INTRODUCTION

We are conducting a study to help us identify what people employed in certain job titles are actually doing on their jobs. We are asking for your help in giving us the information we need. You were selected because you are a subject-matter expert. A subject-matter expert is one who has worked in, supervised, or trained incumbents in the job. Your knowledge of the content of the job makes you a subject-matter expert for purposes of this study.

IMPORTANT: The instructions for the Job Analysis booklet have been written as if the person filling it out is an incumbent currently working in the job being studied. It asks the reader to describe what “you” currently do on the job.

If you supervise or used to supervise the job being studied, complete the booklet as if it is asking “What do/did the employees in the job do?” As a supervisor, it is critical that you complete the booklet only about the job that you supervise(d) and never about some other classification that you yourself work in or used to work in.

If you currently train or used to train people for the job being studied, complete the booklet as if you are/were a supervisor of that job.

If you once worked in the job being studied , but no longer work in it and do not/did not supervise it, complete the booklet as if it is asking you what you “used to do” in the job.

INSTRUCTIONS

READ CAREFULLY

1. The information you provide will be extremely useful for as many as three different purposes: compensation analyses, developing selection procedures that address several equal employment opportunity laws, and accommodating persons with disabilities under the Americans with Disabilities Act of 1990.

2 Because the Job Analysis booklet has been designed to serve as many as three different purposes, it is quite lengthy and detailed. You should expect that completing the booklet will take a good amount of time and will prove challenging here and there.

3. It is recommended that you take your time, if possible, in completing the booklet. Think about your job, observe yourself performing your job, read information available about your job (job descriptions, job announcements, class specifications) -- all to gather ideas that will help you complete the booklet.

4. Look through the whole Job Analysis booklet and these instructions before you begin so you know what to expect from each section.

5. When completing the booklet, take some breaks. Don’t expect to complete it at one sitting.

6. Answer every question and fill every blank. If something does not apply, put “N/A” in the answer space.

7. Every part of the booklet is important. Each question is asked for a specific reason. Try to give complete and accurate answers to every part of the booklet.

8. Please be sure entries are neat, easy to read, and dark enough to reproduce on a photo copier.

9. You will find detailed instructions in this Instruction booklet for completing Sections 5,6,7,9 and 10 of the Job Analysis. Instructions for all other Sections (1-4 and 8) are in the Job Analysis booklet itself.

THANK YOU FOR YOUR HELP.

NOTE: Instructions for Sections 1-4 are in the Job Analysis booklet.

SECTION 5: JOB DUTIES

SEE EXAMPLES OF DUTIES ON PAGE 5.

Job Duty: Describe only the job duties which you have actually performed. Don't list duties you have not personally performed, just because it is your understanding they are part of the job. Do not list duties you have performed only once and never expect to perform again. Most jobs can be described with about 10 to 15 duties.

Although you may list your duties in any order you wish, you will be asked to identify the percentage of time spent on each, so you may wish to list them, as much as possible, according to the proportion of time spent on each.

Try to have each duty tell what you do, why you do it, and how you do it. For example:

Coordinate office services such as personnel, budget, housekeeping, and records control for the purpose of improving work flow, simplifying reporting procedures, and implementing cost reductions by collecting and reviewing operating reports, analyzing department operating practices, and developing revised procedures.

Think “Results” First, Then “Process”

Focus on the results or the goal of the duty and not on the process or manner in which it is usually performed. Often the specific process or manner in which a duty is performed can be modified in order to accommodate persons with disabilities. The examples below show how to describe duties so that the first part tells what must be accomplished (this is the duty's result or goal), and the second part tells the process or manner in which it is to be accomplished (often this part can be modified).

No: Operate elevator or climb stairs to deliver meals to designated floors.

Yes: Deliver meals to designated floors, operating elevator or using stairs.

No: Drive company car to take materials to printer, to purchase office supplies, and to pickup refreshments for meetings.

Yes: Deliver materials to printer, purchase office supplies, and pickup refreshments for meetings, driving company car.

No: Type copy from oral and written sources.

Yes: Prepare typed copy from oral and written sources.

No: Write advertisements and review applications to assist in hiring qualified employees.

Yes: Assist in hiring qualified employees by preparing advertisements and screening applications.

No: Operate computer terminal to create or revise billing records.

Yes: Create or revise billing records by operating computer terminal.

No: Make periodic roof inspections to determine needed repair.

Yes: Determine needed roof repair by making periodic inspections.

No: Proofread documents for spelling, grammar, and punctuation, and compare to originals for content accuracy in order to ensure they are ready to print.

Yes: Ensure documents are ready to print by proofreading for spelling, grammar, and punctuation, and comparing content to originals for accuracy.

No: Operate heavy equipment such as backhoe and grader to prepare surfaces for paving.

Yes: Prepare surfaces for paving by operating heavy equipment such as grader and backhoe.

No: Speak to subject to determine his or her identity.

Yes: Determine subject's identity by questioning.

No: Write proposals and, when required, meet with potential clients to present or discuss proposal in order to obtain new business.

Yes: Obtain new business by preparing proposals and, when required, discuss with or present to potential clients.

HINTS

1. Start each duty with an action word (verb) such as:

Analyze Clean Design Evaluate Monitor Plant Repair

Arrange Confirm Develop Inspect Obtain Prepare Show

Assist Coordinate Dig Maintain Paint Process Sort

Build Delegate Ensure Manage Plan Provide Supervise

2. Use examples in your duty statements to better explain them. You can use the words "such as" when you add examples.

Advertise the company's services by contacting outside agencies SUCH AS community service, legal, and political groups and preparing items such as press releases that address each agency’s specific requirements.

Assist supervisor in planning a variety of activities for senior citizens SUCH AS card games, short field trips, exercise periods, and crafts by conducting needs surveys and identifying and obtaining or arranging for necessary resources.

Ensure that all critical data SUCH AS record number, location code, date, user I.D., and priority number have been recorded on job forms by reviewing forms and comparing against department standards.

3. When a duty is made up of several tasks, your duty statement may have several sentences in it. For example:

Review quarterly worksite inspection reports for completeness. Identify serious problems or error patterns by evaluating against state regulations. Refer to the appropriate coordinator. Assist in preparing the finalized report by proofreading and tallying final results.

4. Do not list specific names such as people's names, form names, building/office names, or brand names. The names may soon change, and the job analysis will be outdated before it needs to be.

WORK PRODUCTS: List any WORK PRODUCTS that are created or produced when you perform the duty. Work products are things that can be seen, touched, or held. For example, the work products when you analyze financial data might be "spreadsheet reports showing expenditures." The work products when you operate a computer might be "computer print-outs of students' grades." The work products when you conduct inspections might be " a list of needed repairs for each building." Not all duties result in work products.

FREQUENCY: Give each duty a FREQUENCY RATING to show how often, in general, you perform it. Use these letters:

D = Daily Q = Quarterly (4 times/year)

W = Weekly SA = Semi-Annually (2 times/year)

BW = Bi-Weekly (every 2 weeks) A = Annual

M = Monthly LA = Less often than once a year

BM = Bi-Monthly (every 2 months)

PERCENTAGE OF TIME: Give each duty a PERCENTAGE to identify the amount of work time spent on each. Divide 100% among all your duties. If your job follows an established routine (i.e., it is process or procedure-oriented), think about how you spend your time on a daily or perhaps a weekly basis. If not, think about your job over a longer period of time, perhaps as much as a year, in order to account for seasonal or sporadic job duties. Be sure the sum of the percentages you assign is exactly 100%.

IMPORTANCE: Give each duty an IMPORTANCE RATING. How important is the duty to successful job performance--to achieving the purpose of the job? Consider how often the duty is performed, the amount of time spent on the duty, and how serious the consequences are if the duty is not performed or not performed properly. Use these numbers:

1 - NOT IMPORTANT: Trivial or minor significance to the performance of the job.

2 - OF SOME IMPORTANCE: Somewhat helpful, useful, and/or meaningful to the performance of the job.

3 - IMPORTANT: Helpful, useful, and/or meaningful to the performance of the job.

4 - CRITICAL: Necessary for the performance of the job.

5 - EXTREMELY CRITICAL: Necessary for the performance of the job, but with more extreme consequences.

DIFF, FUND, ASSIGN: Do not provide these ratings. The three shaded columns on the worksheet are for supervisor use only.

Section 5: Job Duties (cont’d)

EXAMPLES OF COMPLETED DUTIES FOR THREE DIFFERENT JOBS

For Supervisor Only

JOB DUTY

WORK PRODUCTS

FREQ

TIME

IMP

DIFF

FUND

ASSIGN

Prepare surfaces for paving by operating heavy equipment such as grader and backhoe

Cleared and leveled

roads and walkways

70%

Yes

For Supervisor Only

JOB DUTY

WORK PRODUCTS

FREQ

TIME

IMP

DIFF

FUND

ASSIGN

Maintain equipment and supply inventories by ordering , stocking, and recording . Resolve problems relating to supply and equipment problems by working with vendors to identify needs and solutions and if necessary, finding and using another vendor.

Functional equipment and correct and ample supplies

Yes

For Supervisor Only

JOB DUTY

WORK PRODUCTS

FREQ

TIME

IMP

DIFF

FUND

ASSIGN

Develop and prepare long-range financial plans such as bonding or grants for large-scale Public Works projects by directing engineering financial, and legal consultants and meeting with City, State and/or Federal officials and community groups to gain such aid and voter support.

Long-range financial plans with required support

25%

Yes

SECTION 6: KNOWLEDGE, SKILLS, AND ABILITIES

SEE EXAMPLES OF KSA'S ON PAGE 7.

Knowing a job’s knowledge, skills, and abilities is very important to develop valid selection procedures and understand the mental processes of a job in order to accommodate persons with disabilities. Please carefully complete this section of the GOJA booklet.

KNOWLEDGE, SKILLS, AND ABILITIES: Describe the knowledge, skills, and abilities (KSA's) required to perform the duties of your job. A knowledge, skill, or ability is something you know or can do that enables you to successfully perform the duties of your job.

Some skills and abilities which are common to most jobs have been started for you on the worksheets: math, writing, interpersonal, reading, oral communication, problem solving, and decision making skills. Complete any of these which apply to your job. Then add all the job-specific KSA's required for your job. (Review your list of job duties to identify additional KSA's.)

MAJOR PARTS: After listing the basic KSA, list its MAJOR PARTS in order to better explain it. For example, the major parts of math ability might be "adding and subtracting whole numbers" or "calculations of reliability, standard deviations, and standard error." The major parts of gardening knowledge might be "pesticides, fertilizers, planting, pruning, and watering techniques and requirements." The major parts of reading ability might be "understanding, interpreting, and retaining complex technical material." The major parts of writing ability might be "basic English" and "complete simple logs and forms."

DUTIES WHICH REQUIRE KSA: List by number the JOB DUTIES for which each KSA is needed. List all the job duties which require the KSA. Separate each duty by a comma.

FREQUENCY: Give each KSA a FREQUENCY RATING to show how often, in general, you use it. Before deciding on a frequency rating, review the duties which you have listed as requiring the KSA. The frequency rating of the KSA can be less often, more often, or the same as the frequency rating of any duty it is linked to. For example, a KSA can be linked to five duties, each of which is performed weekly (one on each day of the week), so the frequency of the KSA could be daily even though each duty it is linked to is performed weekly. Or if the duties are performed daily, but the KSA is needed only every two weeks to do a part of the duties, then its frequency is bi-weekly even though the duties are performed daily. Use these letters:

D = Daily Q = Quarterly (4 times/year)

W = Weekly SA = Semi-Annually (2 times/year)

BW = Bi-Weekly (every 2 weeks) A = Annual

M = Monthly LA = Less often than once a year

BM = Bi-Monthly (every 2 months)

Section 6: Knowledge, Skills, and Abilities (cont’d)

IMPORTANCE: Give each KSA an IMPORTANCE RATING. How important is the KSA to successful job performance--to achieving the purpose of the job? Consider the importance rating of the duties for which the KSA is needed. Typically, a KSA's importance rating will be the same as the most important duty for which it is needed--but not always. Therefore, don't just automatically select the importance of the most important duty; evaluate what the importance rating of each KSA should be. Use these numbers:

1 - NOT IMPORTANT: Trivial or minor significance to the performance of the job.

2 - OF SOME IMPORTANCE: Somewhat helpful, useful, and/or meaningful to the performance of the job.

3 - IMPORTANT: Helpful, useful, and/or meaningful to the performance of the job.

4 CRITICAL: Necessary for the performance of the job.

5 - EXTREMELY CRITICAL: Necessary for the performance of the job, but with more extreme consequences.

DIFF: Do not provide this rating. The shaded column on the worksheet is for supervisor use only.

EXAMPLES OF COMPLETED KSA’S

Supv.

Only

KSA’s

MAJOR PARTS OF KSA’s

DUTIES REQUIRING

FREQ

IMP

DIFF

Knowledge of basic darkroom procedures

Contact print, enlargements, care of equipment, safety methods

3,7,8,9

Supv.

Only

KSA’s