Determining Starting Salaries

There are a number of factors that contribute to the determination of an employee's starting salary.

Ongoing Salary Progression

Salary progression varies by employee group, but is based primarily on a combination of the following adjustment types.

MARKET ADJUSTMENTS

  • General market adjustments (across-the-board to all employees)
  • Individual market adjustments (targeted to employees below their market target)

SERVICE-BASED INCREMENT

Annual increase based on additional years of service

  • USFA career development increase (CDI)
  • ASPA increment for those below target point of salary range
  • CUPE 1975 regular increment

MERIT INCREASES OR BONUS

Performance-based awards that can be provided as either an increase to salary or a one-time bonus payment

  • USFA special increases – applied to base salary
  • ASPA merit awards – can be provided as a base salary award and/or one-time performance bonuses
  • Exempt merit awards – can be provided as one-time performance bonuses
You can view you a personalized summary of your current salary along with other compensation, benefits and pension at My Total Rewards.

Market Strategy

A market strategy for compensation varies by employee group and is a combination of two factors:

1. Our comparator groups

The University uses market data to compare the pay of our employees with those in other organizations in Canada including:

  • Canadian Universities
  • National public/private sector organizations
  • Local (SK) public/private organizations

We gather our market data from multiple sources:

  • Annual compensations surveys—in which we participate—that are administered by compensation consulting companies
  • Subscriptions to online compensation databases
  • U15 University-specific Compensation Reports
  • Custom surveys created by U of S

2. Our market target

Part of our University's compensation strategy is determining at what level do we want to pay our employees relative to our comparator groups.

LEAD PAY STRATEGIES
Paying higher wages than the market rate for employees.
(Sometimes necessary to attract talent from other markets/industry)

MATCH STRATEGIES
Paying wages comparable to other positions in the market.

LAG STRATEGIES
Paying wages that are intended to match market rates but on a delayed bases (e.g. 1-2 years).

Placement Models/Matrix

Position placement within our compensation models are determined by the following:

As of April, 2015

Information Technology

A combination of education and experience, duties and career path allows for the participation in the technical/professional areas of Information Technology.

Primary Purpose

Phase 1
  • coordinates and implements the day to day activities required to meet the goals and vision of the unit , area, project, or program
  • provides support at the unit level
  • independently exercises a scope of focused and assigned duties
  • operational focus, short term planning horizon
Phase 2
  • determines the steps required to achieve the goals and vision of the unit, area, project, or program
  • applies expertise in functional areas and acts as a resource
  • works independently, analyzes the current needs of the unit or area and uses a broad scope of available resources
  • tactical focus, medium term planning horizon
Phase 3
  • aware of evolving industry practice and policies and applies this extensive knowledge in determining the direction, goals, and vision of the unit or function
  • independently applies high level of expertise
  • influences and leads by evaluating the situation and identifying the future needs of the unit/area
  • strategic focus, long term planning horizon

Education/Experience

Phase 1
  • a minimum of 3 years of education / training / experience in a relevant related field
  • professional qualifications for industry if required
Phase 2
  • a minimum of 5 years of education / training / experience in a relevant related field
  • professional qualifications associated with an intermediate level of practice in the industry where necessary
Phase 3
  • a minimum of 10 years of education / training / experience in a relevant related field
  • professional qualifications associated with an advanced level of practice in the industry where necessary

Accountability

Phase 1
  • performs self-directed work within established guidelines and policies
Phase 2
  • exercises decision making and judgement in determining how to achieve the goals and visions of the unit, program, project, or area
Phase 3
  • ensures that the vision and goals of the unit, program, project, or area are determined and supported


Instructional

A combination of education and experience, duties and career path allows for participation in the development, co-ordination and delivery of instructional materials to students.

Primary Purpose

Phase 1
  • coordinates and implements the day to day activities required to meet the goals and vision of the unit , area, project, or program
  • provides support at the unit level
  • independently exercises a scope of focused and assigned duties
Phase 2
  • determines the steps required to achieve the goals and vision of the unit, area, project, or program/li>
  • applies expertise in functional areas and acts as a resource
  • works independently, analyzes the current needs of the unit or area and uses a broad scope of available resources
Phase 3
  • NA – academic staff

Education/Experience

Phase 1
  • a minimum of 3 years of education / training / experience in a relevant related field
  • professional qualifications for industry if required
Phase 2
  • a minimum of 5 years of education / training / experience in a relevant related field
  • professional qualifications associated with an intermediate level of practice in the industry where necessary
Phase 3
  • NA – academic staff

Accountability

Phase 1
  • performs self-directed work within established guidelines and policies
  • primarily delivers prepared content
  • provides instructions and/or demonstrates techniques
Phase 2
  • exercises decision making and judgement in determining how to achieve the goals and visions of the unit, program, project, or area
  • responsible for content preparation
Phase 3
  • NA – academic staff


Managerial

A combination of education and experience, duties and career path is applied to a set of responsibilities and accountabilities for staff, budgets, facilities and other resources.

Primary Purpose

Phase 1
  • coordinates and implements the day to day activities required to meet the goals and vision of the unit, area, project, or program
  • provides support at the unit level
  • independently exercises a scope of focused and assigned duties
  • operational focus, short term planning horizon
Phase 2
  • determines the steps required to achieve the goals and vision of the unit, area, project, or program
  • applies expertise in functional areas and acts as a resource
  • works independently, analyzes the current needs of the unit or area and uses a broad scope of available resources
  • tactical focus, medium term planning horizon
Phase 3
  • aware of evolving industry practice and policies and applies this extensive knowledge in determining the direction, goals, and vision of the unit or function
  • independently applies high level of expertise
  • influences and leads by evaluating the situation and identifying the future needs of the unit/area
  • strategic focus, long term planning horizon

Education/Experience

Phase 1
  • a minimum of 3 years of education/training/experience in a relevant related field
  • professional qualifications for industry if required
Phase 2
  • a minimum of 5 years of education/training/experience in a relevant related field
  • professional qualifications associated with an intermediate level of practice in the industry where necessary
Phase 3
  • a minimum of 10 years of education/training/experience in a relevant related field
  • professional qualifications associated with an advanced level of practice in the industry where necessary

Accountability

Phase 1
  • performs self-directed work within established guidelines and policies
  • operational management at a unit or functional level
Phase 2
  • exercises decision making and judgement in determining how to achieve the goals and visions of the unit, program, project, or area
  • involved in policy and development and implementation
Phase 3
  • ensures that the vision and goals of the unit, program, project, or area are determined and supported
  • recognizes needs and is responsible for policy development


Specialist/Professional

A combination of education and experience, duties and career path allows for the participation in an identifiable professional career (e.g. nursing, accounting, engineering) or a unique field of expertise (e.g. project managing, student advising, media producing, administration)

Primary Purpose

Phase 1
  • coordinates and implements the day to day activities required to meet the goals and vision of the unit, area, project, or program
  • provides support at the unit level
  • independently exercises a scope of focused and assigned duties
  • operational focus, short term planning horizon
Phase 2
  • determines the steps required to achieve the goals and vision of the unit, area, project, or program
  • applies expertise in functional areas and acts as a resource
  • works independently, analyzes the current needs of the unit or area and uses a broad scope of available resources
  • tactical focus, medium term planning horizon
Phase 3
  • aware of evolving industry practice and policies and applies this extensive knowledge in determining the direction, goals, and vision of the unit or function
  • independently applies high level of expertise
  • influences and leads by evaluating the situation and identifying the future needs of the unit/area
  • strategic focus, long term planning horizon

Education/Experience

Phase 1
  • a minimum of 3 years of education/training/experience in a relevant related field
  • professional qualifications for industry if required
Phase 2
  • a minimum of 5 years of education/training/experience in a relevant related field
  • professional qualifications associated with an intermediate level of practice in the industry where necessary
Phase 3
  • a minimum of 10 years of education/training/experience in a relevant related field
  • professional qualifications associated with an advanced level of practice in the industry where necessary

Accountability

Phase 1
  • performs self-directed work within established guidelines and policies
Phase 2
  • exercises decision making and judgement in determining how to achieve the goals and visions of the unit, program, project, or area
Phase 3
  • ensures that the vision and goals of the unit, program, project, or area are determined and supported


Operational Administrative

Operational and administrative duties are performed in the application of practices and procedures.

Primary Purpose

Phase 1
  • task focused, defined scope
  • Provides proficient clerical and administrative support
  • performs assigned specialized clerical and administrative tasks and activities
  • provides Office and/or accounting support
  • duties may require analysis of data/information as requested by supervisor

Education/Experience

Phase 1
  • related certificate or diploma with a minimum of 2 years of experience

Accountability

Phase 1
  • decision making and judgment is exercised within established policies, procedures, programs and/or projects
  • makes recommendations and provides input to others as others determine the operational needs of the unit. Recommendations and input are based on individual operational observations and/or feedback from others

Position Placement

Position placement within a salary band for Exempt employees is determined by the market rate for each position.

Salaries are reviewed on an annual basis to ensure that compensation for career progression and other factors are accounted for.

Position Placement

Position placement within a salary band for Exempt employees is determined by the market rate for each position.

To Determine Placement of a New Position

  • Submit job profile to your unit’s Human Resources Strategic Business Advisor (HR SBA) or directly to the Compensation team at compensation_inquiries@usask.ca
  • Compensation reviews position and assigns a market rate to the position
  • Placement within a salary band is determined by choosing the salary range that is the best fit for the market rate of the position
  • Information regarding the factors considered when determining market rates and position placement.

Placement Example

A position with a $27.00/hr market rate would be placed into salary band 5.

Transition Information

  • As of May 1, 2019, newly created positions will be placed into the new Compensation model
  • Decisions regarding current employees placement into the new model will be determined based upon information currently available regarding their position
  • The official implementation date of the new salary ranges in our payroll system will be July 1st, 2019
  • Employees will receive confirmation of any changes in June of 2019 which will include information around how future salary increases will be determined
  • No salaries will be decreased as a result of the transition to the new compensation model
  • Questions about this transition can be addressed through your HR SBA or sent directly to the Compensation team at compensation_inquiries@usask.ca

Transition Guide

Although positions will transition into the new model based on market rates, the transition guide below provides a summary of the most common anticipated placements:

Research Support Staff

High-level summary; not applicable in all cases

Phase Job Title New Salary Band
1 Research Technician 2
2 Research Technician 3
Clerical Assistant 3
Technical Assistant 3
3 Research Technician 4
Clerical Assistant 4
4 Clerical Assistant 5
Research Clerical Assistant 5
Research Technician 5
5 Animal Technician 6
Research Technician 6
6 Research Technician 7

Research Specialists

Phase Job Title New Salary Band
1 Administrative Assistant 5 or 6
Research Assistant 5 or 6
Research Officer 5 or 6
2 Administrative Assistant 7 or 8
Research Assistant 7 or 8
Research Officer 7 or 8
3 Research Officer 8 or 9
Research Analyst 9

Classification Guidelines for Research Funded Positions

Research Support Staff (Phases 1 to 6)

Refer to the CUPE 1975 Job Placement Manual

Operational Services (Research Clerical Assistant)

The Operational Services job family encompasses positions which primarily perform clerical tasks and procedures in compliance with established processes and standards. The work typically assigned to positions in this job family involves the application of clerical, library, customer or printing services skills and knowledge in support of research operations.

Applied Scientific Services (Research Technician)

The Applied Scientific Services job family encompasses positions which primarily perform specialized tasks and procedures of a scientific and technical nature. The work typically assigned to positions in this job family involves the application of specialized technical knowledge and skills to support science-based technical activities.

Research Specialists (Phase 1, 2 or 3)

These individuals generally require a minimum of a bachelor’s or a master’s degree. Their involvement in research activities may include discussion and input into the design of the experiment, collection of data, analysis and interpretation of results, and writing of papers and conclusions.

Job Family

An identifiable career track (e.g. research, licensed engineering, etc.) or knowledge in a unique field or function. Utilizes specific education directly in the workplace, which is usually an academic or research unit.

May be skilled in conducting analyses and interpretation of data and processes ranging in complexity; may apply complex procedures for financial documentation systems applications, or information administration.

May provide some guidance or work direction to groups and/or projects.

Dimensions Phase 1 Research Assistants Phase 2 Research Assistants, Research Officers Phase 3 Research Officers
Primary Purpose
  • research, analysis and support of projects
  • advisory work, applying policies and guidelines
  • some development and project work
  • specialized tasks and activities
  • short term planning horizon
  • duties can be varied and eclectic, broad range and impact at the local level
  • development, design and analysis of experiments
  • tactical focus, medium term planning horizon
  • independent research
  • writing of papers/conclusions of research work
  • high level of expertise in a particular area
  • influences and leads
  • extensive knowledge in the area of expertise
  • aware of evolving industry practice and policies
  • provide recommendations regarding impact or requirements for industry compliance for the unit or the university in general
  • strategic focus, long term planning horizon
Education/Experience
  • undergraduate degree and 1-2 years applicable experience
  • minimum professional qualifications for industry
  • undergraduate degree and 3-5 years applicable experience
  • graduate degree may be an asset
  • professional qualifications associated with intermediate level of practice in the industry
  • undergraduate degree and more than 5 years applicable experience
  • graduate degree may be an asset
  • professional qualifications associated with advanced level of practice in the industry
Accountability
  • applies established policies and procedures
  • applies and follows set standards and procedures
  • may be responsible for compliance for external regulations
  • delegates responsibility
  • provides input into development at the unit level
  • may make recommendations
  • develops and coordinates programs
  • broad impact
  • contributes directly to achieving the University’s strategic directions
  • affects reputation of the University
  • acts as a key resource

Research Assistant (Phase 1 or 2):

  • Normally requires an undergraduate degree in the area they are working in, along with 1 -2 years’ experience.
  • Assist with research projects.
  • Involved in the complete project including developing the concepts and ideas, gathering data and interpretation of results, recommending follow-up, writing reports, etc.
  • Reporting to more senior staff on a project; involved in the complete project.

Research Officer (Phase 2 or 3):

  • Normally requires a minimum of a Master’s degree or Bachelor’s degree plus 3-5 years of directly related experience.
  • Works independently.
  • Analysis of data, including interpretation; involvement in the design and analysis of the experiment and with the writing of papers/conclusions and may co-author these.

Research Personnel

Research Personnel are defined as qualified professionals or scientists who are engaged to participate directly in research programs at the university. These individuals have advanced degrees, and typically would have training and experience beyond the doctoral level. They are generally appointed as project collaborators or senior supervisory and/or professional staff. Research Personnel participate directly in research programs.

Research Associate

May be responsible for independent research involving the write-up, theory and publication of results

  • Degree (typically Ph.D. or Masters).
  • May take full responsibility for directing the activities of a project, including the theoretical/conceptual design, analysis and future direction.

Research Scientist

  • Degree (typically Ph.D.).
  • Publication record and experience warrant higher grade than Research Associate.