**STAFFING**

**1. REASON FOR ISSUE:** To establish Department of Veterans Affairs
(VA) procedures for the development of qualification standards for VA
positions filled under 38 U.S.C. § 7401(3).

**2. SUMMARY OF CONTENTS/MAJOR CHANGES:** This revision establishes the
framework for the development of VA qualifications standards by VA
Central Office program officials and occupation-specific subject matter
experts, working with representatives of the Office of Human Resources
Management and Labor Relations. Authority is given to the Secretary of
the VA under 38 U.S.C. § 7402 to prescribe qualifications for
occupations identified in § 7401 (1) and § 7401(3). This change consists
of the addition of Appendix G that provides guidance on the use of and
development of VA qualification standards for Title 38 Hybrid positions.
The pages in this revision are to be inserted at the corresponding page
numbers in part II of VA Handbook 5005, dated April 15, 2002. These
changes will be incorporated into the electronic version of VA Handbook
5005 that is maintained on the [Office of Human Resources Management and
Labor Relations Web site](http://vaww.va.gov/ohrm).

**3. RESPONSIBLE OFFICE:** The Recruitment and Placement Policy Service
(059), Office of the Deputy Assistant Secretary for Human Resources
Management and Labor Relations.

**4. RELATED DIRECTIVE:** VA Directive 5005, Staffing.

**5. RESCISSIONS:** None.

**CERTIFIED BY: BY DIRECTION OF THESECRETARY**

**OF VETERANS AFFAIRS:**

/s/Robert N. McFarland /s/R. Allen Pittman

Assistant Secretary for Assistant Secretary for

Information and Technology Human Resources and Administration

ELECTRONIC DISTRIBUTION ONLY

**CONTENTS-CONTINUED**

# PARAGRAPH PAGE

**APPENDICES-Continued**

II-G14. [OCCUPATIONAL THERAPIST QUALIFICATION STANDARD](#AppIIG14)
II-G14-1

II-G15. [LICENSED PHARMACIST QUALIFICATION STANDARD](#AppIIG15) II-G15-1

II-G16 [DOCTOR OF CHIROPRACTIC QUALIFICATIONS STANDARD](#AppIIG16)
II-G16-1

\[[II-G17 DEVELOPMENT OF QUALIFICATION STANDARDS FOR
VETERANS](#partIIappendixG17)

[HEALTH ADMINISTRATION (VHA) POSITIONS FILLED UNDER](#partIIappendixG17)

[38 U.S.C. **§** 7401(3)](#partIIappendixG17) II-G17-1\]

II-H. [APPOINTMENT PROCEDURES BY OCCUPATION/ASSIGNMENT](#AppIIH1)

II-H1. [PROCEDURES FOR APPOINTING PHYSICIANS TO SERVICE CHIEF](#AppIIH1)

[AND COMPARABLE POSITIONS](#AppIIH1) II-H1-1

II-H2. [PROCEDURES FOR APPOINTING DENTISTS AND EFDAS](#AppIIH2) II-H2-1

II-H3. [PROCEDURES FOR APPOINTING PODIATRISTS](#AppIIH3) II-H3-1

II-H4. [PROCEDURES FOR APPOINTING OPTOMETRISTS](#AppIIH4) II-H4-1

II-H5. [RECRUITMENT, APPOINTMENT, ADVANCEMENT, CHANGE IN](#AppIIH5)

[ASSIGNMENT AND REASSIGNMENT OF REGISTERED NURSES (RNs)](#AppIIH5)

[IN GRADES IV AND V](#AppIIH5) II-H5-1

II-H6. [PROCEDURES FOR APPOINTING NURSE ANESTHETISTS TO](#AppIIH6)

[SECTION CHIEF POSITIONS](#AppIIH6) II-H6-1

II-H7. [PROCEDURES FOR APPOINTING PHYSICIAN ASSISTANTS AT](#AppIIH7)

[CHIEF GRADE](#AppIIH7) II-H7-1

II-H8. [PROCEDURES FOR APPOINTING CHIEFS OF PHARMACY SERVICE](#AppIIH8)

[(ALL GRADES), CLINICAL PHARMACY/PHARMACY SPECIALISTS,](#AppIIH8)

[AND PROGRAM SPECIALISTS AT GRADES GS-13 AND ABOVE](#AppIIH8) II-H8-1

II-H9. [PROCEDURES FOR APPOINTING OCCUPATIONAL AND PHYSICAL](#AppIIH9)

[THERAPISTS AS SECTION CHIEF](#AppIIH9) II-H9-1

II-H10 [PROCEDURES FOR APPOINTING DOCTORS OF CHIROPRACTIC](#AppIIH10)
II-H10-1

II-I. [ENGLISH LANGUAGE PROFICIENCY](#AppIIi) II-I-1

II-J. [REQUESTS FOR APPROVAL TO PETITION THE UNITED STATES
DEPARTMENT](#AppIIJ)

[OF STATE (DOS) FOR SUPPORT OF A WAIVER OF THE 2-YEAR HOME](#AppIIJ)

[RESIDENCE REQUIREMENT OF THE UNITED STATES EXCHANGE VISITOR](#AppIIJ)

[PROGRAM](#AppIIJ) II-J-1

II-K. [RCVL (RESIDENT/TRAINEE CREDENTIALS VERIFICATION LETTER)](#AppIIK)
II-K-1

II-L. [CREDENTIALING CHECKLIST](#AppIIL) II-L-1

II-M. [SAMPLE CONSULTANT CERTIFICATE](#AppIIM) II-M-1

II-N. [CAREER INTERN PROGRAM](#AppIIN) II-N-1

\*Use in conjunction with the OPM Standard.

[]{#partIIappendixG17 .anchor}**DEVELOPMENT OF QUALIFICATION STANDARDS**

**FOR VETERANS HEALTH ADMINISTRATION (VHA) POSITIONS**

**FILLED UNDER 38 U.S.C. § 7401(3)**

**1. SCOPE.** This appendix provides VA procedures for the development
of qualification standards by VHA Central Office program officials and
occupation-specific subject matter experts, working with representatives
of the Office of Human Resources Management and Labor Relations, for VHA
positions under 38 U.S.C. § 7401(3). Authority is given to the Secretary
under 38 U.S.C. § 7402 to prescribe qualifications for occupations
identified in § 7401(3).

**2. BACKGROUND.** The following provides basic information about
qualification standards and specific information about VA qualification
standards.

a\. A qualification standard is a statement of the minimum requirements
that an individual must meet to be qualified for entry into and
promotion in the occupation. This includes education, experience,
citizenship, credentialing requirements (licensure, registration,
certification), physical requirements and specific competencies
(knowledge, skills, abilities and personal characteristics).

b\. The basic qualification requirements for individuals appointed under
38 U.S.C. § 74 in occupations identified in section 7401(3), are
contained in VA qualification standards approved by the Secretary of
Veterans Affairs upon recommendation of the Under Secretary for Health.

c\. The Assistant Secretary for Human Resources and Administration is
authorized to approve for the Secretary, qualification standards and
examining guides that are established within the Department.

d\. Qualification standards for individuals appointed under 38 U.S.C. §
7401(3) are based primarily on the rank-in-person concept where the
combination of individuals' accomplishments, performance and
qualifications determine their grade level. This differs from the Title
5 rank-in-position concept where the grade level is based solely on the
duties and responsibilities of the position held. For positions above
the full-performance (journey level) the complexity of the assignment
and scope of responsibility are considered in establishing grade levels.

e\. The qualification standards will be used extensively by members of
the occupation who are not human resources professionals. Therefore, the
language of Title 38 Hybrid qualification standards must be plain and
clear without excessive use of human resources references.

f\. These standards apply to all appointments in Title 38 Hybrid
occupations under authority of 38 U.S.C. § 7401(3) regardless of the
nature or tenure of the appointment.

g\. Current VA qualification standards for Title 38 Hybrid positions are
located in VA Handbook 5005, Part II, I-G1 through the last appendix.

**3. IMPLICATION.** Qualification standards are critically important
documents necessary for the identification of candidates with the needed
knowledge, skills, and abilities to perform VA's work.

Qualification standards establish basic requirements which are
predictive of successful performance. The application of qualification
standards in VHA is an integral part of ensuring a fully qualified
workforce is available to care for our patients.

**4. INTERPRETING QUALIFICATION STANDARDS.** The following information
is pertinent to the interpretation of VA qualification standards:

a\. VHA appointing officials and Professional Standards Boards act for
the Under Secretary for Health in applying the qualification standards
in a fair and consistent manner. Such decisions are made through an
analysis of personal data and/or experience records.

b\. When there is disagreement on the interpretation of a qualification
standard, the appropriate HRM Officer may request an interpretation or
decision from the Deputy Assistant Secretary for Human Resources
Management and Labor Relations (059). A courtesy copy of such request
will be sent to the appropriate VHA Program Official in VA Central
Office, and representatives of union organizations at the national
level.

**5. RESPONSIBILITIES.** The following is an explanation of
responsibilities associated with the development of VA qualification
standards:

a\. Qualification standards are developed by teams with representatives
from the Office of Human Resources Management and Labor Relations and
subject matter experts from VHA. At least 25% of the VHA team membership
will be non-managerial members who are performing the work as a full
time practitioner.

b\. VHA Field facilities may be requested to review and comment on
drafts of VA qualification standards.

c\. Professional Standards Boards may recommend changes to qualification
standards electronically to the Office of Human Resources Management and
Labor Relations (059) to improve the quality and clarity of the
standards. The Office of Human Resources Management and Labor Relations
(059) will consult with the appropriate VHA Program Officials before
final proposed changes are submitted for consideration.

**6. GENERAL GUIDELINES**

a\. **Education and Experience Requirements.** When developing VA
qualification standards, the principle of equal pay for equal work will
be followed. The framework for determining grade levels for positions is
contained in 5 U.S.C. § 5104 and shall be used for Title 38 Hybrid
positions. Other legal provisions providing guidance include: Equal Pay
Act, 29 U.S.C. § 206; Title VII of the Civil Rights Act of 1964, 42
U.S.C. §§ 2000e et seq.; Age Discrimination in Employment Act of 1967,
29 U.S.C. § 621 et seq.; Title I of the Americans with Disabilities Act
of 1990, 42 U.S.C. §§ 12101 et seq.

b\. **Education and Grade Equivalents for one-grade interval
positions.** The following table should be used as a guideline for
determining appropriate grade levels based on education substitution
alone. Specific education substitutions will be included in the
individual occupation qualification standard.

**Appropriate Grade Levels and Qualifying Education**

+-------+--------------------------------------------------------------+
| **Gr  | **Qualifying Education**                                     |
| ade** |                                                              |
+-------+--------------------------------------------------------------+
| GS-2  | High school graduation or equivalent                         |
+-------+--------------------------------------------------------------+
| GS-3  | 1 year above high school with courses related to the         |
|       | occupation (Completion of an intensive, specialized course   |
|       | of study of less than l year may meet in full the experience |
|       | requirements for GS-3)                                       |
+-------+--------------------------------------------------------------+
| GS-4  | 2 years above high school with courses related to the        |
|       | occupation or associate's degree                             |
+-------+--------------------------------------------------------------+
| GS-5  | 4 academic years above high school leading to a bachelor's   |
|       | degree with courses related to the occupation,               |
|       |                                                              |
|       | **or**                                                       |
|       |                                                              |
|       | Bachelor's degree                                            |
+-------+--------------------------------------------------------------+
| GS-6  | Graduate education or an internship may be used to           |
| and   | substitute for specialized experience *only* in those        |
| above | instances where it is directly related to the position being |
|       | filled.                                                      |
+-------+--------------------------------------------------------------+

c\. **Education and Grade Equivalents for two-grade interval
positions.** The following table should be used as a guideline for
determining appropriate grade levels based on education substitution
alone. Specific education substitutions will be included in the
individual occupation qualification standard. In some VHA occupations
graduate education leading to a degree may not be substituted for the
full degree.

**Appropriate Grade Levels and Qualifying Education**

+--------+-------------------------------------------------------------+
| **G    | **Qualifying Education**                                    |
| rade** |                                                             |
+--------+-------------------------------------------------------------+
| GS-5   | 4 academic years above high school leading to a bachelor's  |
|        | degree,                                                     |
|        |                                                             |
|        | **or**                                                      |
|        |                                                             |
|        | Bachelor's degree                                           |
+--------+-------------------------------------------------------------+
| GS-7   | See Advanced Entry-Level Placement Criteria (for two-grade  |
|        | interval work)                                              |
+--------+-------------------------------------------------------------+
| GS-9   | Master's degree (or equivalent graduate degree such as      |
|        | LL.B. or J.D.)                                              |
|        |                                                             |
|        | **or**                                                      |
|        |                                                             |
|        | 2 academic years of progressively higher level graduate     |
|        | education in a related field                                |
+--------+-------------------------------------------------------------+
| GS-11  | Ph.D. or equivalent doctoral degree                         |
|        |                                                             |
|        | **or**                                                      |
|        |                                                             |
|        | 3 academic years of progressively higher level graduate     |
|        | education leading to a degree in a related field            |
+--------+-------------------------------------------------------------+

**NOTE:** *Educational training programs, such as an internship,
practicum, etc., that are included in, or supplemental to, an academic
degree are not creditable for professional experience. Such programs are
considered part of the basic requirements for professional practice in
the field.*

d\. **Criteria for Advanced Entry-Level Placement.** Applicants who meet
all qualification requirements for the GS-5 grade level of **two-grade**
interval occupations may be appointed at the GS-7 grade level if they
possess **one** of the following:

\(1\) Bachelor's degree from an accredited college or university in a
major field of study related to the Title 38 Hybrid occupation,
including those occupations that have a positive education requirement.

\(2\) Bachelor's degree from an accredited college or university
unrelated to the Title 38 Hybrid occupation that included or was
supplemented by at least one of the following:

\(a\) At least 30 semester hours (or at least the same number of hours
required by the educational institution for a major field) of directly
related, upper level undergraduate courses (e.g., at least 200-course
level or higher, or as identified by the college or university) for the
hybrid occupation, or one full year of graduate level coursework
(typically at least 15-18 semester hours) for the hybrid occupation; or

\(b\) Directly related practicum/internship in the hybrid occupation,
either included in the degree or post-degree; or

\(c\) Directly related certification/licensure/registration for the
hybrid occupation.

\(3\) Bachelor's degree from an accredited college or university, with
an exemplary academic record as demonstrated by at least one of the
following:

\(a\) Class Standing: Applicants must be in the upper third of the
graduating class in the college, university, or major subdivision, such
as the College of Liberal Arts or the School of Business Administration,
based on completed courses.

\(b\) Grade-Point Average (GPA): Applicants must have a grade-point
average of:

[1]{.underline}. 3.0 or higher out of a possible 4.0 (\"B\" or better)
as recorded on their official transcript, or as computed based on 4
years of education, or as computed based on courses completed during the
final 2 years of the curriculum; or

[2]{.underline}. 3.5 or higher out of a possible 4.0 (\"B+\" or better)
based on the average of the required courses completed in the major
field or the required courses in the major field completed during the
final 2 years of the curriculum.

\(c\) Election to Membership in a National Scholastic Honor Society:
Applicants can be considered eligible based on membership in one of the
national scholastic honor societies. These honor societies are listed in
the *Association of College Honor Societies: Booklet of Information*
(1992-95) and/or Baird\'s *Manual of American College Fraternities*
(1991). Membership in a freshman honor society cannot be used to meet
the requirements of this provision.

e\. **Intervening Grade Levels.** In general, standards for two-grade
interval work (e.g., professional/scientific) are written in a two-grade
interval progression whereas standards for *technical/medical support*
work are written in a one-grade interval progression. In writing
qualification

standards, intervening grades in two-grade interval standards may be
used to denote assignments of unusual responsibility/complexity, such as
the sole practitioner, team leader, or other special circumstance unique
to the occupation. In addition, intervening grade levels may be included
in grandfather clauses for current employees. VHA Program Officials in
VA Central Office who wish to include intervening grade levels in the
qualification standard for a particular occupation must submit such
request, with supporting documentation, through the Under Secretary for
Health (10) to Human Resources and Administration (006). Final
determination on all grade levels will be made during the job analysis
process.

f\. **Full Performance Levels.** For occupations covered by these
guidelines, the full performance (journey) level may vary depending on
the complexities of the assignment or the competencies possessed by the
individual and is not dependent on the entry level grade of the
occupation. In this rank-in-person system, the promotion potential of
positions may not be limited to grades below the full performance level
as identified in the qualification standard.

g\. **Pay Determinations.** Grade levels should not be used to address
pay issues or problems. Recruitment or retention incentives (e.g.,
special salary rates, recruitment bonuses, relocation bonuses, retention
bonuses, etc.) may be used to address pay-related recruitment or
retention issues.

**7. EIGHT STEPS TO DEVELOPING A TITLE 38 HYBRID QUALIFICATION
STANDARD**

a\. For the development of a Title 38 Hybrid qualification standard for
which there is little to no current occupational information or no
current and usable job analysis, all eight steps will need to be
completed.

b\. For the development of a Title 38 Hybrid qualification standard for
which there is current occupational information and/or a current and
usable job analysis, but some significant changes to the basic
requirements for the profession are anticipated, some steps may not need
to be completed.

c\. If an existing Title 5 qualification standard is being converted to
the Title 38 Hybrid system [and]{.underline} there are no changes to the
basic requirements for the profession, only half the steps will be
needed. Steps 1 through 3 will need to be completed in order to identify
the appropriate knowledge, skills, and abilities at each grade level
that will be listed in the qualification standard. The product of Step 8
is the actual qualification standard itself, and will need to be
completed.

d\. Subject-matter experts should review this guide and identify which
steps to complete in consultation with their Human Resources Advisor and
the Recruitment and Placement Policy Service (059) in the Office of
Human Resources Management and Labor Relations. For each step, a
required product is described.

\(1\) Step 1. Gather classified position descriptions (including signed
OF-8) and/or task/job statements, as appropriate. These descriptions
should represent the full range of assignments at different types and
sizes of facilities, including outpatient clinics, small and large
medical centers, etc. Identify representative assignments, duties,
tasks, performance requirements/measurements, etc. for each grade level.
Identify and describe special assignments at appropriate grade levels
and the routine supervision/guidance received when performing these
tasks.

Product: Representative critical duties/task statements and performance
requirements/measurements for all grade levels and special assignments.

\(2\) Step 2. Compare representative critical duties/task statements and
performance requirements/measurements to statutory descriptions for each
grade level.

Product: Analysis demonstrating how the grade levels assigned to
representative critical duties/task statements meet the statutory
descriptions for each grade level.

\(3\) Step 3. Conduct analysis to identify knowledge, skills, abilities
and other characteristics (KSAOs) required to perform the work of the
position.

Product: A job analysis worksheet for each separate grade level that
identifies the duties performed and the KSAOs required to perform each
duty, and a list of the most important KSAOs required for each grade
level.

\(4\) Step 4. Identify the source or means by which each KSAO is
obtained, for example, through specific education, training, or
experience.

Product: Itemized list of KSAOs and means by which they are obtained.

\(5\) Step 5. Gather information on private sector practices regarding
licensure, certification, registration, and positive
educational/training requirements.

Product: Summary of findings with supporting documents attached.

\(6\) Step 6. Compare findings of Step 5 with results of Step 4.

Product: List of duties with respective required KSAOs, and required
certification, licensure, and registration, and positive
education/training requirements identified.

\(7\) Step 7. Review product of Step 6 with statutory descriptions for
grade levels.

Product: Analysis discussing results of comparison.

\(8\) Step 8. Write qualification standard in Title 38 Hybrid format.

Product: Qualification standard with all supporting documents from Steps
1 through 8.

**8. NEW QUALIFICATION STANDARD PACKAGE SUBMISSIONS.** VHA Program
Officials must submit new qualification standard packages and supporting
documentation through the Under Secretary for Health (10) to Human
Resources and Administration (006). All qualification standard packages
should contain:

a\. The new qualification standard.

b\. A copy of the old qualification standard.

c\. Explanation of the need (if any) to tailor the standard grandfather
provision set forth in paragraph 10.c.

d\. Required products of the Eight Steps to Developing a Qualification
Standard, including the following documentation of the Job Analysis:

\(1\) Date and location of the job analysis;

\(2\) Names, series, grade, job titles and duty stations of all SMEs and
HR Advisor;

\(3\) SME participants and demographic data;

\(4\) Task Statement/Inventory List (VA Form 5-4771);

\(5\) Knowledge, Skills, Abilities, and Other Characteristics (KSAO)
List (VA Form 5-4772);

\(6\) Task/KSAO linkage sheet (any data sheet in the VA Form 7051
series); and

\(7\) Certifications from all subject-matter experts (SMEs): SMEs must
indicate by their signatures that they concur in the results of the job
analysis. This may be done by having them sign in the spaces provided on
the Task Statement List and KSAO List and on the data sheet used to
align tasks and KSAOs.

e\. OPM Issuances such as:

\(1\) Classification standards; and

\(2\) Qualification standards.

f\. VA Issuances/Data such as:

\(1\) Copies of classified position descriptions or functional
statements, as appropriate;

\(2\) Organizational charts;

\(3\) Distribution of incumbents in the series by grade and job title
(if applicable);

\(4\) Minority representation within series by grade;

\(5\) VHA Directives relating to the occupation scope of practice and
positions functioning in the field.

\(6\) VA Human Resource Letters (HRMLs) relating to the use and proper
classification of the position; and

\(7\) Comparative data by grade level within VHA.

g\. Published Materials such as:

\(1\) *Dictionary of Occupational Titles*; and

\(2\) Professional standards, ethics, and criteria for accreditation
from professional associations.

h\. Curricula review based on curricula and course catalogs from various
colleges and universities around the country which offer degrees in the
occupation

i\. Employment Practices Survey derived from:

\(1\) Job descriptions and qualifications required by private sector
facilities nationwide;

\(2\) Material from the occupation's professional organizations (i.e.,
occupational studies or job analysis); and

\(3\) Survey information (if a qualification standard already exists)

**9. CHANGES TO EXISTING QUALIFICATION STANDARD PACKAGE SUBMISSIONS.**
VHA Program Officials requesting changes to existing qualification
standards must submit such changes through the Under Secretary for
Health (10) to Human Resources and Administration (006). Such packages
should contain:

a The new qualification standard.

b\. A copy of the old qualification standard.

c\. Explanation of the reason for the change to the existing standard.

d\. Certifications from all subject-matter experts (SMEs) regarding the
rationale for the change as well as products of any of the Eight Steps
to Developing a Qualification Standard that were necessary to
demonstrate and support the change.

e\. Any additional material described in paragraph 8, e. through i.,
which demonstrates and supports the need for the change.

f\. Justification and impact statement for changes to the grade
structure and/or qualifications. Documentation should address fiscal
impact, changes in industry/professional standards, impact on
recruitment and diversity, and consistency with grades for similar,
comparable occupations.

**10. MINIMUM ELEMENTS FOR QUALIFICATION STANDARDS**

a\. **Coverage.** Include a brief description of the occupation.

b\. **Basic Requirements.** Include U.S. citizenship requirements,
education and/or experience required, required credentials (licensure,
certification, registration), physical requirements, and English
language proficiency requirement.

c\. **Grandfathering Provision Clauses.** Include, if applicable, the
following standard statement. If the statement is tailored for the
specific occupation, a supporting explanation must be included in the
package submission described in paragraph 8 of this appendix:

**Grandfathering Provision.** The following is the standard
grandfathering policy for all Title 38 hybrid qualification standards.
Some of these provisions may not apply to this occupation.  Please
carefully review the qualification standard to determine the specific
education and/or licensure/certification/ registration requirements that
apply to this occupation.

[]{.mark}

All persons employed in VHA in this occupation on the effective date of
this qualification standard are considered to have met all qualification
requirements [for the title, series and grade held]{.underline},
including positive education and licensure/certification/registration
that are part of the basic requirements of the occupation. For employees
who do not meet all the basic requirements required in this standard,
but who met the qualifications applicable to the position at the time
they were appointed to it, the following provisions apply:

-   Such employees in an occupation that does not require a
    licensure/certification/registration, may be reassigned, promoted,
    or demoted within the occupation.

-   Such employees in an occupation that [requires]{.underline} a
    licensure/certification/registration, may be reassigned, promoted up
    to and including the full performance (journey) level, or demoted
    within the occupation, but [may not]{.underline} be promoted beyond
    the journey level or placed in supervisory or managerial positions.

-   Such employees in an occupation that requires a
    licensure/certification/registration only at higher grade levels
    must meet the licensure/certification/registration requirement
    before they can be promoted to those higher grade levels.

Employees who are appointed on a temporary basis prior to the effective
date of the qualification standard may not have their temporary
appointment extended or be reappointed, on a temporary or permanent
basis, until they fully meet the basic requirements of the standard.

Employees initially grandfathered into this occupation, who subsequently
obtain additional education and/or licensure/certification/registration
that meet all the basic requirements of this qualification standard must
maintain the required credentials as a condition of employment in the
occupation.

If an employee who was retained in an occupation listed in 38 U.S.C. §
7401(3) under this provision leaves that occupation, the employee loses
protected status and must meet the full VA qualification standard
requirements in effect at the time of reentry to the occupation.

d\. **Grade Requirements.** Include definitions and determinations
(education and/or experience requirements; required KSAOs; and typical
assignments). Identify all grade levels covered within the occupation to
include the full performance level (FPL) and KSAOs at each grade level.
Provide specific examples of all assignments above the FPL (both
supervisory and/or non-supervisory) that are necessary at each of those
grades, including the specific KSAOs appropriate to each assignment. For
assignments above the FPL, the higher-level duties must consist of
significant scope, complexity (difficulty), and range of variety, and be
performed by the incumbent at least 25% of the time.

e\. **Deviations.** Include, if applicable, the following standard
statement. If the statement is tailored for the specific occupation, a
supporting explanation must be included in the package submission.

"The appointing official may, under unusual circumstances, approve
reasonable deviations to the grade determination requirements for an
employee whose composite record of accomplishments, performance, and
qualifications, as well as current assignment warrants such action. The
placement of individuals in grade levels not described in the
qualification standard must be approved by the Under Secretary for
Health or designee in VA Central Office, pursuant to delegated authority
from the Secretary. Under no circumstances will the educational or
credential requirement be waived for those occupations with a positive
education requirement, or when specific credentials are identified as
necessary to meet minimum requirements."

f\. **Loss of Credential.** The qualification standard for an occupation
that requires a license, certification, and/or registration must include
the following statement regarding the loss of that credential:

"An employee in this occupation who fails to obtain
licensure/certification/registration within the required time frame, or
who fails to maintain the required licensure/certification/registration
must be removed from the occupation, which may also result in
termination of employment.

For occupations which [require]{.underline} an active credential
(licensure/certification/registration) at all grade levels, at the
discretion of the appointing official, an employee may be reassigned to
another occupation for which he/she qualifies [if]{.underline} a
placement opportunity exists.  For occupations which require an active
credential (licensure/certification/registration) in assignments above
the full-performance level [only]{.underline}, at the discretion of the
appointing official, an employee may remain at an appropriate lower
grade level in the occupation when both of the following apply:  the
credential is not a requirement [and]{.underline} a placement
opportunity exists."

**11. GLOSSARY OF TERMS**

+-----------------------------------+-----------------------------------+
| Accredited college or university  | An educational institution,       |
|                                   | beyond the high school level,     |
|                                   | which has been accredited by an   |
|                                   | accrediting institution           |
|                                   | recognized by the U.S. Department |
|                                   | of Education.                     |
+-----------------------------------+-----------------------------------+
| Certification                     | See Credentials                   |
+-----------------------------------+-----------------------------------+
| Complex^1^                        | Complex may refer to a program    |
|                                   | within a service (such as         |
|                                   | Rehabilitation Medicine Service)  |
|                                   | that offers the full range of     |
|                                   | available services (for example,  |
|                                   | in regard to Audiology, hearing   |
|                                   | conservation, advanced audiologic |
|                                   | and electrophysiologic assessment |
|                                   | and interpretation, comprehensive |
|                                   | tinnitus evaluation, treatment,   |
|                                   | and retraining therapies,         |
|                                   | advanced central auditory         |
|                                   | function assessment and           |
|                                   | treatment, assessment and         |
|                                   | treatment of patients with        |
|                                   | surgically-implanted bio-electric |
|                                   | or cochlear implants,             |
|                                   | intraoperative (surgical)         |
|                                   | monitoring, advanced vestibular   |
|                                   | assessment and rehabilitation,    |
|                                   | and analysis and fitting of       |
|                                   | advanced amplification technology |
|                                   | involving acoustic signal         |
|                                   | processing algorithms). This is   |
|                                   | compared to a program which       |
|                                   | offers a limited range of         |
|                                   | available services.               |
+-----------------------------------+-----------------------------------+
| Complex^2^                        | Complex may refer to an           |
|                                   | individual assignment that has a  |
|                                   | range of variety and technical    |
|                                   | difficulty that covers at least   |
|                                   | the full range of professional    |
|                                   | practice of the occupation and    |
|                                   | may include assignments of        |
|                                   | greater difficulty, scope, and    |
|                                   | variety.                          |
+-----------------------------------+-----------------------------------+
| Credentials (Certification,       | Evidence of successful competence |
| Registration, Licensure)          | by an individual in a specific    |
|                                   | occupation which has been awarded |
|                                   | by professional organizations     |
|                                   | with responsibility for           |
|                                   | establishing the guidelines       |
|                                   | necessary to acquire, and         |
|                                   | maintain, professional            |
|                                   | credentials appropriate to a      |
|                                   | career field.                     |
|                                   |                                   |
|                                   | Licensure refers to a specific    |
|                                   | license which has been issued by  |
|                                   | a state to an individual to       |
|                                   | perform a specified function.     |
+-----------------------------------+-----------------------------------+
| Full Performance Level            | This is also called the journey   |
|                                   | level. The independent level of   |
|                                   | operation for a particular type   |
|                                   | of work. This is not necessarily  |
|                                   | the highest level of              |
|                                   | non-supervisory work, but does    |
|                                   | represent the typical level for   |
|                                   | an independent worker. All        |
|                                   | individuals who perform           |
|                                   | successfully and acquire the      |
|                                   | required competencies may         |
|                                   | progress without competition to   |
|                                   | the full performance level.       |
+-----------------------------------+-----------------------------------+
| Grandfather clause                | A provision which allows for      |
|                                   | individuals who are officially    |
|                                   | assigned to a given occupation at |
|                                   | the time of an approved change in |
|                                   | the qualification requirements    |
|                                   | for that occupation to remain in  |
|                                   | that occupation at their current  |
|                                   | grade whether or not they meet    |
|                                   | the revised/new qualification     |
|                                   | requirements.                     |
+-----------------------------------+-----------------------------------+
| Intervening grades                | This term applies to occupations  |
|                                   | which normally progress in two    |
|                                   | grade intervals from GS-5 through |
|                                   | GS-11. It means the even numbered |
|                                   | grade levels (that is, GS-6,      |
|                                   | GS-8, GS-10) which are between    |
|                                   | the usual progression of grades,  |
|                                   | would generally not exist.        |
|                                   | However, specific exceptions to   |
|                                   | this general rule may appear in   |
|                                   | some two-grade interval standards |
|                                   | to cover unique circumstances.    |
+-----------------------------------+-----------------------------------+
| Job Analysis                      | A job review to identify the      |
|                                   | tasks involved in any job and the |
|                                   | associated knowledge, skill,      |
|                                   | ability, or other characteristics |
|                                   | required to successfully perform  |
|                                   | the identified tasks and succeed  |
|                                   | in the job. Job analysis is       |
|                                   | conducted by Subject Matter       |
|                                   | Experts (SMEs) with a Human       |
|                                   | Resources advisor. Job analysis   |
|                                   | is done to guard against possible |
|                                   | discrimination in employee        |
|                                   | selection.                        |
|                                   |                                   |
|                                   | A systematic method for           |
|                                   | gathering, documenting, and       |
|                                   | analyzing information about the   |
|                                   | content, context, and             |
|                                   | requirements of a job. It         |
|                                   | demonstrates that there is a      |
|                                   | clear relationship between the    |
|                                   | tasks performed on the job and    |
|                                   | the competencies/KSAs required to |
|                                   | perform the tasks. Job analysis   |
|                                   | information is used to develop    |
|                                   | employee selection procedures,    |
|                                   | identify training needs, define   |
|                                   | performance standards, and for    |
|                                   | other uses.                       |
+-----------------------------------+-----------------------------------+
| KSAs/Competencies                 | This acronym stands for           |
|                                   | Knowledge, Skill, and Ability.    |
|                                   | Sometimes the letter "O" is added |
|                                   | to indicate other                 |
|                                   | characteristics.                  |
+-----------------------------------+-----------------------------------+
| Leader                            | Leadership and supervision may be |
|                                   | thought of as points along a      |
|                                   | continuum from nonsupervisory to  |
|                                   | managerial work.                  |
|                                   |                                   |
|                                   | Team Leaders usually also perform |
|                                   | work that is of the same kind and |
|                                   | level as the highest level of     |
|                                   | work accomplished by the team     |
|                                   | led.                              |
|                                   |                                   |
|                                   | For occupations classified in     |
|                                   | one-grade intervals work leaders  |
|                                   | as a regular and recurring part   |
|                                   | of their assignment lead three or |
|                                   | more employees in accomplishing   |
|                                   | work by performing a range of     |
|                                   | duties such as distributing       |
|                                   | workload, instructing employees   |
|                                   | in specific tasks and job         |
|                                   | techniques, giving on the job     |
|                                   | training to new employees,        |
|                                   | checking on work in progress,     |
|                                   | resolving simple informal         |
|                                   | complaints, monitoring working    |
|                                   | conditions, and amending or       |
|                                   | rejecting work.                   |
|                                   |                                   |
|                                   | For occupations classified in     |
|                                   | two-grade intervals leaders as a  |
|                                   | regular and recurring part of     |
|                                   | their assignment and at least 25% |
|                                   | of their duty time lead a team of |
|                                   | employees in accomplishing        |
|                                   | two-grade interval work. They     |
|                                   | work with team members to achieve |
|                                   | specific tasks, produce work      |
|                                   | products and services, and meet   |
|                                   | program and production goals.     |
|                                   | Typically they assist the team    |
|                                   | through knowledge and application |
|                                   | of leadership and team building   |
|                                   | skills and techniques such as     |
|                                   | group facilitation, coordination, |
|                                   | coaching, problem solving,        |
|                                   | interpersonal communication,      |
|                                   | integration of work processes and |
|                                   | products, obtaining resources,    |
|                                   | and liaison with the supervisor.  |
+-----------------------------------+-----------------------------------+
| Licensure                         | See Credentials                   |
+-----------------------------------+-----------------------------------+
| Loss of Credential                | A situation which exists when a   |
|                                   | specific certification,           |
|                                   | registration, or license is       |
|                                   | suspended or revoked by the       |
|                                   | issuing organization or when      |
|                                   | allowed to expire by the          |
|                                   | individual holding the            |
|                                   | credential.                       |
+-----------------------------------+-----------------------------------+
| One-grade interval positions      | One grade interval occupations    |
|                                   | progress by single grade          |
|                                   | increments, for example, GS‑4 to  |
|                                   | GS‑5. These include technical     |
|                                   | occupations.                      |
+-----------------------------------+-----------------------------------+
| Organizational Title              | A title commonly given to a       |
|                                   | position by the employing         |
|                                   | organization which is not an      |
|                                   | official title established by the |
|                                   | classification and/or             |
|                                   | qualification standard applicable |
|                                   | to the position. For example the  |
|                                   | official title might be           |
|                                   | Supervisory Orthotist but the     |
|                                   | organizational title could be     |
|                                   | Chief, Orthotics Laboratory.      |
+-----------------------------------+-----------------------------------+
| Positive Educational Requirement  | This generally refers to a        |
|                                   | professional occupation requiring |
|                                   | education and training in the     |
|                                   | principles, concepts, and         |
|                                   | theories of the occupation that   |
|                                   | typically can only be gained      |
|                                   | through completion of a specified |
|                                   | curriculum at a recognized        |
|                                   | college or university.            |
|                                   |                                   |
|                                   | A specific educational            |
|                                   | requirement that all individuals  |
|                                   | in a given occupation have        |
|                                   | completed in order to enter the   |
|                                   | occupation. This may be defined   |
|                                   | in terms of a specific degree     |
|                                   | (associate, bachelors, masters,   |
|                                   | or doctoral) or in terms of       |
|                                   | specific coursework.              |
+-----------------------------------+-----------------------------------+
| Post-doctoral experience          | This refers to any work           |
|                                   | experience in the occupation      |
|                                   | which is gained AFTER the Ph.D or |
|                                   | similar doctoral degree has been  |
|                                   | awarded by a university.          |
+-----------------------------------+-----------------------------------+
| Post-master's experience          | This refers to any work           |
|                                   | experience in the occupation      |
|                                   | which is gained AFTER the         |
|                                   | master's degree has been awarded  |
|                                   | by a university.                  |
+-----------------------------------+-----------------------------------+
| Program Coordinator/Program       | A supervisory or non-supervisory  |
| Manager                           | assignment that includes          |
|                                   | professional and highly technical |
|                                   | work including responsibility for |
|                                   | development, evaluation, and      |
|                                   | promotion of a program. Such      |
|                                   | programs may vary in scope and    |
|                                   | complexity.                       |
+-----------------------------------+-----------------------------------+
| Progressively higher level        | Education beyond the bachelor's   |
| graduate education                | degree level which involves more  |
|                                   | difficult and specialized         |
|                                   | coursework. This education is     |
|                                   | generally leading to an advanced  |
|                                   | degree. For example, coursework   |
|                                   | for a second master's degree in a |
|                                   | different field would not be      |
|                                   | progressively higher level        |
|                                   | graduate coursework.              |
+-----------------------------------+-----------------------------------+
| Qualification Standard            | A statement of the minimum        |
|                                   | requirements that an individual   |
|                                   | must meet to be qualified for     |
|                                   | entry into and promotion in an    |
|                                   | occupation.                       |
+-----------------------------------+-----------------------------------+
| Registration                      | See Credentials                   |
+-----------------------------------+-----------------------------------+
| Signatory Authority               | Delegated authority to sign       |
|                                   | documents obligating the VA to    |
|                                   | pay for provided services and     |
|                                   | products.                         |
+-----------------------------------+-----------------------------------+
| Statutory descriptions            | Title 5, United States Code,      |
|                                   | governs the classification of     |
|                                   | positions in the Federal Service. |
|                                   | This law provides that positions  |
|                                   | shall be classified based on the  |
|                                   | duties and responsibilities       |
|                                   | assigned and the qualifications   |
|                                   | required to do the work. Section  |
|                                   | 5104 of Title 5 provides          |
|                                   | definitions for the grade levels  |
|                                   | of the General Schedule. These    |
|                                   | grade levels are the foundation   |
|                                   | upon which the classification     |
|                                   | standards are built.              |
+-----------------------------------+-----------------------------------+
| Subject Matter Expert (SME)       | A person with bona fide expert    |
|                                   | knowledge about what it takes to  |
|                                   | do a particular job. First-level  |
|                                   | supervisors are normally good     |
|                                   | SMEs. Superior incumbents in the  |
|                                   | same or very similar positions    |
|                                   | and other individuals may also be |
|                                   | used as SMEs if they have a       |
|                                   | current and thorough knowledge of |
|                                   | the job's requirements.           |
+-----------------------------------+-----------------------------------+
| Substitution of education         | A provision within a specific     |
|                                   | qualification standard which      |
|                                   | allows an individual to qualify   |
|                                   | for a grade level based on        |
|                                   | identified education rather that  |
|                                   | experience.                       |
+-----------------------------------+-----------------------------------+
| Supervisory position              | Supervisory work, at a minimum,   |
|                                   | includes responsibility for       |
|                                   | planning and scheduling work;     |
|                                   | assigning work to employees;      |
|                                   | accepting, amending, or rejecting |
|                                   | completed work; assuring that     |
|                                   | production and accuracy           |
|                                   | requirements are met; appraising  |
|                                   | performance and recommending      |
|                                   | performance standards and         |
|                                   | ratings; approving leave; and     |
|                                   | effecting disciplinary measures.  |
|                                   | Additionally, the duties of a     |
|                                   | supervisor typically include      |
|                                   | prioritizing and scheduling work  |
|                                   | and finding ways to improve the   |
|                                   | quality and/or quantity of the    |
|                                   | work directed.                    |
+-----------------------------------+-----------------------------------+
| Two-grade interval positions      | Two-grade interval occupations    |
|                                   | progress by two grade increments  |
|                                   | from GS-5 to GS-11 and include    |
|                                   | professional and administrative   |
|                                   | occupations defined by the Office |
|                                   | of Personnel Management.          |
+-----------------------------------+-----------------------------------+