Job Analysis, Work Design and Competency Architecture

Introduction

Health-care organizations depend on work that is simultaneously clinical, technical, relational, regulated and time-sensitive. A hospital ward, primary-care centre, diagnostic laboratory, health-insurance office and telehealth platform all require people to perform different tasks, yet their work is interconnected through patient pathways. Poorly defined roles create duplication, omission, unsafe delegation, conflict and weak accountability. Conversely, carefully analysed jobs and coherent competency structures support patient safety, workforce planning, recruitment, performance management, learning and career mobility.

Job analysis identifies what work is performed, why it is performed, how it is performed and what capabilities are required. Work design arranges tasks, responsibilities, relationships, technology and decision authority so that work is effective and sustainable. Competency architecture translates organizational strategy and professional standards into observable capabilities, proficiency levels and career pathways.

In health care, these activities cannot be treated as purely administrative exercises. A job description that ignores scope-of-practice regulation, interprofessional boundaries or clinical risk may expose patients and the organization to harm. Similarly, a competency framework that values only technical proficiency can neglect communication, ethical reasoning, teamwork and equity.

Learning Objectives

By the end of this chapter, the learner should be able to:

1. Explain the purposes, inputs and outputs of job analysis in health-care organizations.
2. Develop defensible job descriptions and role specifications for clinical and administrative positions.
3. Apply major work-design theories to individual jobs and interdisciplinary teams.
4. Construct a competency architecture with domains, proficiency levels and behavioural indicators.
5. Design role expansion, flexible-care and career structures while preserving safety and accountability.
6. Critically evaluate the ethical, legal, technological and governance implications of role and competency decisions.

1. The Architecture of Work in Health Care

A job is a bundle of related duties performed by one person in a defined organizational position. A role is broader: it describes expected contribution, relationships and authority within a system. For example, “registered nurse” is an occupational position, whereas “care coordinator for older adults with multiple conditions” describes a role that may combine nursing, education, navigation and interprofessional coordination.

A task is a discrete activity, such as verifying a medication order. A duty is a group of related tasks, such as medication management. A responsibility is an area for which the person is answerable, such as maintaining medication safety. Accountability concerns the authority and obligation to justify decisions and outcomes. These terms should not be used interchangeably.

Job analysis connects organizational strategy with people management:

Strategy → service model → work processes → jobs and roles → competencies → staffing, development and performance systems

For example, a health system pursuing integrated chronic-care management may need to redesign work around patient panels rather than isolated professional encounters. This could create roles for nurse navigators, pharmacists, community-health workers and data analysts, while changing the competencies required of physicians and clinic managers.

Job, position, occupation and profession

A position is a specific post occupied by one employee. A job may include several similar positions. An occupation is a broader category of work, such as health information management. A profession usually includes specialized knowledge, formal education, ethical standards and regulatory requirements. These distinctions matter because an organization may redesign a position without being legally entitled to redefine a profession’s scope of practice.

2. Job Analysis: Purpose and Process

Job analysis is a systematic process of collecting, validating and documenting information about work. It should examine both the work itself and the context in which it is performed.

Information to be collected

A robust analysis usually covers:

• purpose and contribution of the role;
• major duties and critical tasks;
• frequency, duration and variability of activities;
• required knowledge, skills, abilities and other characteristics;
• decision authority and escalation thresholds;
• reporting relationships and interprofessional interfaces;
• physical, cognitive, emotional and environmental demands;
• technology, information systems and equipment used;
• quality, safety, legal and regulatory requirements;
• performance standards and expected outputs; and
• learning, progression and succession possibilities.

The analyst must distinguish task requirements from person characteristics. “Reviews abnormal laboratory results and escalates urgent findings” describes work. “Must be assertive” is an imprecise personal characteristic unless translated into observable behaviour, such as “communicates urgent findings clearly and confirms receipt.”

A systematic job-analysis process

#### 1. Define the purpose and scope

The purpose may be recruitment, redesign, workforce planning, pay evaluation, competency development, automation assessment or compliance. The purpose determines the level of detail and evidence required.

#### 2. Identify stakeholders

Stakeholders may include jobholders, supervisors, patients, professional regulators, educators, unions, quality and safety officers, information-technology specialists and representatives of groups affected by the work. Involving only managers can produce an idealized description that does not reflect actual work.

#### 3. Select methods

Triangulation—using more than one method—is preferable for high-risk roles. For example, an emergency-department analysis might combine observation, interviews, incident reports, patient-flow data and professional standards.

#### 4. Analyse work, not merely incumbents

The analyst should record routine, variable and exceptional work. A role may appear simple during a quiet shift but become substantially different during surges, disasters or equipment failure. Cognitive and emotional demands also matter. Clinical work involves prioritization, uncertainty, moral distress and communication with distressed patients and families.

#### 5. Validate findings

Draft findings should be reviewed by jobholders, supervisors and relevant professional or safety authorities. Validation asks whether the description is accurate, complete, current and legally defensible. It should also identify hidden work, such as informal coordination, mentoring and emotional labour.

#### 6. Convert findings into job documentation

The final outputs commonly include a job description, person or role specification, competency profile, workflow map, responsibility matrix and indicators for performance review.

Job analysis in dynamic environments

Traditional job analysis assumes relatively stable work. Digital health, team-based care and artificial intelligence challenge that assumption. In dynamic settings, organizations should identify stable outcomes and boundaries while allowing methods to evolve. A job description might state that a clinician “uses approved decision-support tools and applies professional judgement to validate, communicate and act on results,” rather than prescribing one software interface that may soon change.

3. Job Descriptions and Role Specifications

A job description explains the work and its organizational place. A role specification explains the capabilities and requirements needed to perform it. They should be connected but not confused.

Recommended job-description structure

1. Job title and identification: department, location, employment status and reporting line.
2. Job purpose: a concise statement of the role’s contribution to patients and the organization.
3. Key responsibilities: usually expressed as outcome-oriented statements.
4. Decision rights and escalation: what the role may decide, what requires consultation and what must be escalated.
5. Interfaces: patients, families, colleagues, external agencies and service partners.
6. Work context: shifts, workload, hazards, travel, emotional demands and technology.
7. Performance outcomes: quality, safety, service, stewardship and learning expectations.
8. Scope and limits: professional, legal and organizational boundaries.

Responsibilities should use observable verbs: assesses, coordinates, verifies, documents, educates, audits, escalates and improves. Vague phrases such as “helps with administration” are weak because they do not establish expected contribution.

Role specifications

A role specification may include:

• essential qualifications and registration;
• technical knowledge and practical skills;
• communication and language requirements;
• cognitive capabilities, such as prioritization and clinical reasoning;
• behavioural competencies, such as collaboration and integrity;
• physical or environmental requirements that are genuinely necessary; and
• development expectations.

Requirements must be job-related and proportionate. Organizations should avoid unnecessary degree requirements, stereotyped assumptions or criteria that indirectly exclude protected groups. Reasonable accommodations should be considered wherever they do not compromise essential safety requirements.

Essential and desirable criteria

An essential criterion is necessary for safe and effective performance at entry. A desirable criterion adds value but can be developed after appointment. Mixing the two can shrink the applicant pool and create unjustified barriers. In regulated clinical roles, statutory registration may be essential; familiarity with a particular electronic record system may be desirable if training is available.

4. Work-Design Theories and Their Health-Care Application

Work design concerns the content, structure and social organization of work. It addresses both performance and the experience of the worker.

Scientific management and its limits

Taylor’s scientific-management tradition emphasized task analysis, standardization, specialization and measurement. In health care, standard operating procedures, checklists and standardized handovers can reduce preventable variation. However, excessive fragmentation may undermine professional judgement, relational care and adaptation to individual patients. Standardization is most appropriate for predictable, high-risk processes; it should not eliminate discretion where patient circumstances vary.

The Job Characteristics Model

Hackman and Oldham’s Job Characteristics Model proposes five core job characteristics:

• skill variety;
• task identity;
• task significance;
• autonomy; and
• feedback.

These characteristics influence experienced meaningfulness, responsibility and knowledge of results, which in turn may affect motivation, satisfaction and performance. A ward role with meaningful patient contact, authority to coordinate care and timely feedback may be more motivating than a narrowly fragmented role.

The model is not a universal prescription. High autonomy without competence, resources or escalation support can increase risk. In a medication-safety process, some tasks require strong standardization even if discretion is limited.

Demand–Control–Support and Job Demands–Resources

The Demand–Control–Support model suggests that strain is more likely when demands are high, decision latitude is low and social support is weak. The Job Demands–Resources model similarly distinguishes demands—such as workload, emotional labour and interruptions—from resources—such as staffing, autonomy, supervision, equipment and learning opportunities.

These models are useful for examining burnout risk, but they do not imply that workload alone explains distress. Organizational justice, violence, discrimination, moral injury, employment insecurity and personal circumstances may also matter. Interventions should therefore address work systems rather than merely teach individual resilience.

Sociotechnical systems theory

Sociotechnical theory treats technology, people, tasks, structures and environments as interdependent. Introducing an electronic medication administration system changes not only documentation but also timing, communication, alert processing and accountability. A technically efficient system may create new risks if it increases alert fatigue or obscures professional communication.

The design question is not “How can technology replace this worker?” but “How should work, technology and professional judgement be configured to produce safe value?”

Team and relational work design

Health-care work is often performed by teams rather than isolated jobholders. Team design should clarify shared purpose, membership, roles, information flows, decision protocols, psychological safety and conflict-resolution mechanisms. Tools such as RACI matrices can clarify who is Responsible, Accountable, Consulted and Informed, but they should supplement—not replace—clinical governance.

5. Designing Clinical, Administrative and Interdisciplinary Roles

Clinical roles

Clinical roles require explicit attention to assessment, intervention, documentation, consent, confidentiality, escalation and continuity. A role profile should identify which decisions are independent, which require collaboration and which are prohibited or reserved for another regulated professional.

Competence is not equivalent to task completion. A person may technically perform a procedure but lack the judgement to recognize when it is inappropriate. Role design should therefore include conditions, exceptions and escalation pathways.

Administrative and managerial roles

Administrative roles influence access, scheduling, coding, procurement, revenue, information governance and patient experience. Their effects may be indirect but clinically significant. For example, scheduling competence includes recognizing urgency, protecting continuity and applying equity principles—not simply filling appointment slots.

Interdisciplinary teams

Interdisciplinary work requires integration rather than parallel professional activity. Effective design specifies:

• the patient or population outcome shared by the team;
• the unique contribution of each discipline;
• tasks that may be shared or delegated;
• communication and handover rules;
• authority for urgent decisions;
• mechanisms for resolving disagreement; and
• collective measures of performance.

Team measures should not erase individual accountability. A team may share responsibility for reducing avoidable readmissions, while each professional remains accountable for decisions within their scope.

Role expansion and delegation

Role expansion increases the range or complexity of work. Delegation transfers a task under specified conditions but does not necessarily transfer accountability for appropriate delegation and supervision. Safe role expansion requires:

1. evidence of service need and expected benefit;
2. legal and regulatory review;
3. task and risk analysis;
4. education, supervised practice and assessment;
5. clear escalation and supervision arrangements;
6. documentation and audit; and
7. evaluation of patient, workforce and equity outcomes.

“Skill mix” should not be reduced to substituting lower-cost labour for higher-cost labour. The relevant question is whether the redesigned configuration delivers safe, timely, equitable and person-centred care.

Flexible and virtual care models

Telehealth, hospital-at-home, community outreach, asynchronous consultation and hybrid work redistribute tasks across time and location. Role descriptions should address digital identity, privacy, remote assessment limits, technology failure, cross-jurisdictional practice, safeguarding and continuity when a virtual encounter is insufficient.

Flexible work must not transfer hidden coordination work to already overloaded staff. Workload measurement should include messages, documentation, care navigation and follow-up, not just scheduled appointments.

6. Competency Architecture

A competency is an observable capability that combines knowledge, skills, judgement, values and behaviour in a work context. Competencies differ from credentials. A qualification signals educational attainment; competence concerns demonstrated performance under specified conditions.

A competency architecture is the organized structure through which an organization defines, groups, assesses and develops competencies. It commonly contains four layers:

1. Organizational competencies: capabilities expected across the organization, such as ethical conduct, patient-centredness and improvement.
2. Professional or functional competencies: capabilities linked to a discipline or function, such as clinical assessment, finance or health informatics.
3. Role-specific competencies: capabilities required for a particular job, such as triage or contract management.
4. Leadership competencies: capabilities for influencing systems, developing people, managing risk and leading change.

Competency domains

A health-care framework may include:

• technical and clinical practice;
• communication and therapeutic relationships;
• teamwork and coordination;
• ethics, law and professionalism;
• quality improvement and patient safety;
• evidence use and critical thinking;
• digital and data literacy;
• equity, cultural humility and inclusion; and
• leadership and resource stewardship.

The framework should contain behavioural indicators. “Demonstrates leadership” is weak; “convenes relevant disciplines, makes decision rights explicit and escalates unresolved safety risks” is more assessable.

Proficiency levels

A generic four-level scale can be adapted to context:

Levels should describe increasing complexity, autonomy, judgement and influence—not merely years of service. An employee may be advanced in one domain and foundational in another.

Building a competency framework

A defensible sequence is:

1. derive capabilities from strategy, patient needs, work analysis and professional standards;
2. group overlapping capabilities into coherent domains;
3. define each competency in plain language;
4. write observable indicators for each proficiency level;
5. map competencies to roles and career stages;
6. select valid assessment methods;
7. train assessors and test consistency; and
8. review the framework as work, evidence and regulation change.

Assessment should use multiple sources: direct observation, work samples, simulation, portfolios, structured feedback, audits and outcomes. Outcomes alone are insufficient because they are influenced by case mix, resources and team conditions. Self-assessment is valuable for reflection but should not be the sole basis for high-stakes decisions.

7. Career Structures and Workforce Mobility

Career architecture links roles, competencies, development and progression. A career ladder usually represents advancement within a function; a career lattice permits movement across clinical, educational, managerial, project and specialist pathways.

A transparent career structure should specify:

• entry requirements;
• expected competencies at each level;
• evidence required for progression;
• available development experiences;
• scope of authority and complexity;
• compensation or recognition implications where relevant; and
• processes for appeal and review.

Progression should not depend solely on supervisory vacancies. Advanced practitioners, educators, researchers, quality specialists and digital-health leaders may contribute at high levels without becoming line managers. This supports retention and recognizes diverse forms of expertise.

Career systems can reproduce inequity if access to projects, mentors and flexible development is uneven. Monitoring should examine progression by gender, ethnicity, disability, contract type, work location and other legally and ethically relevant categories, while protecting privacy.

8. Governance, Ethics and Technology

Job and competency decisions affect livelihood, professional identity and patient safety. Governance should therefore include documented approval, version control, consultation and periodic review.

Key issues include:

• Scope of practice: role expansion must comply with law, regulation and institutional policy.
• Non-discrimination: selection criteria must be necessary, job-related and inclusive.
• Privacy: job analysis may involve employee monitoring and sensitive performance data; collection should be proportionate and transparent.
• Due process: employees should understand assessment criteria and have routes to challenge inaccurate evaluations.
• Patient involvement: patients and communities can identify relational and access competencies that professionals may overlook.
• AI and automation: algorithmic tools may change task allocation, but accountability for decisions must remain clear. AI-generated recommendations require validation, human oversight, documentation and processes for reporting error or bias.
• Data governance: competency dashboards should protect confidentiality and prevent inappropriate use for surveillance or automated employment decisions.

Technology can support competency management by linking learning records, observed practice, incident learning and workforce planning. However, a dashboard is not a competency framework. Data quality, construct validity and context must be examined before decisions are made.

9. Applied Case: Redesigning a Hospital-to-Home Care Model

The following is an illustrative case.

Background

A 250-bed hospital experienced delayed discharges, repeated telephone calls after discharge and avoidable readmissions among older adults with multiple conditions. Nurses reported that they spent substantial time coordinating transport, community services and medication clarification, although these activities were not visible in staffing models.

Problem

The existing discharge nurse role described education and documentation but did not specify coordination authority. Ward nurses, pharmacists, physicians, social workers and community providers held different assumptions about who was accountable for follow-up. A proposal was made to create a transitional-care coordinator role and extend selected follow-up tasks to trained community health workers.

Analysis

A project team used interviews, observation, patient and family workshops, review of readmission cases and workflow mapping. The analysis identified:

• repeated medication reconciliation;
• missing information at the hospital–community boundary;
• unclear escalation for worsening symptoms;
• high cognitive load for ward nurses during discharge peaks; and
• valuable informal coordination performed without protected time.

The team distinguished tasks suitable for standardized delegation—such as confirming appointments—from tasks requiring regulated clinical judgement—such as interpreting deterioration or changing medication.

Approach and solution

The organization designed a transitional-care coordinator role with responsibility for coordinating the discharge plan, confirming information transfer, arranging follow-up and monitoring completion. The role had authority to convene the team but not to alter clinical treatment independently.

A competency profile included:

• care-transition assessment;
• medication and information reconciliation within defined limits;
• communication with patients, families and providers;
• recognition and escalation of red flags;
• digital documentation and privacy;
• cultural and health-literacy responsiveness; and
• improvement-method skills.

Community health workers received structured training for non-clinical follow-up, symptom prompts and appointment support. They used a clear escalation protocol to contact the coordinator when concerns exceeded their role. The hospital also introduced a daily interdisciplinary discharge huddle and a shared responsibility matrix.

Outcome

After implementation, the organization reported fewer duplicated calls, more complete discharge information and improved staff understanding of accountability. The evaluation did not attribute all changes to the new roles because seasonal demand and other service changes occurred simultaneously. Patient experience, readmissions, escalation events, staff workload and equity indicators were monitored over time.

Learning points

1. Job analysis revealed invisible coordination work.
2. Role expansion was separated from clinical substitution.
3. Competencies included judgement, communication and escalation, not just procedures.
4. Team design required decision rights and information flows.
5. Outcomes needed cautious interpretation because service redesign occurs within a changing system.

10. Challenges and Best Practices

Common challenges include outdated descriptions, managerial assumptions, inflated requirements, professional boundary disputes, role ambiguity, excessive competency lists and assessment systems that measure documentation rather than capability. Organizations may also copy generic frameworks without adapting them to local patients, technology and regulation.

Best practice is to:

• begin with patient and service outcomes;
• analyse actual work, including exceptions and invisible coordination;
• involve diverse jobholders and service users;
• separate essential from desirable requirements;
• define authority, accountability and escalation explicitly;
• align job descriptions, recruitment, induction, appraisal and learning;
• use observable competency indicators;
• assess performance with multiple methods;
• review equity and unintended consequences;
• maintain version control and scheduled review; and
• evaluate redesigned work using patient, workforce, operational and financial evidence.

Chapter Summary

Job analysis provides the evidence base for understanding what work is performed, under what conditions and with what responsibilities. Job descriptions document purpose, duties, interfaces, decision rights and limits, while role specifications identify the qualifications and capabilities required for safe performance. Work design applies ideas from scientific management, the Job Characteristics Model, Demand–Control–Support, Job Demands–Resources and sociotechnical systems theory to balance standardization, autonomy, wellbeing, technology and patient needs.

Health-care roles must be designed around scope of practice, interprofessional relationships, escalation and accountability. Role expansion and flexible care can improve access and continuity when supported by risk analysis, education, supervision and evaluation. Competency architecture organizes organizational, professional, role-specific and leadership capabilities into domains and proficiency levels. Career ladders and lattices connect competencies with progression and workforce mobility.

Finally, these systems are governance mechanisms, not merely HR documents. They must address patient safety, inclusion, privacy, professional regulation, assessment validity and the responsible use of technology and AI.

Key Terms

Accountability: Obligation to answer for decisions, actions and outcomes.

Competency: Observable capability combining knowledge, skills, judgement, values and behaviour in context.

Competency architecture: Structured system for defining, organizing, assessing and developing competencies.

Critical-incident technique: Job-analysis method focusing on behaviours associated with especially effective or ineffective performance.

Delegation: Assignment of a task to another person under specified conditions and supervision.

Duty: Group of related tasks forming a meaningful area of work.

Essential criterion: Requirement necessary for safe and effective performance at entry.

Job analysis: Systematic collection and validation of information about work and its requirements.

Job description: Document describing a job’s purpose, responsibilities, relationships and conditions.

Job design: Arrangement of tasks, authority, relationships, technology and conditions of work.

Job specification: Statement of the qualifications, capabilities and characteristics required for a job.

Role: Expected contribution, relationships and authority associated with a position or function.

Role expansion: Increase in the range, complexity or authority of work assigned to a role.

Scope of practice: Activities and decisions a professional is educated, authorized and competent to perform.

Skill mix: Combination of occupations, skills and levels used to deliver a service.

Task: Discrete unit of work.

Work design: Deliberate structuring of work content, social relations, technology and decision authority.

Career lattice: Career structure allowing movement across multiple specialist, leadership and professional pathways.

Review Questions

Short Answer Questions

1. Distinguish between a job description and a role specification.
2. Identify four types of information collected during job analysis.
3. What is the difference between responsibility and accountability?
4. Name the five core characteristics in the Job Characteristics Model.
5. Why should competency indicators be expressed as observable behaviours?

Long Answer Questions

1. Explain the stages of a systematic job-analysis process and discuss why triangulation is important in high-risk health-care roles.
2. Critically apply sociotechnical systems theory to the introduction of an electronic medication administration system.
3. Describe how an organization can design a competency architecture from strategy through assessment and review.
4. Discuss the governance requirements for safe role expansion and delegation in an interdisciplinary service.
5. Compare a career ladder and a career lattice, and explain how each may support retention in health care.

Analytical / Application Questions

1. A primary-care network plans to introduce a nurse-led virtual triage service. Develop the major sections of the job description, including decision rights, escalation boundaries and essential competencies.
2. A hospital observes that discharge delays are attributed to “poor teamwork,” but no team roles or handover responsibilities are defined. Analyse the problem using work-design theory and propose a redesign.
3. Construct a four-level competency progression for a health information manager covering data quality, privacy, analytics and leadership. Provide one observable indicator for each level in at least two domains.

Multiple Choice Questions with Answers

Question 1

Which statement best distinguishes a job description from a role specification?

A. A job description states work responsibilities, while a role specification states required capabilities and qualifications.

B. A job description lists only salary, while a role specification lists only working hours.

C. A job description applies to professions, while a role specification applies only to volunteers.

D. They are identical documents with different titles.

Correct Answer: A. A job description states work responsibilities, while a role specification states required capabilities and qualifications.

Question 2

Which job-analysis method is particularly useful for identifying behaviours associated with patient-safety success or failure?

A. Payroll analysis

B. Critical-incident technique

C. Annual leave review

D. Organizational charting

Correct Answer: B. Critical-incident technique

Question 3

Which item is a decision-rights question in a clinical role design?

A. What colour is the department logo?

B. Which decisions may the role make independently and which require escalation?

C. How many pages should the policy be?

D. Which office has the largest window?

Correct Answer: B. Which decisions may the role make independently and which require escalation?

Question 4

In the Job Characteristics Model, which characteristic concerns the extent to which a job involves completing an identifiable whole piece of work?

A. Task identity

B. Skill variety

C. Feedback

D. Autonomy

Correct Answer: A. Task identity

Question 5

Which statement best reflects safe delegation?

A. Delegation automatically transfers all accountability to the delegate.

B. Any task may be delegated if staffing is limited.

C. Delegation requires defined conditions, competence, supervision and escalation arrangements.

D. Delegation eliminates the need for documentation.

Correct Answer: C. Delegation requires defined conditions, competence, supervision and escalation arrangements.

Question 6

Which competency-domain example is most appropriate for an organization-wide health-care framework?

A. Patient-centred communication

B. Personal preference for a particular brand of pen

C. Unrelated hobby participation

D. Length of commute

Correct Answer: A. Patient-centred communication

Question 7

What generally differentiates an advanced competency level from a practised level?

A. More years of age regardless of performance

B. Ability to handle complexity, coach others and improve processes

C. Completion of routine work only

D. Avoidance of independent judgement

Correct Answer: B. Ability to handle complexity, coach others and improve processes

Question 8

Why should flexible-care role descriptions address technology failure?

A. Technology failure can create uncertainty about continuity, privacy, assessment and escalation.

B. Technology failure makes all professional roles unnecessary.

C. It is relevant only to finance departments.

D. It removes the need for clinical governance.

Correct Answer: A. Technology failure can create uncertainty about continuity, privacy, assessment and escalation.

Question 9

Which is the strongest example of an observable competency indicator?

A. Demonstrates excellent leadership.

B. Has a positive personality.

C. Convenes relevant disciplines, clarifies decision rights and escalates unresolved safety risks.

D. Is highly motivated.

Correct Answer: C. Convenes relevant disciplines, clarifies decision rights and escalates unresolved safety risks.

Question 10

Which approach best supports equitable career progression?

A. Advance employees solely by informal manager preference.

B. Use transparent competency evidence and monitor access to development opportunities.

C. Require every advanced employee to become a line manager.

D. Use years of service as the only criterion.

Correct Answer: B. Use transparent competency evidence and monitor access to development opportunities.