government. For example, this position may develop the models and measurements, e.g., species management models that will be applied by other researchers and scientists in the field of science. At the leading edge, guidelines do not exist so judgment and resourcefulness are needed to develop them. For example, this position may be responsible for conducting research designed to discover theory or law new to the state's programs and the science itself.
Line/Staff Authority
The direct field of influence the work of a position has on the organization is as a unit supervisor or one of the levels of staff authority. The unit supervisor is accountable, including signature authority, for actions and decisions that directly impact pay, status, and tenure of three or more full-time 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 staff, senior, or leading 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 the agency (staff), within state government agencies (senior), or in the profession itself outside of state government (leading). 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, as the designer of a statewide system or in a subject area for other areas of state government, or as a consultant to management regionally or nationally. Managers and peers, internally (staff) or externally to the agency (senior) or state (leading) 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 H6E1TX to H6E1XX per administrative updates.
- Effective July 1, 2016
General Professional Study; deconsolidation and abolishment of General Professional 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 5/20/1993.
- Revised February 1, 1984
Changed grade and relationship for Wildlife Research Leader. Changed relationship for Wildlife Researcher.
- Revised October 1, 1978
Changed entrance requirements for Wildlife Research Leader.
- Revised July 1, 1978
Changed entrance requirements on Researchers. Changed grade and relationship on Wildlife Research Leader. Changed relationship for Wildlife Researchers.
- Revised September 1, 1976
Changed class title and entrance requirements for Wildlife Researchers.
- Created January 1, 1975
Researcher I through V (3810-3816), Wildlife Researchers (6342-6344), Wildlife Research Leader (6346).
Summary of Factor Ratings
| Class Level | Decision Making | Complexity | Line/Staff Authority |
|---|---|---|---|
| Life/Social Scientist/Researcher I | Defined | Prescribed | Individual Contributor |
| Life/Social Scientist/Researcher II | Operational | Patterned | Individual Contributor |
| Life/Social Scientist/Researcher III | Process | Formulative | Individual Contributor |
| Life/Social Scientist/Researcher IV | Process | Formulative or Strategic | Work Leader or Staff Authority |
| Life/Social Scientist/Researcher V | Process | Formulative or Strategic | Unit Supervisor or Senior Authority |
| Life/Social Scientist/Researcher VI | Interpretive | Formulative, Strategic or Unprecedented (Note: A leading authority must be unprecedented in Complexity.) | Unit Supervisor or Staff, Senior or Leading Authority |
Issuing Authority:
Department of Personnel & Administration
Minimum Qualifications
Valid as of: February 20, 2024
This document includes the following levels:
| Class Title | Class Code |
|---|---|
| Life/Social Scientist/Researcher I | H6E1XX |
| Life/Social Scientist/Researcher II | H6E2XX |
| Life/Social Scientist/Researcher III | H6E3XX |
| Life/Social Scientist/Researcher IV | H6E4XX |
| Life/Social Scientist/Researcher V | H6E5XX |
| Life/Social Scientist/Researcher VI | H6E6XX |
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST I (H6E1XX)
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST II (H6E2XX)
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST III (H6E3XX)
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST IV (H6E4XX)
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST V (H6E5XX)
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.
LIFE/SOCIAL SCIENCE RESEARCHER/SCIENTIST VI (H6E6XX)
Experience Only:
Nine (9) 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 nine (9) years.
History of Changes Made to Minimum Qualification
The following is a summary of changes made to this minimum qualification.
- Feb. 20, 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 (H6E1TX Changed to H6E1XX)
Review and correction of the classification codes to align with the 2018-19 pay plan and compensation grades approved by the CHRO.
- Sept. 1, 2017 (H6E5XX, H6E6XX)
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.
- Sept. 1, 2017 (H6E2XX, H6E3XX, H6E4XX, H6E5XX, H6E6XX)
Made language consistent with a year-for-year approach to substitutions for both education and experience.
- Sept. 1, 2017 (Whole Document)
- Part of the 2017 MQ Project
- New format
- Made language consistent with a year-for-year approach to substitutions for both education and experience