The job analysis report summarizes research conducted to define the key tasks, skills, and responsibilities for a new Communications Position at Sabot at Stony Point, an independent K-8 school. Surveys were administered to gather data on important tasks and necessary knowledge, skills, and abilities. Results showed marketing was the most important function and time-consuming task. A sample job description is provided outlining core responsibilities like managing website content, developing a communications plan, and reviewing materials to ensure brand consistency. The analysis aims to help recruit and train the right candidate to effectively manage the school's communications.

1. !!
Job
Analysis
Report
Completed
by:
Alyssa
Nathan
&
Sam
Orelove
April
2015
Communications
Position

2. Communications
Position
Job
Analysis
Report
1
Table
of
Contents
!!
Table
of
Contents
Executive
Summary
2
Sample
Job
Description
3
Introduction
4
Background
4
Purpose
4
Conclusions
4
Recommended
Uses
4
Next
Steps
8
What
We
Learned
8
Methods
9
Job
Analysis
Research
9
Writing
Tasks
&
KSAOs
10
Job
Analysis
Survey
10
Survey
Results
10
Survey
Respondents
10
Statistical
Analysis
11
Results
10
References
15
Appendices
16
Appendix
A:
KSAO
Ratings
16
Appendix
B:
Survey
Questions
18
Appendix
C:
Qualtrics
Survey
(SPSS)
20
Communications
Position

3. Communications
Position
Job
Analysis
Report
2
Executive
Summary
The
purpose
of
this
job
analysis
is
to
assist
in
the
creation
and
design
of
the
Communications
Position
at
Sabot
at
Stony
Point
(Sabot).
Sabot
is
an
independent
K-­‐8
school
with
a
progressive
curriculum.
Their
unique
learning
approach
demands
a
professional
that
can
effectively
manage
a
consistent
brand
message.
Two
initial
interviews
were
held
with
Sabot
at
Stony
Point’s
Executive
Director
and
a
parent
with
communications
expertise
in
order
to
shape
items
for
a
survey.
This
survey
was
conducted
using
multiple
scales
to
measure
44
statements
of
tasks
that
may
be
completed
by
the
position
and
30
knowledge,
skills,
abilities,
and
other
qualifications
(KSAOs)
using
Qualtrics®
online
survey
system.
After
collecting
data
from
eight
respondents,
the
tasks
statements
were
divided
into
five
major
functions
to
better
conceptualize
the
position:
Marketing,
Content
Management,
Communication,
Planning,
Learning.
We
discovered
that
Marketing
was
rated
as
the
overall
most
important
function,
as
well
as
the
most
time
consuming.
After
calculating
various
ratings
on
KSAOs,
it
was
determined
that
all
but
four
should
be
used
in
selection
and
that
only
one
can
be
used
for
training.
This
extreme
result,
we
believe,
is
due
to
a
misunderstanding
of
the
‘Necessary
for
New
Worker’
scale
on
the
survey
across
all
eight
participants.
Moreover,
the
‘Task
Importance’
scale
was
found
to
have
a
high
degree
of
reliability.
This
statistic
should
give
Sabot
confidence
in
its
ability
to
apply
the
‘Task
Importance’
data
while
forming
the
Communications
Position.
A
sample
job
description
based
on
our
findings
for
the
Communications
Position
can
be
found
on
the
following
page.
The
information
discovered
may
be
used
in
recruiting,
selection,
and
training
of
new
employees.
‘Time
Spent’
and
‘Task
Importance’
ratings
can
also
be
used
when
designing
task
priority
in
the
creation
of
this
part-­‐time
position.
It
is
our
hope
that
the
information
gathered
may
be
used
to
successfully
attract
and
retain
the
correct
candidate
for
the
Communications
Position
in
order
to
successfully
meet
Sabot
at
Stony
Point’s
goals.

4. Communications
Position
Job
Analysis
Report
3
!!
Sample
Job
Description
Communications
Position
The
Communications
Position
will
serve
as
the
school’s
chief
communications
officer.
This
position
will
work
closely
with
the
various
Sabot
Directors
to
keep
the
school
community
informed
and
to
raise
the
school’s
profile
in
the
larger
community.
The
Communications
Position
will
also
work
with
other
faculty
to
share
documentation
of
the
children’s
work
with
the
school
community,
the
city,
and
the
wider
world
in
order
to
advocate
for
and
demonstrate
the
power
of
children.
Roles
&
Responsibilities
Include:
• Market
Sabot
at
Stony
Point
to
external
parties
• Develop
website
content
• Create
Communications
Plan
to
develop
unified
communications
strategy
• Manage
communications
budget
• Compile
and
format
newsletters
• Review
all
written
and
verbal
communication
to
ensure
brand
consistency
• Attend
faculty
and
division
head
meetings
• Review
materials,
meet
with
teachers,
and
observe
classroom
activities
to
learn
about
Sabot’s
culture
Skills
and
Qualifications
• Knowledge
of
social
media,
marketing,
and
clerical
procedures
• Skilled
in
InDesign,
WordPress,
Microsoft
Office
• Skilled
in
written
and
verbal
communication
• Ability
to
collaborate
with
others
and
prioritize
competing
job
demands
• B.A./B.S.
in
Marketing
or
Communications
preferred
• Willingness
to
travel
and
work
flexible
hours
Sabot
at
Stony
Point
seeks
a
Part-­‐Time
Director
of
Communications
to
develop
and
implement
a
communications
strategy
for
Sabot
at
Stony
Point.
The
school
is
on
the
forefront
of
developing
a
constructivist
curriculum
that
emphasizes
investigation
and
collaboration
while
embracing
the
outdoors
and
artistic
expression.
The
school
is
nestled
on
28
acres
of
forested
land
on
the
south
side
of
the
James
River
in
Richmond,
Virginia
and
has
an
enrollment
of
177
students.

5. Communications
Position
Job
Analysis
Report
4
Introduction
Background
Sabot
at
Stony
Point
(Sabot),
an
independent
K-­‐8
school
located
in
Richmond,
VA,
seeks
to
hire
a
qualified
applicant
for
a
Communications
Position.
This
position
does
not
exist
within
Sabot’s
structure
and
currently
the
school
plans
to
make
this
a
part-­‐time
position.
This
job
analysis
was
completed
in
order
to
aid
the
school
in
designing
the
position
according
to
Sabot’s
needs.
This
report
contains
the
results
from
the
job
analysis,
including
recommendations
for
the
use
of
the
information.
Purpose
The
purpose
of
the
job
analysis
completed
for
the
Communications
Position
at
Sabot
is
to
provide
useful
information
and
insight
about
the
potential
tasks
performed
and
the
knowledge,
skills,
and
abilities
required
by
the
position.
This
information
will
be
used
to
help
recruit
qualified
candidates,
select
and
train
the
chosen
candidate,
and
in
the
overall
job
design
of
the
Communications
Position.
Conclusions
and
Recommendations
Recommended
Uses
The
information
produced
by
this
job
analysis
will
be
most
useful
for
Sabot’s
recruitment
and
selection
efforts
in
filling
the
Communications
Position,
in
addition
to
designing
the
position
to
effectively
meet
Sabot’s
goals.
We
recommend
using
the
task
statements
and
KSAOs
to
develop
a
job
description
that
will
attract
a
candidate
pool
with
accurate
expectations
of
the
position.
KSAOs
that
are
not
necessary
for
a
new
hire
should
not
be
included
both
for
legal
purposes
and
to
avoid
limiting
the
candidate
pool
due
to
potential
candidates
self-­‐selecting
out
of
the
process.
It
is
our
belief
that
the
eight
survey
participants
interpreted
the
‘Necessary
for
New
Worker’
scale
incorrectly.
Only
one
KSAO
was
rated
on
average
as
not
being
necessary
for
a
new
hire.
We
recommend
that
Sabot
reassess
this
list
based
on
the
understanding
that
this
scale
is
intended
to
measure
the
KSAOs
that
are
essential
for
a
chosen
candidate
to
possess
prior
to
training,
not
after
training.
Due
to
this
high
‘Necessary
for
New
Worker’
agreement,
most
KSAOs
were
determined
as
appropriate
for
use
during
the
selection
process.
Because
there
are
no
current
incumbents
to
base
selection
criteria
off
of,
this
information
is
even
more
vital
in
making
an
educated
decision.
Any
KSAO
that
meets
the
following
three
criteria
can
be
used
for
selection:
1)
A
clear
majority
of
raters
believe
it
is
necessary
for
new
hires
2)
a
clear
majority
of
raters
expect
it
can
be
found
in
the
labor
market
and
3)
the
average
rating
on
the
‘Trouble
Likely’
scale
is
greater
than
1.5.
Based
on
these
stipulations,
a
list
of
KSAOs
that
can
be
used
for

6. Communications
Position
Job
Analysis
Report
5
selection
can
be
found
in
Table
1.1.
Again,
this
list
may
change
as
the
‘Necessary
for
a
New
Worker’
scale
is
reassessed.
Table
1.1
Knowledges
to
Use
for
Selection
Knowledge
of
various
social
media
platforms
Knowledge
of
marketing
strategies
Knowledge
of
administrative
and
clerical
procedures
Knowledges
to
Use
in
Training
Knowledge
of
Sabot
at
Stony
Point’s
organizational
structure
Skills
to
Use
for
Selection
Skilled
in
InDesign
Skilled
in
WordPress
Skilled
in
Microsoft
Office
Skilled
in
written
and
verbal
communication
Abilities
to
Use
for
Selection
Ability
to
effectively
describe
abstract
concepts
in
both
written
and
oral
formats
Ability
to
communicate
educational
ideas
and
concepts
using
non-­‐educational
jargon
Ability
to
collaborate
with
others
Ability
to
gauge
sensitivity
of
a
situation
and
act
accordingly
Ability
to
prioritize
competing
job
demands
Ability
to
acquire
and
disseminate
relevant/valuable
content
Ability
to
determine
most
appropriate
means
of
communication
for
various
parties/purposes
Ability
to
handle
discretions
in
a
professional
manner
Ability
to
work
effectively
in
a
team
Ability
to
learn
new
software
efficiently
Ability
to
think
strategically
Ability
to
facilitate
conversations
Other
Qualifications
to
Use
for
Selection
Bachelor’s
Degree
in
Marketing,
Communications,
or
related
field
preferred
High
School
Diploma,
GED
required
Willingness
to
travel
to
professional
conferences
Willingness
to
work
flexible
hours
(i.e.
nights
and
weekends)
Strong
desire
for
professional
growth
Willingness
and
enthusiasm
to
learn
new
software
Comfort
with
initiating
conversation

7. Communications
Position
Job
Analysis
Report
6
Time
Spent
on
Tasks
If
the
Communications
Position
remains
a
part-­‐time
job,
then
it
is
important
to
design
the
position
to
use
the
employee’s
time
efficiently
and
effectively.
The
data
collected
regarding
the
‘Importance’
and
‘Time
Spent’
for
each
task
can
be
used
to
prioritize
the
tasks
the
chosen
candidate
will
be
working
on
(See
Table
1.2).
It
may
be
helpful
to
structure
the
job
design
process
by
exploring
the
most
important
tasks
within
each
major
function
(i.e.
Marketing,
Communication,
Learning,
Planning,
and
Content
Management),
instead
of
simply
using
a
rank
of
all
tasks
from
most
important
to
least
important.
Although
the
tasks
within
the
Learning
function
may
have
the
lowest
average
importance,
we
doubt
that
Sabot
will
want
to
discount
learning
the
school’s
culture
altogether
(especially
since
the
Learning
function
has
the
lowest
expected
average
time
spent).
We
expect
that
these
tasks
are
more
collaborative
in
nature
with
tasks
in
other
functions,
rather
than
less
important
or
time
consuming.
In
regard
to
‘Time
Spent’,
a
rating
of
1
indicates
a
small
amount
of
time
spent
on
a
task/function,
2=less
than
average,
3=average,
4=above
average,
and
5=large
amount
of
time.
Table
1.2
TI*
Time**
Marketing
9.44
3.11
Market
Sabot
at
Stony
Point
to
external
parties
in
order
to
increase
applicant
pool
11.00
3.63
Develop
website
content
to
effectively
communicate
Sabot
at
Stony
Point’s
brand
11.00
4.00
Update
admissions
materials
in
order
to
properly
reflect
current
school
practices
10.13
3.13
Assess
needs
of
school
website
for
brand
effectiveness
and
management
9.63
3.38
Maintain
website
content
in
order
to
keep
information
up-­‐to-­‐date
9.00
3.00
Market
Sabot
at
Stony
Point
to
event
planning,
summer
camp,
after-­‐school,
arts
and
culture,
and
other
avenues
to
increase
additional
revenue
streams
8.88
2.75
Update
social
media
platforms
to
increase
outreach
8.13
2.75
Determine
most
effective
and
relevant
social
media
platforms
to
use
for
marketing
and
communication
7.75
2.25
TI*
Time**
Planning
8.86
2.64
Create
communications
plan
to
develop
unified
communications
strategy
11.63
4.38
Create
Crisis
Communication
Plan
to
use
in
an
emergency
11.50
3.13
Manage
communications
budget
10.75
2.88
Create
survey
for
stakeholders
to
collect
information
for
communications
plan
10.00
3.00
Present
findings
from
communications
plan
information
collection
to
school’s
leadership
in
order
to
receive
feedback
9.25
2.88
Meet
individually
and/or
in
groups
with
parents
to
collect
information
for
communications
plan
8.50
2.75

8. Communications
Position
Job
Analysis
Report
7
Work
with
Director
of
Development
to
set
SMART
goals
for
the
year
8.25
2.38
Review
and
update
communications
plan
once
a
year
in
order
to
improve
from
previous
year
8.13
2.38
Prepare
progress
reports
for
mid-­‐year
and
year-­‐end
performance
reviews
7.63
2.25
Meet
individually
with
teachers
to
collect
information
for
communications
plan
7.63
2.63
Distribute
survey
for
stakeholders
to
collect
information
for
communications
plan
6.88
1.38
Attend
performance
review
meetings
as
scheduled
by
Executive
Director
6.25
1.63
TI*
Time**
Content
Management
8.46
2.31
Compile
and
format
quarterly
newsletter
for
donors
and
alumni
10.00
3.38
Review
all
written
and
verbal
communication
as
part
of
town
hall
meeting(s)
to
ensure
brand
consistency
and
thoroughness
of
necessary
information
9.50
2.38
Compile
and
format
weekly
electronic
newsletter
for
parents
9.00
3.13
Update
Community
Guide
so
parents
can
stay
informed
on
current
policies
and
practices
8.75
2.38
Photograph
events
and
activities
around
school
to
document
school
activity
8.75
2.75
Ensure
quality
of
all
photographs
used
in
school
materials
8.63
1.75
Review
teacher
blogs
to
ensure
brand
consistency
8.13
2.13
Update
faculty
handbook
once
a
year
to
ensure
current
accuracy
of
information
7.38
2.38
Review
materials
for
author
references
to
ensure
that
appropriate
credit
is
given
when
creative
work
is
utilized
7.25
1.38
Delegate
photography
responsibilities
to
other
staff
members
when
out
of
school
to
ensure
consistent
documentation
7.25
1.50
TI*
Time**
Communication
8.11
2.21
Communicate
with
parents
at
the
end
of
the
summer
to
inform
them
of
any
changes
for
the
upcoming
school
year
10.38
2.50
Facilitate
town
hall
meeting
rehearsals
to
practice
information
delivery
9.63
2.38
Respond
to
work
e-­‐mails
8.25
3.50
Communicate
upcoming
deadlines
to
teachers/staff
in
order
to
collect
information
for
newsletters
in
timely
manner
8.00
2.25
Report
issues
with
teacher
blogs
to
division
heads
(i.e.
Director
of
Early
Childhood,
Lower
School
Director,
Middle
School
Director)
to
ensure
brand
consistency
7.88
1.25
Send
students'
parents
newsletter
every
Friday
via
email
in
order
to
keep
them
informed
7.75
2.63
Mail
physical
quarterly
newsletter
to
donors
and
alumni
in
order
to
keep
them
updated
on
school
progress
and
ask
for
donations
7.38
1.50
Distribute
Community
Guide
to
parents
and
teachers
7.00
1.75
Attend
faculty
meetings
to
stay
informed
on
school
happenings
and
report
any
necessary
information
6.75
2.13
TI*
Time**
Learning
6.98
2.10

9. Communications
Position
Job
Analysis
Report
8
Review
completed
branding
study
and
admissions
materials
to
learn
about
school’s
culture
and
processes
7.50
2.00
Meet
with
teachers
to
learn
about
school’s
culture
7.00
2.13
Network
with
other
Communications
Directors
within
VAIS
network
in
order
to
effectively
shape
the
position
6.88
1.88
Observe
classroom
activities
to
learn
about
school’s
culture
6.88
2.38
Attend
division
head
meetings
to
learn
about
school’s
culture
6.63
2.13
*TI
=
Task
Importance
**Time:
Average
time
spent
rating
across
all
8
participants;
(1=small
amount,
2=less
than
average,
3=average,
4=above
average,
5=large
amount)
Next
Steps
Our
first
recommendation
for
utilizing
the
information
in
this
report
is
to
relay
the
results
to
key
stakeholders.
A
sitting
Communications
Committee
comprised
of
staff,
members
of
the
Board
of
Directors,
and
local
communications
professionals
might
be
beneficial
to
help
guide
the
strategic
goals
for
the
Communications
Position.
To
start
the
recruitment
process,
a
job
description
should
be
written
and
posted
to
job
boards
(e.g.
Indeed
and
Monster)
and
professional
associations’
websites
(e.g.
Southern
Teachers
Agency
and
Virginia
Association
of
Independent
Schools).
Sabot
will
have
to
determine
if
they
want
to
keep
their
originally
planned
title
of
Director
of
Communications
for
recruitment
purposes
or
choose
a
new
title
(e.g.
Communications
Specialist).
Finally,
measures
used
during
the
selection
process
should
be
developed
along
with
a
training
plan.
Because
all
of
the
KSAOs
that
are
eligible
for
use
in
selection
scored
above
a
1.5
on
the
‘Distinguish
Superior
from
Average’
scale,
candidates
can
be
ranked
from
most
qualified
to
least
qualified
during
the
selection
process.
As
noted
earlier,
we
believe
more
KSAOs
did
not
qualify
to
be
used
for
training
because
of
rater
confusion
in
interpreting
the
‘Necessary
for
New
Worker’
scale.
As
an
example,
a
clear
majority
of
raters
reported
that
“Knowledge
of
Sabot
at
Stony
Point’s
culture”
is
‘Necessary’,
yet
it
is
probably
not
reasonable
that
any
candidate
would
truly
know
Sabot’s
culture
until
they
are
on
staff.
Therefore,
the
school
will
have
to
assess
which
KSAOs
the
chosen
candidate
does
not
posses
and
train
based
on
those
missing
items.
Sabot
might
want
to
evaluate
the
competencies
of
current
staff
members
and
pair
their
strengths
with
the
chosen
candidate’s
missing
KSAOs
to
create
a
training-­‐by-­‐committee
process.
Although
this
system
will
require
more
coordination,
it
will
ensure
the
chosen
candidate
will
receive
the
necessary
training
without
burdening
one
staff
member.

10. Communications
Position
Job
Analysis
Report
9
Methods
Job
Analysis
Research
The
first
step
that
we
took
in
our
job
analysis
was
holding
a
conversation
with
Sabot’s
Executive
Director
to
discuss
the
intended
procedure
and
set
a
timeline
for
the
project.
During
this
conversation,
all
parties
determined
the
interviewees.
The
Executive
Director
was
chosen
because
of
her
integral
role
during
all
discussions
regarding
the
position
and
breadth
of
knowledge
regarding
all
school
operations.
Additionally,
a
parent
of
the
school
who
has
been
assisting
Sabot
with
strategic
communication
needs
was
chosen
because
of
her
expertise
in
the
field
of
communications
and
knowledge
of
Sabot’s
culture.
Because
there
are
no
internal
written
materials
about
the
position,
the
initial
conversation
with
the
Executive
Director
was
used
to
help
guide
the
construction
of
the
interview.
First,
general
questions
about
the
need
and
purpose
for
the
job
were
discussed.
The
interviewees
were
then
asked
how
the
position
would
fit
into
the
structure
of
Sabot
and
how
it
would
be
managed.
Finally,
more
specific
responsibilities
(i.e.
daily,
weekly,
monthly,
yearly)
were
discussed
along
with
final
details
(e.g.
minimum
qualifications,
ideal
candidate
profile,
work
context).
Identical
questions
were
asked
to
both
interviewees
(See
Appendix
B).
Writing
task
statements
and
KSAOs
After
all
interview
data
was
collected,
we
wrote
task
statements
and
a
list
of
KSAOs
directly
related
to
the
interview
information.
Additionally,
some
information
was
taken
from
the
Occupational
Information
Network
(O*NET)
during
this
process.
The
task
statements
were
developed
to
describe
potential,
specific
aspects
of
the
position
that
may
be
completed
by
the
hired
candidate.
The
KSAOs
were
then
derived
directly
from
the
task
statements
to
ensure
each
task
was
linked
with
at
least
one
K,
S,
A,
or
O.
Before
writing
the
survey,
the
tasks
statements
and
KSAOs
were
reviewed
by
the
Executive
Director
to
check
for
completeness
and
to
ensure
that
appropriate
jargon
and
verbiage
was
used.
Job
Analysis
Survey
The
survey
was
comprised
of
44
task
statements
and
30
KSAOs.
The
task
statements
were
not
organized
in
any
specific
order
and
were
rated
on
three
scales:
‘Difficulty’,
‘Criticality/Consequences
of
Error’,
and
‘Time
Spent’
completing.
‘Difficulty’
and
‘Criticality/Consequences
of
Error’
were
rated
using
7-­‐point
Likert-­‐type
scales,
while
‘Time
Spent’
used
a
5-­‐point
Likert-­‐type
scale.
The
KSAOs
were
listed
in
order
(all
knowledges,
then
all
skills,
etc)
and
were
rated
on
four
scales:
‘Necessary
for
a
New
Worker’
(Yes/No),
‘Practical
to
Expect’
in
the
labor
market
(Yes/No),
‘Trouble
Likely’
if
ignored
(5-­‐pt
Likert-­‐
type
scale),
and
‘Distinguish
Superior
from
Average’
performance
(5-­‐pt
Likert-­‐type
scale).
The
survey
was
constructed
in
Qualtrics
and
e-­‐mailed
directly
from
the
Executive
Director
to
nine
people.
To
view
the
entire
survey,
reference
Appendix
C.

11. Communications
Position
Job
Analysis
Report
10
Survey
Results
Survey
Respondents
Nine
participants
were
e-­‐mailed
and
eight
respondents
completed
the
Communications
Position
survey.
Seven
respondents
were
female,
one
male.
All
were
Caucasian,
with
an
age
range
from
28
to
63
years
old.
The
average
age
of
the
respondents
was
about
43
years.
The
sample
consisted
of
staff
members
and
members
of
the
Board
of
Directors.
The
parent
who
was
interviewed
also
completed
the
survey.
Statistical
Analysis
Task
Importance,
Task
Difficulty,
Task
Criticality
Using
Microsoft
Excel,
ratings
from
the
survey
on
‘Difficulty’
of
tasks
and
‘Criticality/Consequences
of
Error’
when
completing
the
task
were
used
to
determine
‘Task
Importance’
(See
Table
1.3).
Individual
rater’s
‘Task
Importance’
(TI)
ratings
were
calculated
by
adding
the
two
variables
(difficulty
and
criticality)
together
from
his/her
survey
response
(i.e.TIP1=DiffP1+CritP1)
for
all
44
tasks.
Then,
these
totals
were
averaged
across
the
eight
respondents
to
determine
a
mean
‘Task
Importance’
score
for
each
of
the
44
items
(TIavg
=
(TIP1+TIP2+TIP3+TIP4+TIP5+TIP6+TIP7+TIP8)
/
8).
Standard
deviation
was
also
calculated
based
on
individual
raters’
TI
ratings.
The
reliability
across
raters
for
the
‘Task
Importance’
scale
was
measured
using
the
statistical
software
package
SPSS.
Because
all
respondents
answered
every
item,
we
were
able
to
able
to
use
Cronbach’s
alpha
statistic
to
measure
the
data’s
consistency
across
the
raters.
The
alpha
value
was
0.85,
which
is
considered
to
have
a
high
degree
of
reliability.
We
are
especially
pleased
with
this
statistic
since
none
of
the
respondents
have
had
any
real
hands-­‐on
experience
with
this
position
(i.e.
serving
as
an
incumbent,
supervising
it,
or
observing
it).
Results
Job
Functions
In
order
to
better
conceptualize
the
major
components
of
the
position,
we
divided
the
task
statements
into
five
functions:
Content
Management,
Planning,
Learning,
Communication,
and
Marketing.
Marketing
tasks
are
completed
for
the
purpose
of
advertising
Sabot
to
all
external
parties.
Content
Management
is
comprised
of
tasks
related
to
compiling,
formatting,
and
updating
information
relevant
to
all
internal
parties,
including
parents
(e.g.
newsletters,
blogs,
town
hall
meetings).
The
Communication
function
tasks
involve
relaying
information
to
all
internal
parties
in
addition
to
responding
to
emails.
Planning
involves
tasks
completed
for
the
purpose
of
organizing
information
related
to
the
strategic
goals
for

12. Communications
Position
Job
Analysis
Report
11
the
positions
and
Sabot’s
overall
communications
plan.
Finally,
all
Learning
tasks
involve
becoming
educated
on
independent
school
culture
and
Sabot’s
culture
specifically.
Table
1.3
Task
Importance*
Task
Difficulty
Task
Criticality
Mean
SD
Mean
SD
Mean
SD
Marketing
9.44
1.22
3.92
0.27
4.94
0.35
Market
Sabot
at
Stony
Point
to
external
parties
in
order
to
increase
applicant
pool
11.00
1.73
4.63
1.77
5.25
0.89
Develop
website
content
to
effectively
communicate
Sabot
at
Stony
Point’s
brand
11.00
0.93
4.75
1.04
6.25
0.71
Update
admissions
materials
in
order
to
properly
reflect
current
school
practices
10.13
1.31
4.13
0.83
4.88
1.46
Assess
needs
of
school
website
for
brand
effectiveness
and
management
9.63
1.67
4.38
1.19
4.38
0.92
Maintain
website
content
in
order
to
keep
information
up-­‐to-­‐date
9.00
1.92
3.25
1.28
4.38
1.30
Market
Sabot
at
Stony
Point
to
event
planning,
summer
camp,
after-­‐school,
arts
and
culture,
and
other
avenues
to
increase
additional
revenue
streams
8.88
1.36
4.00
1.31
3.88
1.13
Update
social
media
platforms
to
increase
outreach
8.13
1.31
3.25
1.28
5.25
1.39
Determine
most
effective
and
relevant
social
media
platforms
to
use
for
marketing
and
communication
7.75
1.39
3.00
1.07
5.25
1.75
Task
Importance*
Task
Difficulty
Task
Criticality
Mean
SD
Mean
SD
Mean
SD
Planning
8.86
1.77
3.93
0.24
5.40
0.31
Create
communications
plan
to
develop
unified
communications
strategy
11.63
1.51
5.63
1.30
6.38
0.92
Create
Crisis
Communication
Plan
to
use
in
an
emergency
11.50
1.46
5.25
0.71
4.88
1.25
Manage
communications
budget
10.75
1.75
4.50
1.20
5.75
1.16
Create
survey
for
stakeholders
to
collect
information
for
communications
plan
10.00
1.81
4.75
1.49
4.13
1.36
Present
findings
from
communications
plan
information
collection
to
school’s
leadership
in
order
to
receive
feedback
9.25
2.07
4.13
0.99
4.38
2.00
Meet
individually
and/or
in
groups
with
parents
to
collect
information
for
communications
plan
8.50
0.99
3.75
1.04
5.38
1.06
Work
with
Director
of
Development
to
set
SMART
goals
for
the
year
8.25
1.64
3.88
1.46
5.25
1.39

13. Communications
Position
Job
Analysis
Report
12
Review
and
update
communications
plan
once
a
year
in
order
to
improve
from
previous
year
8.13
1.25
4.00
1.20
5.13
1.25
Prepare
progress
reports
for
mid-­‐year
and
year-­‐end
performance
reviews
7.63
1.60
3.50
1.41
5.50
1.07
Meet
individually
with
teachers
to
collect
information
for
communications
plan
7.63
2.25
3.13
1.13
5.63
1.41
Distribute
survey
for
stakeholders
to
collect
information
for
communications
plan
6.88
1.60
2.25
1.04
6.13
1.25
Attend
performance
review
meetings
as
scheduled
by
Executive
Director
6.25
1.06
2.38
1.51
6.25
0.71
Task
Importance*
Task
Difficulty
Task
Criticality
Mean
SD
Mean
SD
Mean
SD
Content
Management
8.46
0.95
3.45
0.25
4.69
0.19
Compile
and
format
quarterly
newsletter
for
donors
and
alumni
10.00
1.83
4.25
1.16
6.00
1.07
Review
all
written
and
verbal
communication
as
part
of
town
hall
meeting(s)
to
ensure
brand
consistency
and
thoroughness
of
necessary
information
9.50
1.19
4.13
0.99
4.25
1.49
Compile
and
format
weekly
electronic
newsletter
for
parents
9.00
1.91
3.63
1.19
4.13
1.36
Update
Community
Guide
so
parents
can
stay
informed
on
current
policies
and
practices
8.75
1.69
3.63
0.92
3.38
1.30
Photograph
events
and
activities
around
school
to
document
school
activity
8.75
1.49
3.50
0.93
5.25
1.04
Ensure
quality
of
all
photographs
used
in
school
materials
8.63
2.45
3.13
1.46
5.38
1.41
Review
teacher
blogs
to
ensure
brand
consistency
8.13
1.60
3.75
1.67
5.25
1.16
Update
faculty
handbook
once
a
year
to
ensure
current
accuracy
of
information
7.38
2.00
3.00
1.07
4.38
1.41
Review
materials
for
author
references
to
ensure
that
appropriate
credit
is
given
when
creative
work
is
utilized
7.25
2.19
2.88
1.46
4.38
1.41
Delegate
photography
responsibilities
to
other
staff
members
when
out
of
school
to
ensure
consistent
documentation
7.25
1.46
2.63
1.19
4.50
0.93
Task
Importance*
Task
Difficulty
Task
Criticality
Mean
SD
Mean
SD
Mean
SD
Communication
8.11
1.19
2.92
0.11
4.94
0.29

14. Communications
Position
Job
Analysis
Report
13
Communicate
with
parents
at
the
end
of
the
summer
to
inform
them
of
any
changes
for
the
upcoming
school
year
10.38
1.60
4.25
1.49
4.75
1.04
Facilitate
town
hall
meeting
rehearsals
to
practice
information
delivery
9.63
1.49
4.38
1.30
4.38
1.19
Respond
to
work
e-­‐mails
8.25
1.85
2.63
1.30
5.75
1.04
Communicate
upcoming
deadlines
to
teachers/staff
in
order
to
collect
information
for
newsletters
in
timely
manner
8.00
1.41
2.63
1.19
4.38
1.30
Report
issues
with
teacher
blogs
to
division
heads
(i.e.
Director
of
Early
Childhood,
Lower
School
Director,
Middle
School
Director)
to
ensure
brand
consistency
7.88
1.06
3.63
1.30
6.00
0.93
Send
students'
parents
newsletter
every
Friday
via
email
in
order
to
keep
them
informed
7.75
2.17
2.50
1.20
4.63
1.85
Mail
physical
quarterly
newsletter
to
donors
and
alumni
in
order
to
keep
them
updated
on
school
progress
and
ask
for
donations
7.38
2.33
2.13
1.36
4.50
1.51
Distribute
Community
Guide
to
parents
and
teachers
7.00
1.85
1.75
1.16
4.75
1.04
Attend
faculty
meetings
to
stay
informed
on
school
happenings
and
report
any
necessary
information
6.75
2.05
2.38
1.41
5.38
1.30
Task
Importance*
Task
Difficulty
Task
Criticality
Mean
SD
Mean
SD
Mean
SD
Learning
6.98
0.32
2.60
0.20
5.30
0.21
Review
completed
branding
study
and
admissions
materials
to
learn
about
school’s
culture
and
processes
7.50
0.93
2.25
0.89
6.25
0.89
Meet
with
teachers
to
learn
about
school’s
culture
7.00
1.73
2.63
1.19
5.25
1.16
Network
with
other
Communications
Directors
within
VAIS
network
in
order
to
effectively
shape
the
position
6.88
1.55
3.50
1.31
4.63
1.06
Observe
classroom
activities
to
learn
about
school’s
culture
6.88
2.33
2.50
1.07
5.13
1.46
Attend
division
head
meetings
to
learn
about
school’s
culture
6.63
1.06
2.13
0.83
5.25
1.04
*Task
Importance
(TI)
=
Task
Difficulty
+
Task
Criticality
KSAO
Use
Ratings
regarding
Communications
Position
KSAOs
were
also
analyzed
(See
Appendix
A).
Two
Yes
Counts
were
calculated
by
simply
summing
the
number
of
‘yes’
responses
to
the

15. Communications
Position
Job
Analysis
Report
14
questions:
‘Is
this
necessary
for
a
new
worker?’
and
‘Is
this
practical
to
expect
in
the
labor
market?’.
Additionally,
means
and
standard
deviations
were
calculated
for
all
30
items
in
response
to
the
questions:
‘To
what
extent
is
trouble
likely
if
the
KSAO
is
ignored
in
selection?’
and
‘To
what
extent
do
different
levels
of
the
KSAO
distinguish
the
superior
from
the
average
worker?’.

16. Communications
Position
Job
Analysis
Report
15
References
Brannick,
M.T.,
Levine,
E.L.,
&
Morgeson,
F.P.
(2007).
Job
and
work
analysis:
Methods,
research,
and
applications
for
human
resource
management.
(2nd
ed.).
Los
Angeles,
CA:
Sage
Publications,
Inc.
National
Center
for
O*NET
Development.
11-­‐2022.00.
O*NET
OnLine.
Retrieved
April
9,
2015,
from
http://www.onetonline.org/link/summary/11-­‐2022.00

17. Communications
Position
Job
Analysis
Report
16
Appendix
A:
KSAO
Ratings
Yes
Count*
Trouble
Likely**
Distinguish
Level***
Necessary
Practical
Mean
SD
Mean
SD
Knowledges
Knowledge
of
independent
school
culture
and
operations
4
1
1.50
0.76
2.75
1.39
Knowledge
of
Sabot
at
Stony
Point’s
culture
5
2
2.75
1.58
3.75
1.28
Knowledge
of
Sabot
at
Stony
Point’s
organizational
structure
!
3
1
2.38
1.51
3.00
1.41
Knowledge
of
various
social
media
platforms
✚
8
8
3.63
1.19
3.63
0.74
Knowledge
of
marketing
strategies
✚
8
8
3.63
1.30
4.13
1.13
Knowledge
of
administrative
and
clerical
procedures
✚
7
7
3.00
1.69
2.63
1.77
Yes
Count*
Trouble
Likely**
Distinguish
Level***
Necessary
Practical
Mean
SD
Mean
SD
Skills
Skilled
in
InDesign
✚
5
5
2.13
1.81
3.50
1.07
Skilled
in
WordPress
✚
5
6
2.38
1.69
3.50
1.07
Skilled
in
Microsoft
Office
✚
7
8
3.38
1.60
3.88
0.99
Skilled
in
photography
and
videography
4
6
2.50
1.31
3.63
0.74
Skilled
in
written
and
verbal
communication
✚
8
8
4.50
0.76
4.75
0.46
Yes
Count*
Trouble
Likely**
Distinguish
Level***
Necessary
Practical
Mean
SD
Mean
SD
Abilities
Ability
to
effectively
describe
abstract
concepts
in
both
written
and
oral
formats
✚
8
8
4.00
0.93
4.75
0.46
Ability
to
communicate
educational
ideas
and
concepts
using
non-­‐
educational
jargon
✚
7
7
3.75
1.04
4.50
0.53
Ability
to
collaborate
with
others
✚
8
8
4.50
0.53
4.13
0.83
Ability
to
gauge
sensitivity
of
a
situation
and
act
accordingly
✚
8
8
4.13
1.13
4.00
0.93
Ability
to
prioritize
competing
job
demands
✚
8
8
3.50
1.20
3.50
1.20
Ability
to
acquire
and
disseminate
relevant/valuable
content
✚
8
8
4.25
1.04
4.13
0.83
Ability
to
determine
most
appropriate
means
of
8
8
4.63
0.52
4.38
0.74

18. Communications
Position
Job
Analysis
Report
17
communication
for
various
parties/purposes
✚
Ability
to
handle
discretions
in
a
professional
manner
✚
8
8
4.38
1.06
4.13
0.83
Ability
to
work
effectively
in
a
team
✚
8
8
4.63
0.74
4.13
0.99
Ability
to
learn
new
software
efficiently
✚
7
8
3.50
1.41
3.38
1.19
Ability
to
think
strategically
✚
7
7
3.38
1.19
4.13
1.13
Ability
to
facilitate
conversations
✚
8
8
4.13
0.64
4.00
1.07
Yes
Count*
Trouble
Likely**
Distinguish
Level***
Necessary
Practical
Mean
SD
Mean
SD
Other
Qualifications
Bachelor’s
Degree
in
Marketing,
Communications,
or
related
field
preferred
✚
5
8
2.63
1.51
2.50
1.51
High
School
Diploma,
GED
required
✚
8
8
3.63
1.30
3.50
1.69
Willingness
to
travel
to
professional
conferences
✚
5
8
2.25
1.28
2.50
1.31
Willingness
to
work
flexible
hours
(i.e.
nights
and
weekends)
✚
6
6
3.50
1.60
3.13
1.25
Strong
desire
for
professional
growth
✚
5
8
2.38
1.06
2.50
1.31
Willingness
and
enthusiasm
to
learn
new
software
✚
7
8
3.63
1.51
3.38
1.41
Comfort
with
initiating
conversation
✚
8
8
4.13
0.83
4.00
0.76
✚ Use
for
Selection
! Use
for
Training
*Yes
Count:
Amount
of
participants
who
responded
“yes”
to
“Is
this
NECESSARY
for
a
new
worker?”
and
“Is
this
PRACTICAL
to
expect
in
the
labor
market?”
**Trouble
Likely:
“To
what
extent
is
trouble
likely
if
this
KSAO
is
ignored
in
selection
(compared
with
other
KSAOs)?”;
(1=very
little
or
none,
2=to
some
extent,
3=to
a
great
extent,
4=to
a
very
great
extent,
5=to
an
extremely
great
extent)
***Distinguish
Level:
“To
what
extent
do
different
levels
of
this
KSAO
distinguish
the
superior
from
the
average
worker
(compared
with
other
KSAOs)?”
(1=
very
little
or
none,
2=to
some
extent,
3=to
a
great
extent,
4=to
a
very
great
extent,
5=to
an
extremely
great
extent)

19. Communications
Position
Job
Analysis
Report
18
Appendix
B:
Interview
Questions
I. Position
Purpose
• Why
do
you
think
this
position
is
necessary?
Where
are
there
deficiencies
that
you
see
that
are
causing
you
to
create
this
position?
• What
are
the
goals
that
you
want
to
accomplish
through
this
position?
• How
can
a
person
achieve
these
goals?
II. Organizational
Structure/Position
Management
• How
will
this
position
fit
into
the
current
hierarchy
with
other
positions
in
the
school?
Will
they
directly
report
to
one/multiple
people?
• Who
will
they
be
working
with
directly?
• Who
will
be
working
under
this
person?
• How
will
this
person
be
supervised/managed?
o First
month?
o Three
months?
o Six
months?
o A
year?
• How
will
his/her
performance
be
assessed?
o Who
will
assess
his/her
performance?
o Who
will
they
be
communicating
with
outside
of
the
employees
in
the
organization/company?
• Are
there
activities/tasks
that
need
to
be
done
on
a
non-­‐daily
basis?
o Weekly
duties?
o Monthly
duties?
o Quarterly
duties?
o Semesterly
duties?
o Yearly
duties?
III. Responsibilities
• What
would
a
workday
look
like
for
this
person?
o Which
tasks
completed
currently
by
employees
will
you
be
handing
off
to
this
person?
o Can
you
think
of
any
other
positions
that
will
hand
off
part
of
their
workload
to
this
person?
Who?
• KSAOs:
o Is
there
any
specific
program
knowledge
that
this
person
should
have?
o Is
there
a
specific
degree/level
of
degree
that
a
person
needs
to
be
hired?
o What
information
would
you
need
to
interview
the
candidate?
o What
activities
would
you
want
to
see
him/her
perform
before
hiring
or
promoting?

20. Communications
Position
Job
Analysis
Report
19
IV. Other
Details
• What
are
the
bare
minimum
qualifications?
o What
does
the
ideal
candidate
look
like?
• What
are
the
requirements
of
the
working
conditions?
o First
floor?
If
not,
is
there
an
elevator?
o Indoor/outdoor?
o Sitting/standing?
o Travel?
o Air
conditioned?
o What
type
of
room?
Own
office?
Shared
office?
i. What
is
in
the
room?
Desk?
Chairs?
Computer?
• What
are
the
time
expectations?
o Daily
hours?
o Flexible
work
hours?
o Weekend/night
requirements?

21. Communications
Position
Job
Analysis
Report
20
Appendix
C:
Qualtrics®
Survey
Communications
Position
-­‐
Sabot
at
Stony
Point
The
following
survey
will
take
approximately
20-­‐30
minutes.
It
was
created
to
measure
various
aspects
of
the
Communications
Position
to
be
filled
by
Sabot
at
Stony
Point
this
year.
Please
answer
each
question
to
the
best
of
your
ability.
This
data
will
aid
the
school
in
shaping
the
job
description,
in
determining
qualified
candidates,
and
in
providing
training
for
the
position.Your
input
is
highly
valuable
to
us.
Q1.
Please
rate
the
following
tasks
that
might
be
completed
by
the
Communications
Position
based
on
the
degree
of
TASK
DIFFICULTY
using
the
scale
provided.

22. Communications
Position
Job
Analysis
Report
21
1
(One
of
the
easies
t
of
all
tasks)
2
(Conside
rably
easier
than
most
tasks)
3
(Easier
than
most
tasks
perform
ed)
4
(Approxima
tely
half
of
the
tasks
are
more
difficult,
half
less)
5
(Harder
than
most
tasks
perform
ed)
6
(Consider
ably
harder
than
most
tasks
performed
)
7
(One
of
the
most
difficul
t
of
all
tasks)
Market
Sabot
at
Stony
Point
to
external
parties
in
order
to
increase
applicant
pool
"
"
"
"
"
"
"
Market
Sabot
at
Stony
Point
to
event
planning,
summer
camp,
after-­‐school,
arts
and
culture,
and
other
avenues
to
increase
additional
revenue
streams
"
"
"
"
"
"
"
Assess
needs
of
school
website
for
brand
effectiveness
and
management
"
"
"
"
"
"
"
Develop
website
content
to
effectively
communicate
Sabot
at
Stony
Point’s
brand
"
"
"
"
"
"
"
Maintain
website
content
in
order
to
keep
information
up-­‐to-­‐
date
"
"
"
"
"
"
"
Determine
most
effective
and
relevant
social
media
platforms
to
use
for
marketing
and
communication
"
"
"
"
"
"
"
Update
social
media
platforms
to
increase
outreach
"
"
"
"
"
"
"
Create
communications
plan
to
develop
unified
communications
strategy
"
"
"
"
"
"
"
Review
and
update
communications
plan
once
a
year
in
order
to
improve
from
previous
year
"
"
"
"
"
"
"
Attend
faculty
meetings
to
stay
informed
on
school
happenings
and
report
any
necessary
information
"
"
"
"
"
"
"
Review
teacher
blogs
to
ensure
brand
consistency
"
"
"
"
"
"
"
Report
issues
with
teacher
blogs
to
division
heads
(i.e.
Director
of
Early
Childhood,
Lower
School
Director,
Middle
School
Director)
to
ensure
brand
consistency
"
"
"
"
"
"
"

23. Communications
Position
Job
Analysis
Report
22
Review
materials
for
author
references
to
ensure
that
appropriate
credit
is
given
when
creative
work
is
utilized
"
"
"
"
"
"
"
Work
with
Director
of
Development
to
set
SMART
goals
for
the
year
"
"
"
"
"
"
"
Prepare
progress
reports
for
mid-­‐
year
and
year-­‐end
performance
reviews
"
"
"
"
"
"
"
Attend
performance
review
meetings
as
scheduled
by
Executive
DIrector
"
"
"
"
"
"
"
Network
with
other
Communications
Directors
within
VAIS
network
in
order
to
effectively
shape
the
position
"
"
"
"
"
"
"
Review
completed
branding
study
and
admissions
materials
to
learn
about
school’s
culture
and
processes
"
"
"
"
"
"
"
Communicate
upcoming
deadlines
to
teachers/staff
in
order
to
collect
information
for
newsletters
in
timely
manner
"
"
"
"
"
"
"
Compile
and
format
weekly
electronic
newsletter
for
parents
"
"
"
"
"
"
"
Send
students’
parents
newsletter
every
Friday
via
email
in
order
to
keep
them
informed
"
"
"
"
"
"
"
Compile
and
format
quarterly
newsletter
for
donors
and
alumni
"
"
"
"
"
"
"
Mail
physical
quarterly
newsletter
to
donors
and
alumni
in
order
to
keep
them
updated
on
school
progress
and
ask
for
donations
"
"
"
"
"
"
"
Update
Community
Guide
so
parents
can
stay
informed
on
current
policies
and
practices
"
"
"
"
"
"
"
Distribute
Community
Guide
to
parents
and
teachers
"
"
"
"
"
"
"
Update
faculty
handbook
once
a
year
to
ensure
current
accuracy
of
information
"
"
"
"
"
"
"

24. Communications
Position
Job
Analysis
Report
23
Update
admissions
materials
in
order
to
properly
reflect
current
school
practices
"
"
"
"
"
"
"
Photograph
events
and
activities
around
school
to
document
school
activity
"
"
"
"
"
"
"
Delegate
photography
responsibilities
to
other
staff
members
when
out
of
school
to
ensure
consistent
documentation
"
"
"
"
"
"
"
Ensure
quality
of
all
photographs
used
in
school
materials
"
"
"
"
"
"
"
Respond
to
work
e-­‐mails
"
"
"
"
"
"
"
Create
Crisis
Communication
Plan
to
use
in
an
emergency
"
"
"
"
"
"
"
Attend
division
head
meetings
to
learn
about
school’s
culture
"
"
"
"
"
"
"
Meet
with
teachers
to
learn
about
school’s
culture
"
"
"
"
"
"
"
Observe
classroom
activities
to
learn
about
school’s
culture
"
"
"
"
"
"
"
Meet
individually
with
teachers
to
collect
information
for
communications
plan
"
"
"
"
"
"
"
Meet
individually
and/or
in
groups
with
parents
to
collect
information
for
communications
plan
"
"
"
"
"
"
"
Create
survey
for
stakeholders
to
collect
information
for
communications
plan
"
"
"
"
"
"
"

25. Communications
Position
Job
Analysis
Report
24
Distribute
survey
for
stakeholders
to
collect
information
for
communications
plan
"
"
"
"
"
"
"
Present
findings
from
communications
plan
information
collection
to
school’s
leadership
in
order
to
receive
feedback
"
"
"
"
"
"
"
Communicate
with
parents
at
the
end
of
the
summer
to
inform
them
of
any
changes
for
the
upcoming
school
year
"
"
"
"
"
"
"
Review
all
written
and
verbal
communication
as
part
of
town
hall
meeting(s)
to
ensure
brand
consistency
and
thoroughness
of
necessary
information
"
"
"
"
"
"
"
Facilitate
town
hall
meeting
rehearsals
to
practice
information
delivery
"
"
"
"
"
"
"
Manage
communications
budget
"
"
"
"
"
"
"

26. Communications
Position
Job
Analysis
Report
25
Q2.
Please
rate
the
following
tasks
that
might
be
completed
by
the
Communications
Position
based
on
the
degree
of
CRITICALITY/CONSEQUENCES
OF
ERROR
when
completing
the
tasks
using
the
scale
provided.
1
(Conseq
uences
of
error
are
not
at
all
importa
nt)
2
(Consequ
ences
of
error
are
of
little
importan
ce)
3
(Conse
quence
s
are
of
some
importa
nce)
4
(Conseq
uences
are
moderat
ely
importa
nt)
5
(Cons
equen
ces
are
impor
tant)
6
(Conse
quenc
es
are
very
import
ant)
7
(Conse
quence
s
are
extrem
ely
importa
nt)
Market
Sabot
at
Stony
Point
to
external
parties
in
order
to
increase
applicant
pool
"
"
"
"
"
"
"
Market
Sabot
at
Stony
Point
to
event
planning,
summer
camp,
after-­‐school,
arts
and
culture,
and
other
avenues
to
increase
additional
revenue
streams
"
"
"
"
"
"
"
Assess
needs
of
school
website
for
brand
effectiveness
and
management
"
"
"
"
"
"
"
Develop
website
content
to
effectively
communicate
Sabot
at
Stony
Point’s
brand
"
"
"
"
"
"
"
Maintain
website
content
in
order
to
keep
information
up-­‐to-­‐date
"
"
"
"
"
"
"
Determine
most
effective
and
relevant
social
media
platforms
to
use
for
marketing
and
communication
"
"
"
"
"
"
"
Update
social
media
platforms
to
increase
outreach
"
"
"
"
"
"
"
Create
communications
plan
to
develop
unified
communications
strategy
"
"
"
"
"
"
"
Review
and
update
communications
plan
once
a
year
in
order
to
improve
from
previous
year
"
"
"
"
"
"
"
Attend
faculty
meetings
to
stay
informed
on
school
happenings
and
report
any
necessary
information
"
"
"
"
"
"
"
Review
teacher
blogs
to
ensure
brand
consistency
"
"
"
"
"
"
"
Report
issues
with
teacher
blogs
to
division
heads
(i.e.
Director
of
Early
Childhood,
Lower
School
Director,
Middle
School
Director)
to
ensure
brand
consistency
"
"
"
"
"
"
"
Review
materials
for
author
references
to
ensure
that
appropriate
credit
is
given
when
creative
work
is
utilized
"
"
"
"
"
"
"
Work
with
Director
of
Development
to
set
SMART
goals
for
the
year
"
"
"
"
"
"
"

27. Communications
Position
Job
Analysis
Report
26
Prepare
progress
reports
for
mid-­‐year
and
year-­‐end
performance
reviews
"
"
"
"
"
"
"
Attend
performance
review
meetings
as
scheduled
by
Executive
DIrector
"
"
"
"
"
"
"
Network
with
other
Communications
Directors
within
VAIS
network
in
order
to
effectively
shape
the
position
"
"
"
"
"
"
"
Review
completed
branding
study
and
admissions
materials
to
learn
about
school’s
culture
and
processes
"
"
"
"
"
"
"
Communicate
upcoming
deadlines
to
teachers/staff
in
order
to
collect
information
for
newsletters
in
timely
manner
"
"
"
"
"
"
"
Compile
and
format
weekly
electronic
newsletter
for
parents
"
"
"
"
"
"
"
Send
students’
parents
newsletter
every
Friday
via
email
in
order
to
keep
them
informed
"
"
"
"
"
"
"
Compile
and
format
quarterly
newsletter
for
donors
and
alumni
"
"
"
"
"
"
"
Mail
physical
quarterly
newsletter
to
donors
and
alumni
in
order
to
keep
them
updated
on
school
progress
and
ask
for
donations
"
"
"
"
"
"
"
Update
Community
Guide
so
parents
can
stay
informed
on
current
policies
and
practices
"
"
"
"
"
"
"
Distribute
Community
Guide
to
parents
and
teachers
"
"
"
"
"
"
"
Update
faculty
handbook
once
a
year
to
ensure
current
accuracy
of
information
"
"
"
"
"
"
"
Update
admissions
materials
in
order
to
properly
reflect
current
school
practices
"
"
"
"
"
"
"
Photograph
events
and
activities
around
school
to
document
school
activity
"
"
"
"
"
"
"
Delegate
photography
responsibilities
to
other
staff
members
when
out
of
school
to
ensure
consistent
documentation
"
"
"
"
"
"
"
Ensure
quality
of
all
photographs
used
in
school
materials
"
"
"
"
"
"
"
Respond
to
work
e-­‐mails
"
"
"
"
"
"
"
Create
Crisis
Communication
Plan
to
use
in
an
emergency
"
"
"
"
"
"
"
Attend
division
head
meetings
to
learn
about
school’s
culture
"
"
"
"
"
"
"
Meet
with
teachers
to
learn
about
"
"
"
"
"
"
"

28. Communications
Position
Job
Analysis
Report
27
school’s
culture
Observe
classroom
activities
to
learn
about
school’s
culture
"
"
"
"
"
"
"
Meet
individually
with
teachers
to
collect
information
for
communications
plan
"
"
"
"
"
"
"
Meet
individually
and/or
in
groups
with
parents
to
collect
information
for
communications
plan
"
"
"
"
"
"
"
Create
survey
for
stakeholders
to
collect
information
for
communications
plan
"
"
"
"
"
"
"
Distribute
survey
for
stakeholders
to
collect
information
for
communications
plan
"
"
"
"
"
"
"
Present
findings
from
communications
plan
information
collection
to
school’s
leadership
in
order
to
receive
feedback
"
"
"
"
"
"
"
Communicate
with
parents
at
the
end
of
the
summer
to
inform
them
of
any
changes
for
the
upcoming
school
year
"
"
"
"
"
"
"
Review
all
written
and
verbal
communication
as
part
of
town
hall
meeting(s)
to
ensure
brand
consistency
and
thoroughness
of
necessary
information
"
"
"
"
"
"
"
Facilitate
town
hall
meeting
rehearsals
to
practice
information
delivery
"
"
"
"
"
"
"
Manage
communications
budget
"
"
"
"
"
"
"

29. Communications
Position
Job
Analysis
Report
28
Q3.
Please
rate
the
following
tasks
that
might
be
completed
by
the
Communications
Position
based
on
the
anticipated
AMOUNT
OF
TIME
SPENT
completing
the
task
using
the
scale
provided.
1
(Small
amount
)
2
(Less
than
average)
3
(Average)
4
(Above
average)
5
(Large
amount
)
Market
Sabot
at
Stony
Point
to
external
parties
in
order
to
increase
applicant
pool
"
"
"
"
"
Market
Sabot
at
Stony
Point
to
event
planning,
summer
camp,
after-­‐school,
arts
and
culture,
and
other
avenues
to
increase
additional
revenue
streams
"
"
"
"
"
Assess
needs
of
school
website
for
brand
effectiveness
and
management
"
"
"
"
"
Develop
website
content
to
effectively
communicate
Sabot
at
Stony
Point’s
brand
"
"
"
"
"
Maintain
website
content
in
order
to
keep
information
up-­‐to-­‐date
"
"
"
"
"
Determine
most
effective
and
relevant
social
media
platforms
to
use
for
marketing
and
communication
"
"
"
"
"
Update
social
media
platforms
to
increase
outreach
"
"
"
"
"
Create
communications
plan
to
develop
unified
communications
strategy
"
"
"
"
"
Review
and
update
communications
plan
once
a
year
in
order
to
improve
from
previous
year
"
"
"
"
"
Attend
faculty
meetings
to
stay
informed
on
school
happenings
and
report
any
necessary
information
"
"
"
"
"
Review
teacher
blogs
to
ensure
brand
consistency
"
"
"
"
"
Report
issues
with
teacher
blogs
to
division
heads
(i.e.
Director
of
Early
Childhood,
Lower
School
Director,
Middle
School
Director)
to
ensure
brand
consistency
"
"
"
"
"
Review
materials
for
author
references
to
ensure
that
appropriate
credit
is
given
when
creative
work
is
utilized
"
"
"
"
"
Work
with
Director
of
Development
to
set
SMART
goals
for
the
year
"
"
"
"
"
Prepare
progress
reports
for
mid-­‐year
and
year-­‐end
performance
reviews
"
"
"
"
"
Attend
performance
review
meetings
as
scheduled
by
Executive
DIrector
"
"
"
"
"
Network
with
other
Communications
Directors
within
VAIS
network
in
order
to
effectively
shape
the
position
"
"
"
"
"
Review
completed
branding
study
and
admissions
materials
to
learn
about
school’s
culture
and
processes
"
"
"
"
"
Communicate
upcoming
deadlines
to
teachers/staff
in
order
to
collect
information
for
newsletters
in
timely
manner
"
"
"
"
"
Compile
and
format
weekly
electronic
newsletter
for
parents
"
"
"
"
"

30. Communications
Position
Job
Analysis
Report
29
Send
students’
parents
newsletter
every
Friday
via
email
in
order
to
keep
them
informed
"
"
"
"
"
Compile
and
format
quarterly
newsletter
for
donors
and
alumni
"
"
"
"
"
Mail
physical
quarterly
newsletter
to
donors
and
alumni
in
order
to
keep
them
updated
on
school
progress
and
ask
for
donations
"
"
"
"
"
Update
Community
Guide
so
parents
can
stay
informed
on
current
policies
and
practices
"
"
"
"
"
Distribute
Community
Guide
to
parents
and
teachers
"
"
"
"
"
Update
faculty
handbook
once
a
year
to
ensure
current
accuracy
of
information
"
"
"
"
"
Update
admissions
materials
in
order
to
properly
reflect
current
school
practices
"
"
"
"
"
Photograph
events
and
activities
around
school
to
document
school
activity
"
"
"
"
"
Delegate
photography
responsibilities
to
other
staff
members
when
out
of
school
to
ensure
consistent
documentation
"
"
"
"
"
Ensure
quality
of
all
photographs
used
in
school
materials
"
"
"
"
"
Respond
to
work
e-­‐mails
"
"
"
"
"
Create
Crisis
Communication
Plan
to
use
in
an
emergency
"
"
"
"
"
Attend
division
head
meetings
to
learn
about
school’s
culture
"
"
"
"
"
Meet
with
teachers
to
learn
about
school’s
culture
"
"
"
"
"
Observe
classroom
activities
to
learn
about
school’s
culture
"
"
"
"
"
Meet
individually
with
teachers
to
collect
information
for
communications
plan
"
"
"
"
"
Meet
individually
and/or
in
groups
with
parents
to
collect
information
for
communications
plan
"
"
"
"
"
Create
survey
for
stakeholders
to
collect
information
for
communications
plan
"
"
"
"
"
Distribute
survey
for
stakeholders
to
collect
information
for
communications
plan
"
"
"
"
"
Present
findings
from
communications
plan
information
collection
to
school’s
leadership
in
order
to
receive
feedback
"
"
"
"
"
Communicate
with
parents
at
the
end
of
the
summer
to
inform
them
of
any
changes
for
the
upcoming
school
year
"
"
"
"
"
Review
all
written
and
verbal
communication
as
part
of
town
hall
meeting(s)
to
ensure
brand
consistency
and
thoroughness
of
necessary
information
"
"
"
"
"

31. Communications
Position
Job
Analysis
Report
30
Facilitate
town
hall
meeting
rehearsals
to
practice
information
delivery
"
"
"
"
"
Manage
communications
budget
"
"
"
"
"

32. Communications
Position
Job
Analysis
Report
31
Q4.
Please
answer
the
following
question
for
each
Knowledge,
Skill,
Ability,
and
Other
qualification
(KSAO)
of
the
job:
Is
this
NECESSARY
for
a
new
worker?
Yes
No
Knowledge
of
independent
school
culture
and
operations
"
"
Knowledge
of
Sabot
at
Stony
Point’s
culture
"
"
Knowledge
of
Sabot
at
Stony
Point’s
organizational
structure
"
"
Knowledge
of
various
social
media
platforms
"
"
Knowledge
of
marketing
strategies
"
"
Knowledge
of
administrative
and
clerical
procedures
"
"
Skilled
in
InDesign
"
"
Skilled
in
WordPress
"
"
Skilled
in
Microsoft
Office
"
"
Skilled
in
photography
and
videography
"
"
Skilled
in
written
and
verbal
communication
"
"
Ability
to
effectively
describe
abstract
concepts
in
both
written
and
oral
formats
"
"
Ability
to
communicate
educational
ideas
and
concepts
using
non-­‐educational
jargon
"
"
Ability
to
collaborate
with
others
"
"
Ability
to
gauge
sensitivity
of
a
situation
and
act
accordingly
"
"
Ability
to
prioritize
competing
job
demands
"
"
Ability
to
acquire
and
disseminate
relevant/valuable
content
"
"
Ability
to
determine
most
appropriate
means
of
communication
for
various
parties/purposes
"
"
Ability
to
handle
discretions
in
a
professional
manner
"
"
Ability
to
work
effectively
in
a
team
"
"
Ability
to
learn
new
software
efficiently
"
"
Ability
to
think
strategically
"
"
Ability
to
facilitate
conversations
"
"
Bachelor’s
Degree
in
Marketing,
Communications,
or
related
field
preferred
"
"
High
School
Diploma,
GED
required
"
"
Willingness
to
travel
to
professional
conferences
"
"
Willingness
to
work
flexible
hours
(i.e.
nights
and
weekends)
"
"
Strong
desire
for
professional
growth
"
"
Willingness
and
enthusiasm
to
learn
new
software
"
"
Comfort
with
initiating
conversation
"
"

33. Communications
Position
Job
Analysis
Report
32
Q5.
Please
answer
the
following
question
for
each
Knowledge,
Skill,
Ability,
and
Other
qualification
(KSAO)
of
the
job:
Is
this
PRACTICAL
to
expect
in
the
labor
market?
Yes
No
Knowledge
of
independent
school
culture
and
operations
"
"
Knowledge
of
Sabot
at
Stony
Point’s
culture
"
"
Knowledge
of
Sabot
at
Stony
Point’s
organizational
structure
"
"
Knowledge
of
various
social
media
platforms
"
"
Knowledge
of
marketing
strategies
"
"
Knowledge
of
administrative
and
clerical
procedures
"
"
Skilled
in
InDesign
"
"
Skilled
in
WordPress
"
"
Skilled
in
Microsoft
Office
"
"
Skilled
in
photography
and
videography
"
"
Skilled
in
written
and
verbal
communication
"
"
Ability
to
effectively
describe
abstract
concepts
in
both
written
and
oral
formats
"
"
Ability
to
communicate
educational
ideas
and
concepts
using
non-­‐educational
jargon
"
"
Ability
to
collaborate
with
others
"
"
Ability
to
gauge
sensitivity
of
a
situation
and
act
accordingly
"
"
Ability
to
prioritize
competing
job
demands
"
"
Ability
to
acquire
and
disseminate
relevant/valuable
content
"
"
Ability
to
determine
most
appropriate
means
of
communication
for
various
parties/purposes
"
"
Ability
to
handle
discretions
in
a
professional
manner
"
"
Ability
to
work
effectively
in
a
team
"
"
Ability
to
learn
new
software
efficiently
"
"
Ability
to
think
strategically
"
"
Ability
to
facilitate
conversations
"
"
Bachelor’s
Degree
in
Marketing,
Communications,
or
related
field
preferred
"
"
High
School
Diploma,
GED
required
"
"
Willingness
to
travel
to
professional
conferences
"
"
Willingness
to
work
flexible
hours
(i.e.
nights
and
weekends)
"
"
Strong
desire
for
professional
growth
"
"
Willingness
and
enthusiasm
to
learn
new
software
"
"
Comfort
with
initiating
conversation
"
"