Job Description Builder Overview

Slide 1: CODESP COOPERATIVE ORGANIZATION FOR THE DEVELOPMENT OF EMPLOYEE SELECTION PROCEDURES JOB PRODUCT OVERVIEW

Slide 2: Training Outline Definition of Job Analysis  Legal Reasons for Job Analysis  Unique Features of CODESP Products  Job Analysis Process  Data Collection Methods   Subject Matter Experts  CODESP Job Analysis Questionnaire CODESP Job Description Builder 

Slide 3: What is Job Analysis? It is the process for collecting information  on the important, work-related aspects of a job. A job analysis can be used to define the  essential elements of the job, including the physical demands that the work requires.

Slide 4: A Job Analysis Provides: Information regarding job duties and tasks and  their importance including an indication of the frequency with which these duties are performed. Identification of the Knowledge, Skills and  Abilities (KSAs)/Competencies required to perform the tasks of the job. A linkage between the tasks performed and the  KSAs required to perform specified job tasks. A linkage between the KSAs and HR Tools. 

Slide 5: The Goal: To integrate job information into useful HR tools

Slide 6: HR Tools Require Job Analysis Data Training & Selection Performance Job Analysis Data Job Descriptions

Slide 7: Legal Reasons for JA Job analysis, along with a review of the  selection and promotion systems that you use, will help ensure that your hiring and promotion practices are fair and legally defensible. While a job analysis alone does not provide  insurance against legal challenges, it is a key element in designing human resource tools and procedures that can stand up to legal challenges.

Slide 8: Uniform Guidelines Includes instructions on when and how to conduct a job  analysis that will meet the standards of the guidelines. Applies to all selection procedures used to make employment  decisions, including interviews, review of experience or education from application forms, work samples, physical requirements, and evaluations of performance. Establishes rules for adverse impact.  Supreme Court unanimously adopted the guidelines after  Albemarle Paper Co. v. Moody (1975). Many other cases use the Guidelines as a reference. Americans with Disabilities Act (1990) states that job analysis should be used to determine if activities performed on the job are essential.

Slide 9: Job-Relatedness The guidelines emphasize that an organization's  human resource programs should be job- related, in other words, based on the actual content and requirements of the jobs. A properly performed job analysis can define the  actual content of jobs, and help to ensure that human resource programs based on the job analysis are legally defensible.

Slide 10: To be Job–Related or Have Content Validity, a Job Analysis Needs to Consist of: essential tasks of a job and the corresponding  KSAs (knowledge, skills, and abilities) and/or competencies required to perform the tasks. linkage of the task to the KSAs\\competencies. 

Slide 11: How CODESP Is Working to Help Members Build Job Descriptions A Job Analysis Questionnaire has been  developed to assist members through the process of collecting data. This information is then used to complete an  on-line Job Description Builder.

Slide 12: CODESP Job Analysis and Job Description Building Process

Slide 13: Unique Features CHECKLIST FORMAT  Provides districts with an easy-to-use format to collect the information needed to update or create new job descriptions. Replaces many of the complicated and narrative areas typically found in other job analysis questionnaires with user-friendly checklists. USERS CAN CUSTOMIZE THE JOB ANALYSIS QUESTIONNIARE  The questionnaire can be customized and shortened by removing categories or choices from the form that are not relevant to particular job families. For example, a contractor’s license choice would not be required on a clerical job family questionnaire. CODESP will be adding more questionnaires by Job Family soon but Users will always have the capability of editing them to make them custom for their district. LINKS TASKS TO KNOWLEDGE SKILLS & ABILITIES  Once the KSAs are collected it guides users in linking this information directly to the tasks identified in the Questionnaire as being essential. Competencies can be linked also. Linking the minimum job requirements to the actual job tasks performed is necessary to establish job-relatedness and to meet legal mandates.

Slide 14: Unique Features Continued WORKING CONDITIONS, PHYSICAL ABILITIES & MENTAL  ABILITIES INCLUDED Provides checklists so that users can easily gather information to define the working conditions, physical abilities and mental abilities necessary to perform the job. This data is vital to doctors when decisions regarding ADA accommodation, Workers Compensation return-to-work, and fitness-for-duty examinations need to be made. PRE-POPULATED SCHOOL DISTRICT RELATED CHOICES  The Builder was created specifically for school district use and contains pre-populated choices by generic job title and job family. Users have three options. They can select from the pre- populated choices provided in the Job Summary, Representative Duties, Knowledge and Abilities categories, edit the choices provided, or add their own district-specific information.

Slide 15: Job Analysis Process Choose Method  Choose SME’s  Customize the Questionnaire  Distribute and Collect the Data  Meet for Consensus  Document the Process  Use Data for HR Tools 

Slide 16: Job Analysis Data Collection Methods Interviews  Focus Group  Observations  Questionnaires  CODESP Job Analysis  Questionnaire

Slide 17: Which Method Should I Use? Depends upon practical concerns  such as: Type of job  Number of jobs  Number of incumbents  Location of jobs 

Slide 18: No Matter What Method You Use to Gather Job Analysis Data.. Make it clear that it is not a salary survey Get buy-in from all parties: Employees   Supervisors  Employee Association  Administration

Slide 19: Subject Matter Experts Two major sources of job analysis data Job incumbents   Immediate Supervisors Select a representative sample of Subject Matter Experts (SMEs) by the following criteria  Varied levels of Experience  Departments/Locations  Demographics (age, gender, ethnicity) A SME can also be an outside expert, or employee association representative. All SMEs should sign a SME Job Analysis Form provided on the website under Glossaries or under Resources.

Slide 20: SME Role in Job Analysis is to Provide Input on: tasks and KSAs\\Competencies required.  task ratings of importance, frequency,  and “essentialness”. choice of KSAs\\Competencies expected at  entry. task and KSA\\Competency linkage data.  Working Conditions, Physical and Mental  Abilities required.

Slide 21: HR’s Role in Job Analysis Organize and chair job analysis meetings.  Collect task information and review it with  group to determine a consensus. Assist in the process to ensure that linkage  has been made from tasks to the KSAs and other job requirements Review findings with SMEs, employee.  organizations, and management. Provide guidance and expert advice.  Uses job analysis data to build HR tools. 

Slide 22: Where Should We Begin??? Always start with what you have.  That usually means the existing job  description, OR Previous job analysis studies. 

Slide 23: Job Analysis Preparation Steps Review job description and other data  previously collected. Choose method(s) to collect data. 

Slide 24: Job Description Review Good starting ground to develop a list of  tasks and duties typically performed on the job. Talk about what is still current and what is  not, what needs to be deleted, what could be edited. Conduct an Internet search for other agency’s  descriptions and similar job analysis studies.

Slide 25: Meet With SMEs to Complete Job Analysis Questionnaire Available on Website SMEs should sign a SME Job Analysis Form available  under Glossaries on the website to verify their “expert” status.

Slide 26: Log-In at www.codesp.com

Slide 27: Job Analysis Questionnaire Job Summary  Distinguishing Characteristics  Interaction with Others on a Frequent Basis  Writing Requirements  Supervision Received  Supervision Exercised  Computation Requirements  Work Related Instructions/Resources/Guidelines  Computer Skills  Tasks  KSAs  Competencies  Employment Standards  Education  Experience  Licenses/Certificates  Language Skills  Working Conditions  Physical Abilities  Mental Abilities 

Slide 28: Glossaries Task Action Verbs  Competencies  Working Conditions  Mental Abilities  Physical Abilities 

Slide 29: Questionnaires We have posted the CODESP Complete  Job Analysis Questionnaire on the website and 3 other edited versions in the following job families: Custodial Clerical Teacher/Credentialed/Administrator

Slide 30: Job Title & Distinguishing Characteristics The job title should describe the job and should be  consistent with others used in your district, especially if it contains any hint that it is a supervisory/management position. Use the Distinguishing Characteristics area if there are  different levels of a position. For instance if you have Maintenance Worker 1, 2, and 3  classifications this is where you would describe the differences.

Slide 31: Sample Completed Form

Slide 32: Job Analysis Data Collection Check-off Lists Available on CODESP Job Analysis Questionnaire Supervision Received Supervision Exercised Computation Skills Work Related Instructions/Resources/Guidelines Computer Skills Computer Operating Systems Education Experience

Slide 33: Inappropriate Job Descriptions Examples QUALIFICATIONS for CUSTODIAN: 1. Must possess high school diploma. 2. Must frequently lift and or move more than 100 lbs. 3. Require color vision. 4. To be dependable, industrious and in good physical condition. 5. To be courteous, neat and clean at all times.

Slide 34: List Existing Tasks to Keep If existing position-keep tasks that are still appropriate  for the position, update where needed Tasks should:   Start with an action verb  Be easy to read and understand  Describe work done by one person  Be specific enough to link to related competencies and/or KSAs

Slide 35: New Task Statement Writing Tips The following four questions should be  considered when writing task statements: Performs what action?   For whom or what?  To produce / achieve what?  Using what tools, equipment, or process?  Expected standards of performance For example the statement, “Polish wooden gym  floors using a buffer” is a complete task statement because it describes the task task verb A glossary is sufficiently. available

Slide 36: Task Action Verb Glossary

Slide 37: Now That I Have a List of the Tasks, What Do I Do?

Slide 38: Task Importance To be used in most HR tools such as job  descriptions, assessment tools, and performance appraisal, the task must be at least Important and need to be Essential to be considered a Minimum Entrance Requirement. This is determined by the analysis and  consensus of your SMEs.

Slide 39: Task Ratings Essential/Importance   Frequency and Duration Use SME input and information from  questionnaires and interviews

Slide 40: Rate the Tasks On the Questionnaire

Slide 41: Determine Essential Tasks To be used in most HR tools such as job  descriptions, assessment tools, and performance appraisal, the task must be essential This is determined by the job analysis and  consensus of your SMEs Note: Just because you identify a task as  essential doesn’t mean that it will be considered essential be after an ADA accommodation ruling. Document carefully!

Slide 42: What is an Essential Function/Task? The position exists to perform the function  There are a limited number of other  employees available to perform the function or among whom the function can be distributed The function is highly specialized, and the  person in the position is hired for special expertise or ability to perform it

Slide 43: Considerations of Essential Functions Amount of time spent performing the  function Consequences of not requiring a person to  perform the function Work experience of people who have  performed job in the past and those who currently perform similar jobs

Slide 44: When Should a Task be Included on a Job Description? Bill Ewing, a consultant who has worked in  this field for many years, provides these suggestions: If 5% or more of someone’s job is composed of  performing this task it should be included 80% of a person’s tasks are typically listed on the job  description Always include Essential Tasks and identify them by  separating them or putting an E before or after the task statement Add an “Other duties as assigned” statement to all job  descriptions

Slide 45: Linkage to Tasks Once you have identified the Important and  Essential Tasks, they can be linked to corresponding KSAs on the Questionnaire Competencies, if included on your job  description, should be linked to tasks Physical and Mental Abilities should be  linked to tasks also.

Slide 46: KSAs Must be Based on Minimum Qualifications Minimum qualifications are identified through job analysis and  expressed in the KSAs and competencies chosen. By linking them to Essential tasks they become valid and  represent a business necessity. They may be challenged if disparate treatment is found or in  ADA accommodations. Job analysis data to prove business necessity is valuable  during these challenges. If minimum qualifications are over-stated and cannot be  verified through job analysis data they will not survive a legal challenge.

Slide 47: Knowledge Defined as a body of information applied directly to the performance of a function. Abilities Ability is defined as a present competence to perform an observable behavior that results in an observable product. Linkage The questionnaire requires SMEs and Incumbents to list the Knowledges and Abilities and then Link them to a task from the task list.

Slide 48: Skill to Present, observable competence to  perform a learned psychomotor act Usually combined in Abilities and will not  be included in final Job Description Builder Example: Skill to type 60 Words per  Minute

Slide 49: Competency Defined A measurable pattern of knowledge, skills,  abilities, behaviors and other characteristics that an individual needs in order to perform work roles or occupational functions successfully. www.opm.gov

Slide 50: Sample Competency

Slide 51: Competencies Statements can be copied from the glossary and pasted into the Questionnaire and Builder. Sample Statements from Glossary:

Slide 52: Education and Experience Education: Education should be stated in regards to the minimum required for an incumbent to perform the job satisfactory. Over inflation in this area has been proven to cause adverse impact. Experience: The minimum amount of years of experience should be stated and the area of experience should also be identified that would determine if the individual can perform the essential duties. NOTE: Wherever alternatives to higher-level qualifications are acceptable, e.g. a lower level academic qualification for more years of experience, it should be noted on the job analysis

Slide 53: How Will Your District Handle Student Who Do Not Pass the CAHSEE? Will they change the job descriptions? Will they clarify what “equivalent” means?

Slide 54: Working Conditions CODESP used consultants  including Gene Carmean from Med-Tox and had discussions with Occupational Medical Physicians and by reviewing established standards O*NET, OSHA and NIOSH were  also used as references Provides information necessary for  doctors to develop post-offer pre- employment and fitness for duty exams

Slide 55: Working Conditions and Physical and Mental Abilities Used for Post-Offer Employment Medical Exams Must be job related and  consistent with business necessity Emphasizes need for up-to-date  job analysis regarding Working Conditions and Physical and Mental Abilities

Slide 56: Strength Tests Med-Tox recommends strength tests in  addition to or instead of general physicals or performance exams to determine if the person is capable of performing the physical requirements of the job  Job analysis information is used to develop these tests  More info can be found at www.med-tox.com

Slide 57: Sample Working Conditions In Questionnaire

Slide 58: Glossary Sample LOW TEMPERATURE: Wind speed has a direct effect on  the effects of cold temperatures. The four environmental conditions that cause cold-related stress are low temperatures, high/cool winds, dampness and cold water. Wind chill, a combination of temperature and velocity, is a crucial factor to evaluate when working outside. For example, when the actual air temperature of the wind is 40°F (4°C) and the wind velocity is 35 mph, the skin is exposed to the equivalent of 11°F (-11°C) in still air. OSHA has a chart at this link: http://www.osha.gov/Publications/osha3156.pdf HIGH TEMPERATURE: Extreme heat has been defined as  any day when the maximum temperature exceeds 95°F. or when it exceeds 90°F. and the preceding day's maximum was at least 9° less. More info at: http://www.cdc.gov/niosh/hotenvt.html

Slide 59: Noise as Listed in the Glossary

Slide 60: www.cdc.gov/niosh/topics/noise/abouthlp/noisemeter_flash/soundMeter_flash.html 

Slide 61: NIOSH Sound Meter from Website

Slide 62: Sample Physical Abilities in Questionnaire

Slide 63: Sample Mental Abilities in Questionnaire

Slide 65: Expected Results Job analysis should result in a description of tasks performed on the job, as well as descriptions of the knowledge, skills, abilities, competencies, and other characteristics required to perform those tasks. In addition, job analysis identifies tools, equipment, and software commonly used on the job. Working conditions, physical and mental abilities required to perform the tasks required are also identified

Slide 66: Job Descriptions Through job analysis the tasks are described  and information regarding their significance (or criticality or importance, etc.) are gathered so that an up-to-date job description can be prepared using the CODESP Job Description Builder. Working Conditions, Physical and Mental  Abilities sections of the Builder will assist in ADA accommodations and Workers Comp and Fitness for Duty Medical Examinations.

Slide 67: Job Description Builder Template Job Title  Job Summary  Distinguishing Characteristics  Representative Duties  Knowledge, Skills, Abilities and Competencies  Education  Experience  Licenses/Certificates  Working Conditions  Mental Requirements  Physical Requirements 

Slide 68: Data Banks in Builder The CODESP Job Description Builder contains the option of self-populating choices from our data banks by Job Title into the following areas: Job Summary   Tasks  Knowledge, Skills (with Abilities), And Abilities  Education  Licenses/Certificates

Slide 69: Three Options Select job family and choose from pre- populated job description information. Start from scratch and use Job Analysis Results to fill in information

Slide 70: First Situation Happy with current Job Description but need Working Conditions, Physical Abilities and Mental Abilities Solution: Choose Job Family and Job Title and click  on Template Only Input existing information or leave areas  blank and only complete areas needed Copy and paste existing job description  information that is still useable into Template after it is downloaded in Word.

Slide 71: Second Situation Tasks are mostly adequate on current description but it needs updating/additional material Solution:  Select Job Family and Job Title  Select Tasks and KSAs that are needed to update information  Add existing information that is still useful into boxes provided or wait until end of Builder and copy and paste into Word version

Slide 72: Example Statements from your current job description can be cut and pasted into the Job Description Builder. Hints • Remove all formatting before pasting statements into the builder. • Enter “return” after each statement you copy and paste.

Slide 73: Statements Can Be Modified to Fit the Job

Slide 74: Third Situation New Position - Complete new description needed Solution:  Choose Job Family and Job Family  Use pre-populated choices to select tasks and KSAs  Use check-lists to complete other areas of the builder and  Edit in final Word copy including adding district information and correct title

Slide 76: Pull Down Menus of Generic Job Titles

Slide 77: Sample Education List for Teacher in Builder

Slide 78: Final Job Description in Word Format – Can be Edited

Slide 80: The final job description is in word format and may be modified.

Slide 81: Don’t Stop Now! Use the job analysis data to build:  Selection Tools that are job-related   measure competencies/KSAs which are important at the time of hire Performance Evaluations that include  realistic job-related goals and expectations Training Programs that include information  which clearly defines what is expected of new hires

Slide 82: Recap: Job Analysis Steps to Job Description Builder Accurate and Job-Related Description Edit, Save and Print Job Description Transfer JA Data to Job Description Builder Analyze Job Analysis Data and Reach Consensus Edit Questionnaires and Distribute for Completion Select SMEs to Review Data Retrieve CODESP Job Analysis Questionnaire from Web Site

Slide 83: Remember The CODESP system is to be used as a  guide It is each district’s responsibility to  collect accurate job information and to link the tasks to the: job requirements  employment standards  working conditions  physical and mental requirements 

Slide 84: Questions??? Input??? www.codesp.com