Job Documentation Questionnaire (Part 1 of 4)
About This Questionnaire
This job documentation questionnaire (JDQ) is used to classify Biweekly B Office Support staff, including current, vacant and new positions. The Office Support Staff classification system utilizes a skills and competency based system. This questionnaire was designed to measure and classify positions within a specific salary band by a combination of the skill and competency levels defined for each job as well as by the specific job duties and minimum educational and experience levels required For new and/or vacant positions: The supervisor and/or hiring manager completes this questionnaire, and should keep in mind that the questions are about the requirements of the position and the responsibilities that the employee will perform and are required regularly. For current positions: The classification review process for incumbent employees is designed as an interactive process that involves the employee, the supervisor, and the office head. It is important to separate the employee’s personal knowledge and experience from what the job requires. Please remember that there are no right or wrong answers. Part I—Position Summary The employee and the supervisor should discuss whether sufficient change has occurred to warrant a classification review. Upon concurrence that a job should be reviewed, the employee completes Part I and Part II of the Job Documentation Questionnaire (JDQ) and submits it to the supervisor for first level evaluation. Part II—Position Documentation Questions This section Should be completed by the employee first and then reviewed, modified and validated by the supervisor. The format of this section is primarily multiple choice. Part III—Education and Experience Requirements This section will be completed by the supervisor/manager prior to the completion of Part IV. Part IV—Review & Validation After completing questionnaire, the supervisor/manager will review it with the employee for accuracy. As appropriate, the supervisor should discuss the changes and rationale for classification review with the Office Head or Department Manager before forwarding it to Human Resources.
ENMPLOYEE’S LAST NAME ENMPLOYEE’S FIRST NAME
EMPLOYEE ID
CURRENT POSITION TITLE
IMMEDIATE MANAGER
DEPARTMENT NAME
DEPARTMENT NUMBER:
OFFICE HEAD/DEPARTMENT MANAGER
FOR HR OFFICE USE ONLY:
NEW POSITION TITLE
NEW POSITION CODE
CLASSIFICATION
DEPARTMENT NAME
DEPARTMENT NUMBER
EFFECTIVE DATE
____________________________________________________________________________________________________________ OHR 1 11/00
PART I—Position Summary
In this section general information is gathered about the purpose and responsibilities of the position.
POSITION SUMMARY
A) Primary Purpose of the Position In the box BELOW, describe the primary (most important) purpose of the position in no more than one or two sentences to provide a general overview of the job. More precise information will be captured by the remaining parts of this questionnaire. Examples are: “To assist faculty, students, and others in the department’s operations and to oversee the day-today responsibilities of its programs.” “To provide secretarial and project support for two deans and one administrator.” A) Primary Position Purpose The primary purpose of the position is to:
____________________________________________________________________________________________________________ OHR 2 11/00
POSITION SUMMARY continued…
B) Primary Responsibilities of the Position Most positions have many responsibilities. In the boxes on the following page, identify up to six of the most critical responsibilities of the position. Briefly describe each responsibility in one or two sentences so that it is understandable to someone unfamiliar with the job. In the upper right-hand corner of each box, indicate the approximate percentage of the time spent on each responsibility over a year. Estimate the time percentages as best as possible. Note: Since space for only six responsibilities are listed in this section, the total amount of time does not need to add to 100%. In no case, however, should the total exceed 100%.
Do not list any of those activities that you do less than 10% of the time. If possible, try not to exceed more than 25% of time in any one category unless it is truly a reflection of the position (e.g., tasks cannot be broken down into smaller groupings). Describe the primary responsibilities of the position using full sentences and action verbs as demonstrated in the example below.
Example:
B) Primary Position Responsibilities (Describe up to six of your most important responsibilities.) Responsibility: INVOICE PROCESSING: Checking source documents, approvals and extensions; verifying and reconciling supplier statements; coding invoices; performing calculations; securing authorizations; posting to database and making manual entries. 25%
Responsibility: REPORT GENERATION: 25% Compiling, calculating and verifying information; preparing reports following established formats; preparing ad hoc reports as required; undertaking limited research. Responsibility: COMMUNICATIONS: 15% Answering the telephone; responding to routine inquiries, directing calls and taking messages; greeting visitors; gathering and verifying information from a variety of sources. Responsibility: FILE MAINTENANCE: 15% Creating files (both electronic and paper); sorting subject matter; tracing missing information; entering data on records; photocopying; distributing and filing.
____________________________________________________________________________________________________________ OHR 3 11/00
POSITION SUMMARY continued…
Responsibility: % of Time
Responsibility:
% of Time
Responsibility:
% of Time
Responsibility:
% of Time
Responsibility:
% of Time
Responsibility:
% of Time
Total Time (should be less than or equal to 100%) Date on which you completed this section: Number of years you have been performing the primary position responsibilities described above:
% of Time
____________________________________________________________________________________________________________ OHR 4 11/00
COMMENTS
This space may be used to add any additional information that is relevant and provides additional information to Part I.
____________________________________________________________________________________________________________ OHR 5 11/00
Princeton University Job Documentation Questionnaire (Part 2 of 4)
PART II— Job Documentation Questions
Skills and Competencies
. Answer these questions, it is particularly important to separate an employee’s personal knowledge and experience from what is required on a regular basis for a qualified individual in this position. The questions focus on the... Knowledge and Skill Responsibility Communication Critical Thinking ...associated with your position
Please attach Part I—Position Summary to Part II—Job Documentation Questions.
Complete the identification box on both parts in case the two parts become separated.
EMPLOYEE’S LAST NAME
EMPLOYEE’S FIRST NAME
SOCIAL SECURITY NUMBER
CURRENT POSITION TITLE
IMMEDIATE MANAGER
DEPARTMENT NAME
DEPARTMENT NUMBER:
____________________________________________________________________________________________________________ OHR 6 11/00
INTRODUCTION
When completing this questionnaire, please keep in mind that the questions are about the position and the tasks that the employee performs regularly, and not about the employee’s personal knowledge and experience. Part II of the questionnaire will focus on four key aspects of the position:
Knowledge and Skill; Responsibility; Communication; and Critical Thinking.
About the Examples Examples are for illustrative purposes only. As such, they may or may not portray individual position.
____________________________________________________________________________________________________________ OHR 7 11/00
GLOSSARY OF TERMS
The following terms are used throughout this questionnaire and provide definitions to clarify the differentiating levels within the questions. Ad hoc—For a specific purpose, case, or situation. Not ongoing or typical. Advanced—Highly developed or complex; at a higher skill level than others. Can effectively handle the most complex responsibilities and problems. Basic—Routine work and/or entry level requirements associated with the function; beginning and necessary. Complex—Difficult to understand due to intricacy; complicated or involved nature. Confidential—Information that could cause damage to the University and/or individuals if released inappropriately. Can include personnel records, non-published financial data, student information, etc. Customer—Individuals who utilize services. Can include outside vendors, alumni, outside agencies, internal University employees, co-workers, or staff. Direct (Supervision)—Continual and ongoing guidance or control. Fundamental—Ability to effectively handle the day-to-day responsibilities and problems inherent to the function. Sufficient or adequate; capable of being used as a basis of further work; basic. Incidental—Of a minor nature. In-depth—Having a high degree of knowledge or skill. Able to teach/train in subject area. Influence—To sway, affect, or persuade, often by providing additional information or through negotiation. Intermediate—Ability to effectively handle the day-to-day responsibilities and problems inherent to the function. Capable of being used as a basis of further work; working understanding that exceeds basic levels. Leadership—Ability to guide, conduct or influence individuals towards a goal/objective. Overseeing—Directing, encouraging a response or action of employees, temporary employees or student workers within a department. Qualified—An individual with experience in a position, having the ability to carry out all duties and responsibilities of a position in an acceptable manner; competent. Routine—Prescribed and detailed course of action; customary; in accordance with established procedures; standard. Significant—Important; of a noticeable or large amount. Standard—Routine; acknowledged basis of a comparison; customary. Strict (Procedures)—Enforced and maintained rigorously; stringent.
____________________________________________________________________________________________________________ OHR 8 11/00
KNOWLEDGE AND SKILL
In this section we gather information about the knowledge and skill regularly required for a qualified individual in the position. Specifically, we will ask about: depth of knowledge technical proficiency
A) Depth of Knowledge Required This question refers to the degree of specialized knowledge required overall for the position. This knowledge may be acquired through experience, formal education, and/or on-the-job training. Check the description that most closely describes the skill level required for at least 70–80% of the time the skill is utilized. Please check the statement that best describes the depth of knowledge required to perform the position competently. (Check ONE box.) Requires knowledge of fundamental and recurring office/mathematical/administrative tasks that are routine in nature. Position typically follows direct written or oral instructions. Job duties usually involve:
Performing keyboard activities, filing, simple mathematical calculations, and other basic clerical
duties. Requires fundamental knowledge of office/mathematical/administrative tasks and how they relate to activities of the department and/or University. While position typically follows standard University policies and procedures and relevant regulations, must have an understanding of relationships of other functions within the department and basic relationships outside the department. Job duties usually involve:
Completing in addition to general duties listed previously, a variety of mostly standard/routine
clerical and mathematical tasks, including recording and checking information for accuracy; preparing simple correspondence/memoranda, responding to basic inquiries from others, etc. Requires an advanced or in-depth knowledge of office/mathematical/administrative tasks that may involve the use of detailed regulations, procedures, and office/administrative processes. Positions typically must follow University and/or department procedures and/or interpret policies and procedures beyond what is typical. Understands relationships of other functions within the department and the interrelationships of departments across the University. Job duties usually involve:
Researching, compiling, and analyzing complex information; preparing detailed correspondence and
presentations that may not always be typical. Requires an advanced or in-depth knowledge and understanding of University and/or department policies, procedures, or regulations, overall business processes, and impact of other department functions on position responsibilities. Often independently interprets departmental or functional area procedures. Job duties involve:
Acting as a resource to the department; preparing own reports/recommendations based on the
analysis of complex data or information; preparing complex correspondence under own signature as required.
____________________________________________________________________________________________________________ OHR 9 11/00
KNOWLEDGE AND SKILL continued…
B) Technical Proficiency This section focuses on the technical requirements needed to complete the job responsibilities. This may include computer, video, photographic, mechanical, or other related office devices that are used as part of the daily routine. Check the description that most closely describes the skill level required for at least 70– 80% of the time the skill is utilized. Please check the statement below that best describes the technical skills associated with the position. (Check ONE Box.) Operates a personal computer and/or other office machines at a fundamental level. Utilizes simple word processing functions and/or other simple software applications to create basic letters/reports.
Utilizes standard office equipment and some simple software applications (e.g., Microsoft
Office—word-process standard documents in Word; enters simple data in Excel or PeopleSoft applications, etc.). Operates a personal computer and other office machines and utilizes intermediate word processing functions and other software packages/applications.
Able to develop standard documents that may require using a variety of functions in software
packages (e.g., Microsoft Office—standard mail merges in Word, basic spreadsheet formulas in Excel, runs formatted reports/queries in Access, or PeopleSoft applications, etc.) Operates a personal computer and other office machines at an advanced level. Independently performs a variety of functions within required software packages/applications.
Produces complex documents and reports utilizing advanced software applications (e.g., creates
complex formulas in Excel, develops graphic presentations in PowerPoint, creates and modifies Access or PeopleSoft databases, etc., using a variety of logical operators to extract data/create reports.) Operates a personal computer, other office machines, and a variety of software applications at a complex level and acts as a resource for other less proficient employees.
Produces complex and non-standard documents and reports using complex software applications
(e.g., Publisher—does desktop publishing; Excel—creates complex formulas, pivot tables, filters, data manipulation; Word—imports graphics; Access—constructs and maintains relational databases; runs advanced queries in Access or PeopleSoft applications, etc., using complex logical operators). Next to each item, please indicate the approximate amount of time spent per week at the noted activity. Hrs. Per Wk Hrs. Per Wk Web page maintenance/HTML Scientific typing Research via the web Desktop publishing File transfer protocol (FTP) Work directly in Unix Equation editing/typing Extract/import data Query tools for data selection Reformat data files Word processing Spreadsheets PC data base Mainframe database PC presentations Client server database Other Other This space may be used to add any additional information that is relevant and provides additional information about the knowledge and skill inherent in this position:
____________________________________________________________________________________________________________ OHR 10 11/00
____________________________________________________________________________________________________________ OHR 11 11/00
RESPONSIBILITY
This section evaluates the scope and types of responsibilities associated with the position including degree of independent thought and supervisory responsibility. C) Scope of Responsibility This section will help us learn about the degree to which the position is supervised. Check the description that most closely describes the skill level required for at least 70–80% of the time the skill is utilized. Please check the statement that best describes the degree to which the position is supervised. (Check ONE box.) Tasks are controlled by strict procedures and under direct supervision. Work tasks and/or procedures are typically documented in detail.
Follows set sequences, deadlines, and procedures. Typically is given direction for any variation by
supervisor. Tasks are monitored by supervisor or controlled by detailed procedures. May prioritize work tasks to meet clearly established schedules by taking deadlines and urgency into consideration. Supervisor provides regular, general oversight and direction.
Generally works on more than one task at a time. Uses knowledge of own workload and impact on
others to complete tasks. Tasks are broadly controlled by procedures or periodic supervision or direction. Regularly prioritizes work tasks and/or determines methods to meet schedules/deadlines. May consult with supervisors to help set priorities when working for two or more people or on projects.
May handle multiple priorities with minimal supervision, procedures, or guidelines. Work may
impact the work of others within or outside the department. Tasks are infrequently or occasionally controlled by procedures. May consult with supervisor when encountering exceptional problems or workflow issues. Routinely prioritizes multiple tasks associated with projects or supporting two or more supervisors.
May handle competing priorities. Work frequently impacts the work of others within and/or outside
the department. D) Leadership Responsibilities This section measures the degree to which the position oversees, guides, or coaches others within the department to carry out their duties. Check the description that most closely describes the skill level required for at least 70–80% of the time the skill is utilized. D-1—Please check the statement that best describes the degree of leadership and coaching responsibilities associated with the position on a routine basis. (Check ONE box.) Does not have direct and/or primary responsibility for leading other employee(s). May provide occasional, routine information or guidance on a limited basis to other employees, including answering
RESPONSIBILITY continued…
basic questions.
____________________________________________________________________________________________________________ OHR 12 11/00
Routinely provides detailed information or guidance to help others to perform their jobs. May occasionally provide specific knowledge or subject expertise. Regularly oversees activities of one or several employees. Responsible for workflow and checking results, but generally works alongside those overseen. May oversee a project on an ad hoc basis. May be sought out by others for subject expertise and knowledge of specific procedures or technical proficiencies. Routinely trains new or current employees at the same or lower levels including providing directions, coaching, and giving feedback. May oversee projects on a recurring basis. Serves as a resource within the department for specific skills, knowledge and/or experience. D-2 -- Please check the appropriate circles below to illustrate the types of employees encountered as described above. Also, please complete questions D-4 and D-5 below.) Managers, Deans, and/or Faculty Regular non-supervisory University employees Student workers and/or temporary employees
D-3—Number of employees overseen on a regular basis: # Regular University employees # Student workers and/or temporary employees 1–3 1–3 4–5 4–5 6+ 6+
D-4—Please check the types of activities (as many as applicable) where you are routinely required to oversee other employees: Answer basic questions Train on procedures/processes/policies/regulations Develop workflow/priorities Train on technical, PC, or mainframe applications Schedule backup Assign tasks Provide feedback Other Coordinate workflow Other
RESPONSIBILITY continued…
E) Responsibility for Confidential Information This section examines the job's access to, and use of, confidential information and the need for discretion, caution, and care in the use and protection of such material. Check the description that most closely descries the skill level required for at least 70–80% of the time the skill is utilized. (Check ONE box.) The position has limited or no access to confidential information as part of the job requirements. Information cannot be released without supervisor’s permission.
Releases confidential information, including student information, financial data, alumni records, etc.,
on a case-by-case basis and only when approved or directed by the supervisor. The position has access to confidential information and cannot release it without supervisor’s permission.
____________________________________________________________________________________________________________ OHR 13 11/00
Routinely deals with or sees confidential information. Releases it on a case-by-case basis and only
when approved or directed by the supervisor. The position has access to confidential information and can release it within prescribed guidelines.
Regularly works with confidential information, which may involve disclosing it to others within the
department, the University or outside the University, such as salary information for mortgage applications, statistical information for fund-raising and grant proposals. Regularly releases it within documented procedures. The position has access to confidential information and is entrusted with releasing it utilizing judgement and discretion based on University or department policies or practices.
In addition to the previous descriptions, is entrusted to give confidential information to others on an
individual need-to-know basis within broadly written guidelines.
____________________________________________________________________________________________________________ OHR 14 11/00
RESPONSIBILITY continued…
F) Accountability for Customer Relationships This section focuses on internal and external customer relationships. Consider the type and frequency of customer contact (both oral and written) required by the position. (Interaction with supervisors/managers should not be considered when answering this question). Check the description that most closely describes the skill level required for at least 70–80% of the time the skill is utilized. Please check the statement that best describes how a person in the position interacts with internal and external customers. (Check ONE box.) Provides/exchanges routine information. Requires normal courteous interaction. Forwards complaints or non-routine inquiries or requests to someone else to handle.
Answers basic questions, (e.g., application procedures, travel information, etc.)
Provides/exchanges information that may be of a sensitive or somewhat complex nature. Responds to customer inquiries, requests, or complaints that are of a routine nature.
Assists others to follow department procedures, (e.g., student organization leaders, casual hourly
payroll, etc.) Follows through on routine requests or complaints and may consult with or seek others to find solutions. May recommend a solution or response to a supervisor based on knowledge and experience. Often responds with acquired information to those inquiring or complaining. Provides/exchanges information that is of a sensitive and/or complex nature. Work may occasionally require influencing others to reach agreement in order to complete work activities and/or respond or resolve problems, requests or complaints. Asks probing questions to obtain clear understanding of an issue. Maintains clear communication with customers regarding mutual expectations. May troubleshoot requests/issues/complaints and resolve as necessary. May consult with supervisor for information or guidance. In addition to the above, regularly motivates or influences others to achieve a mutually desired outcome. May troubleshoot issues, recommend solutions to customers, and personally ensure problem resolution.
Personally sees that customer problems or concerns are addressed satisfactorily. Demonstrates
leadership and acts as role model in resolving conflicts with customers and/or building consensus. G) Planning and Prioritization This section focuses on the level of planning and prioritization required to handle the daily demands of the position. Check the description that most closely describes the skill level required for at least 70–80% of the time the skill is utilized. Please check the statement that best describes how a person in the position must plan and prioritize day-to-day demands of the position. (Check ONE box.) Little or no planning is required since activities and/or volume of activities are generally well established or directed by supervisor. Volume of work is generally manageable. Occasional or simple planning is required when activities or resources need to be coordinated. Typically, consults with supervisor to adjust priorities.
____________________________________________________________________________________________________________ OHR 15 11/00
RESPONSIBILITY continued…
May have to adjust priorities for changes in volume of work that is cyclical or somewhat
predictable and usually manageable. Deals with more than one task at a time. May occasionally be interrupted by others. Regular planning is required to ensure the appropriate sequence of activities and coordination of resources with numerous employees or various units within a department or area. Occasionally consults with supervisor to shift priorities.
Typically, volume of work exceeds the department norm, resulting in a need for further planning,
prioritization, or shift to others within the department. Frequently prioritizes and performs multiple tasks, some of which may be complex. Significant planning is required to coordinate with various departments and/or multiple resources.
Volume is consistently high, necessitating regular planning and prioritization which is typically
handled with minimal consultation with supervisor. Usually needs to consult with and/or consider the work of others. H) Position Complexity/Predictability This section focuses on how predictable and complex the day-to-day events are that impact this position’s priorities and plans. Check the description that most closely describes the skill level required for at least 70–80% of the time the skill is utilized. Please check the statement that best describes some of the day-to-day challenges of the position. (Check ONE box.) Events/responsibilities/volume of work are usually foreseen, allowing a timely and planned work schedule with little or no variation directed by supervisor. Interruptions are few and deadlines typically are easily met. Events/responsibilities/volume of work are sometimes foreseen, allowing a planned work schedule, with shifts in priorities and activities directed by supervisor. Work is occasionally interrupted by others. Deadlines are usually met, however, sometimes requiring supervisor to shift work, priorities. Volume often varies, but generally can be anticipated and planned by supervisor. May carry out multiple tasks, usually while priorities and volume are shifting. Events/responsibilities are often unforeseen, requiring self-initiated shifts in activities and priorities and through consultation with supervisor. Must be adaptive to rearranging work due to competing priorities and handling multiple tasks, often of a complex nature. Volume can be unpredictable due to circumstances beyond the department’s control. Events/responsibilities are usually unforeseen, making the planning of work very difficult; the accomplishments of a given day are mostly unpredictable. Shifts in activities and priorities are selfdirected with minimal consultation with supervisor. Volume of work may regularly exceed the norm or be highly variable and unpredictable, and could impact meeting deadlines, accuracy, or quality unless planned skillfully and with care.
This space may be used to add any additional information that is relevant and provides additional information about the responsibility inherent in this position:
____________________________________________________________________________________________________________ OHR 16 11/00
____________________________________________________________________________________________________________ OHR 17 11/00
COMMUNICATION SKILLS
This section evaluates information about the types of communication, both internal and external, including interpersonal relations, required for the position. I) Communication Skills—Internal/External Contacts I-1--This section measures the degree to which the job requires contact with customers or other people to complete responsibilities and maintain positive work relationships. Contacts may be with other employees or with individuals outside the University (e.g., employees of other companies, representatives of governmental agencies, students, parents, alumni, vendors, the general public, etc.). Contacts may be by telephone, in person, or in writing. This section also encompasses oral and written skills which can include expressing ideas through conversations, both in person and on the telephone, e-mail, charts, graphs, reports, correspondence, etc. Provide examples of the contacts. Check the description that most closely describes the skill level required for at least 70–80% of the time the skill is utilized. I-1 -- Please check the statement that best describes how a person in the position would interact with internal and external customers. (Check ONE box.) Oral and/or written communication skills are required to ask and answer routine questions to individuals in the same level in the department or University or outside the University. Responses are generally brief and informal; reflect incidental contact; and are typically limited to short answers, short messages, and filling out simple forms. Generally limited to internal contacts familiar with the subject matter (e.g. takes telephone messages for others, provides information about travel to the University and/or office hours, etc.) Oral and/or written communication skills are required to ask and answer a variety of basic and sometimes non-standard questions. Oral responses are usually brief and involve explaining/elaborating on simple and unambiguous practices or policies. Written responses are presented in a standard format that typically involves recurring, routine tasks such as organizing standard charts, graphs, letters, or forms (e.g., explains departmental procedures, programs requirements to students, faculty, staff, and visitors.) Oral and/or written communication skills are required to express detailed and often non-standard information to both internal/external contacts familiar with the subject matter. Contact may result from subject expertise or specific knowledge or skill attained (e.g., exchanges legal or technical information where accurate representation of the information is essential; trains senior managers how to perform complex computer functions, such as in Word and Excel.) Responses are presented through a variety of oral and written methods and formats and may involve composing complex letters, developing detailed charts and graphs or explaining nonstandard procedures, policies, or complex matters. Oral and/or written communication skills are required to ask complex questions and respond to detailed inquiries in situations where others may not be knowledgeable about the subject matter. Issues may be technical (relating to a specific field) in nature. May present information to a group of people and/or compose and edit original documents, often of a complex, detailed, or technical nature or based on subject expertise or specific knowledge or skill (e.g., explains technical requirements of a research grant to a faculty member.) I-2--Communicates to: (Check all appropriate areas) Employees in the same department including managers and faculty (e.g., ______________________________________________________________________________).
____________________________________________________________________________________________________________ OHR 18 11/00
Employees within the University but outside of same department (e.g., ______________________________________________________________________________). Contacts outside the University (e.g., _____________________________________________________).
This space may be used to add any additional information that is relevant and provides additional information about communication skills inherent in this position:
____________________________________________________________________________________________________________ OHR 19 11/00
CRITICAL THINKING
In this section we evaluate the degree to which judgement and analysis is required in you’re the position and the level of complexity associated with the job. J) Degree of Decision-Making/Problem Solving This section measures the degree to which judgement is required to address typical problems associated with the job, the complexity of problems normally encountered, the availability of alternative resources to solve problems, and the impact that these decisions have on the University. In determining the amount of judgement required, consideration should be given to the existence of procedures, precedents, and supervisory input. Check the description that most closely describes the skill level required for at least 70– 80% of the time the skill is utilized. (Check ONE box.) Problems are simple and routine. A pre-defined course of action or documented instruction is available as a solution or guideline.
Work tasks are outlined in detail. Direct supervision or clear instructions are always available,
(e.g., enters data in set sequence, informs supervisor to re-order supplies based on established patterns and procedures.) Problems are standard and limited courses of actions/alternative solutions and/or guidelines and procedures are available.
Work tasks may require some choice of sequence consistent with departmental
procedures/practices. Supervisor is available to consult on non-standard problems (e.g., decides what classes are held in the department classroom taking account of the number of times a course meets, the size of the class, and the faculty’s schedule.) Problems are often complex and ambiguous and further information is often needed to fully define the issue. Solutions are adapted from a variety of defined alternatives. Solutions may require significant fact finding and/or analysis/inquiry and often involve interactions with others within the department or regular contacts outside the department.
Working within general guidelines, procedures and/or policies, independent judgement may be
required to solve problems. Supervision or general instructions are usually available. Problems are typically complex but fall within the realm of familiar work, (e.g., coordinates supervisor’s travel schedule, taking a variety of factors into account, such as purpose of trip, length of stay, budget size, time zone differences, etc.; assign graduate student offices based on faculty preferences, computer needs, space, etc.) Problems are often complex, ambiguous and may fall outside the realm of familiar work or regular routine. Further information is often needed to fully define the issue and identify solutions.
Solutions require significant fact-finding and/or analysis/inquiry and often involve interactions with
others within the department and/or others outside the department. Initiative in finding sources for solutions are not always apparent and may require identifying individuals with whom there is no regular contact or familiarity, (e.g., coordinating a special, unique event involving special guests, logistical arrangements, catering, invitation lists, etc.; providing back up to a supervisor who regularly travels by responding to requests from alumni volunteers’ for sensitive, atypical information, reports.)
____________________________________________________________________________________________________________ OHR 20 11/00
____________________________________________________________________________________________________________ OHR 21 11/00
CRITICAL THINKING continued…
K) Impact of Decisions This section focuses on the effect or impact of decisions made by a person in the position. Decisions include recommendations, suggestions, or conclusions. In other words, how much the position influences other individuals, other departments, or the performance of the University as a whole. Some positions will only provide input to decisions, while others will make recommendations. This factor evaluates the impact of the decisions and the area that it influences. Check the description that most closely describes the skill level required for at least 70-80% of the time the skill is utilized. Please check the statement that best describes the impact of decisions made by the position. (Check ONE box.) Decisions affect the activities of others, but the impact is generally confined to the work, (e.g., reorganizing the physical work space or personal files to improve task completion efficiencies.)
Errors generally impact and are discovered by the position. They can be easily detected and
corrected, (e.g., routine data entry, calendar conflicts.) Decisions directly affect your own work group and may have consequences for related activities within the work unit/department, (e.g., knowing when to call for additional assistance from a co-worker or supervisor to solve a problem or complete a project; design a new procedure that improves a process.)
Errors may have a minor impact and be found by members of your workgroup/department, (e.g.,
decides not to call service repair or reorder needed supplies, resulting in delays/inconvenience for others.) Decisions may directly impact a major process, department, or internal (e.g., utilizes technology to automate or streamline a process, save time, and improve reporting capability.)
Errors can result in additional costs, significant time delays, or other consequences, (e.g., decides
not to run critical report needed by others; determines priorities and misses a printing or some other deadline where the work of others is severely impacted or hampered.) Decisions may directly impact a major process, department, internal function, or external contact, (e.g., develops new procedures, such as tickler files, to ensure deadlines are met, follow up activities are performed, reports are prepared, and mailings are prepared on time.)
Errors can result in additional costs, significant time delays, embarrassment, or other consequences,
(e.g., determines priorities which delay a mailing to a government agency; makes decisions about how to troubleshoot a systems problem, resulting in inaccurate/incomplete data upon which other work or decisions are based, such as a fund-raising initiative.) Comments—Give two or three examples of decisions that are routinely required to be made and the impact of those decisions:
____________________________________________________________________________________________________________ OHR 22 11/00
CRITICAL THINKING continued…
L) Innovation/Creativity This section focuses on the need for original and creative thinking in performing this job. Check the description that most closely describes the skill level required for at least 70-80% of the time the skill is utilized. Please check the statement that best describes the level of innovation/creativity required of this position. (Check ONE box.) Improving or creating new procedures, methods or processes is not required. Supervisor or others may alter or modify activities or tasks. Improving or creating new procedures, methods or processes is required only on a limited, ad hoc basis. May contribute or participate on a team based on knowledge of the job and/or experience in the department and/or particular skills. Position often must create new or improve old processes and methods to provide a more efficient and effective workflow within the work unit or department. May also participate on a team and may be responsible for gathering information due to skills, knowledge of the job, department, and/or University. Position is regularly required to create new work procedures and methods often for one’s own job and/or the work of others through collaboration and teamwork. Is involved with sharing these innovative solutions with the area, department, or University where generally there is impact. May lead a phase of a project due to knowledge, skills, or experience.
____________________________________________________________________________________________________________ OHR 23 11/00
COMMENTS
This space may be used to add any additional information, which is relevant about the position that is not captured by questionnaire. Please feel free to offer any other general comments regarding the duties and responsibilities of the position.
____________________________________________________________________________________________________________ OHR 24 11/00
Princeton University Job Documentation Questionnaire (Part 3 of 4)
PART III— Education and Experience Requirements
This section of the questionnaire is completed by the supervisor/manager of the position being evaluated. In answering these questions, it is particularly important to identify the minimum requirements needed for the position, regardless of the level of education and experience the incumbent has acquired.
____________________________________________________________________________________________________________ OHR 25 11/00
EDUCATION AND EXPERIENCE
In this section, we gather information on the formal education and directly related (hands-on) experience required for the position.
A) Formal Education Required Please check the minimum education level required for this position, regardless of what the incumbent has acquired. (Check ONE box.) High school graduate or equivalent (grade 12). High school graduate or equivalent plus specialized education at community college, trade school or equivalent (e.g. secretarial school). Undergraduate University degree (e.g., B.A., A.B., B.S., etc.) Please explain why an undergraduate degree is necessary:
B) Experience Required Please estimate the number of years of experience needed to be qualified in this position. Examples: • An Office Assistant taking telephone inquiries from prospective students regarding admission policies, etc. typically would require zero to one year of directly related experience.
An Accounting Clerk who receives, audits and processes invoices and interacts with user departments to answer basic questions, etc., typically would require one to two years of directly related experience. An Office Assistant providing secretarial and programmatic support to department manager and faculty of undergraduate and graduate programs, and who is responsible for projects, handling sensitive information and dealing with students and student matters, etc., typically would require three to five years of directly related experience
Please check the minimum number of years of related experience required to become qualified for this position. The experience may have been attained at Princeton or elsewhere. (Check ONE box.) Less than one year of experience. One–two years of experience. Three–five years of experience.
____________________________________________________________________________________________________________ OHR 26 11/00
PART 4—Review and Validation
The final step in this process is to validate the information contained in this questionnaire.
Employee I acknowledge that, based upon my experience, the information I provided and submitted for Parts I and II of the questionnaire is an accurate representation of my position. Signature: (Print Name) (Date)
Manager I have reviewed the contents of this questionnaire and agree it is an accurate representation of the position. If I revised Parts I or II, I have reviewed these revisions with the incumbent. Signature: (Print Name) (Date)
____________________________________________________________________________________________________________ OHR 27 11/00