Instructor Guide HR Position Management

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Ohio Administrative Knowledge
System
OAKS Transforming the Way Ohio Does Business
OAKS Training Guide > Position Management Course

OAKS Human Resources
Module:
Position Management
Instructor Guide

Ohio Administrative
Knowledge System
We have tried to incorporate all applicable laws, rules, bargaining contract provisions, and statewide
policies and procedures; however, at times we may demonstrate OAKS functionality that contradicts
one of these restrictions. Please be aware that you will continue to be bound by those standards
regardless of what the OAKS system may be able to deliver.

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Table of Contents
HR 301 Position Management ............................................................................ 4
Instructor Tips ............................................................................................... 5
Pre-Class Checklist...................................................................................................5
Instructor Notes ............................................................................................. 6
Introduction to Position Management Course ....................................................... 6
Performance Support Tools .....................................................................................9
Legacy and OAKS Terms and Concepts for Position Management Course .......................... 10
Lesson 1: Managing Positions ..................................................................................... 11
Process Flow for Managing Positions........................................................................ 13
Topic 1: Creating a Position ....................................................................................... 14
Process Flow for Creating a Position ........................................................................ 15
How To Do It ..................................................................................................... 17
Lessons Learned (Common Errors) .......................................................................... 34
Topic 2: Moving a Position ........................................................................................ 38
Process Flow for Moving a Position .......................................................................... 39
How To Do It ..................................................................................................... 41
Lessons Learned (Common Errors) .......................................................................... 50
Topic 3: Reclassifying a Position with a New Job Code ...................................................... 54
Process Flow for Reclassifying a Position with a New Job Code ....................................... 55
How To Do It ..................................................................................................... 57
Lessons Learned (Common Errors) .......................................................................... 67
Topic 4: Searching for a Position ................................................................................. 70
How To Do It ..................................................................................................... 72
Lessons Learned (Common Errors) .......................................................................... 77
Lesson 2: Inactive Positions ....................................................................................... 80
Process Flow for Inactive Positions .......................................................................... 82
Topic 1: Inactivating a Position ................................................................................... 83
Process Flow for Inactivating a Position ..................................................................... 85
How To Do It ..................................................................................................... 87
Lessons Learned (Common Errors) .......................................................................... 95
Topic 2: Running a Position Management Report ............................................................. 99
How To Do It ................................................................................................... 101
Lessons Learned (Common Errors) ........................................................................ 114
Summary: Position Management Course ..........................................................120
Performance Support Tools at Your Desk ................................................................ 121

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HR 301 Position Management
Welcome to the OAKS Position Management course, part of the OAKS Human Capital
Management (HCM) curriculum for Release 1. You have already taken the two introductory
courses “OAKS in a Nutshell” and “Intro to HCM”. This course is a pivotal course for all
those who will be creating, maintaining, and approving positions in OAKS (see Curriculum
Map below).

Overview of the Position Management course:
The Position Management course covers setting up a new employee in OAKS. In this course
you will learn how to:
 Create a Position
 Move a Position
 Reclassify a Position with a New Job Code
 Search for a Position
 Inactivate a Position

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Instructor Tips
Pre-Class Checklist
Make sure you have access to these items before your class begins:
 Enough working computers with internet connections so that each learner can use
one computer. (If this is impossible, see back-up procedures.)
 Post a parking lot list for unanswered questions. This is often on a flip chart page
which is fastened to the wall for reference throughout the class. Put a marker or pen
with the parking lot page so both you and learners can add questions to it at any
time.
 PowerPoint presentation for this class
 Projector which works with the computer you‟re using for the PowerPoint
presentation
 Learner Guide – one copy for each learner.
 Instructor Guide with your notes, etc.
 Your Instructor Survival Kit (for emergency information, alternate class exercise
suggestions, etc.)
 Data sheets for each exercise in the training environment – one copy for each
exercise for each learner. (Do not hand these out until it‟s time for the learners to
begin an exercise in the training environment.)
 Exercises for the practice environment – one copy for each learner. (Do not hand
these out until they‟re discussed near the end of the class.)
 Flip chart with markers
and/or
 Whiteboard with dry erase markers and an eraser or something for cleaning the
board
 On the whiteboard or the flip chart list a couple of the ground rules for the class. On
another flip chart page or another area of the whiteboard list the items which
learners will need to remember for the introductory and needs assessment activities
you have planned for them. When appropriate, prepare flip chart pages for each
planned activity before class.
 Index cards: at least 25 for each learner for the planned activities and exercises. Do
not hand these out until you are ready to begin the exercise.

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Instructor Notes

Introduction to Position Management Course
Slide 1:
Prerequisite Courses
Make sure all learners are in the correct class. Refer learners to this list
of prerequisites in the Learner Guide and explain they must have
already completed the WBT and taken these prerequisite courses before
taking this course.
 OAKS in a Nutshell
 Introduction to HCM

Welcome the learners, introduce yourself and the name of the course
and lesson.

Lessons Taught In This Course
 Manage Positions: How to create, move, reclassify, and search for
a position in OAKS
 Inactive Positions: How to inactivate a position and run a report
to view inactive positions in OAKS.
Facility Orientation
Unless they‟re already familiar with the building tell learners the
locations of:
1) Emergency exits
2) Restrooms
3) Phones
4) Vending machines and/or snack shop
5) If appropriate: places where they can purchase food, where they
may eat, and any special rules for the classroom such as no food
or drinks near computers, etc.

Class Ground Rules
Establish class ground rules (unless they„ve been established in a prior
class with this same group), e.g. cell phones are silent during class, all
conversations should include the entire class, you may speak without
raising your hand.

Have one or two ground rules written on a flip chart before class and
solicit additional ground rules from the learners. Before moving to the
next activity, ask the class to actively commit to observing the ground
rules with a show of hands.

Class Parking Lot
 Explain that the class parking lot is reserved for questions that aren‟t
answered immediately. Explain that when you don‟t have an

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Introduction to Position Management Course
immediate answer, you‟ll write the question on the parking lot list
and get back to everyone with the answer later. Invite everyone to
add their own questions to the parking lot at any time.
 Check the parking lot after breaks and lunch and respond to items
which learners have added to the list. Mark items as complete once
they‟re satisfactorily answered and follow-up on unanswered items
using the appropriate procedure: Check the Business Process
Reengineering (BPR) list of FAQs. If the question does not already
exist then send the questions to the OAKS Training Team who will
keep a master list of the FAQs.

Transition to the get acquainted/expectations of this course activity
(next slide).
Slide 2: Get-Acquainted and Needs Assessment Activity
Conduct an activity that will:
1) Get all learners to talk. It‟s important to do this at the beginning
of the class to make it easier for learners to ask questions and
talk throughout the class. Experts suggest getting all learners to
speak in the group within the first five minutes of a class.
2) Introduce the learners to one another and to you.
3) Create a list of the learner‟s expectations for this class – a quick
needs assessment for this particular group of learners.
4) Identify key concerns of the learners.

You may use this activity for warm-up, introductions, and for
identifying the learners‟ expectations and key concerns:

Preparation: Before class, list on a board or flip chart the data you will
request during this activity and try to conceal it, perhaps behind
another flip chart page:
1) Your expectations for this class
2) Your concerns about using OAKS
3) Your work role now and in OAKS
Reveal this list to the class when you begin this activity.

Team Formation: Divide the learners into three teams. Assign each
team to one of the three topics.

Planning Session: Ask the teams to retire to convenient corners and
spend three minutes devising a strategy for efficiently collecting the
information which answers their assigned question from all learners.
Warn everyone that they will have only three minutes to collect all the
data. Let them begin, give them a warning after two minutes, and end
the strategy sessions after three minutes.

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Introduction to Position Management Course
Data Collection: Announce the beginning of the three minute data
collection period. Ask the teams to collect the data for their question
from all learners within the next three minutes using the strategies
they devised. Give a warning when only one minute remains in the data
collection period.

Summarizing Data: After three minutes, stop the data collection
activities. Ask the teams to retire to their corners, process the data,
and produce a summary report on a flip chart page in the next three
minutes. This summary report should succinctly summarize the
answers they received for their question from all learners, including
themselves. Ask each team to select a spokesperson who will present
their results to the whole class in just one minute. Again, give them a
warning one minute before this activity ends.

Presenting Results: After three minutes announce the start of the
show-and-tell period. Call on teams randomly and give each team a
minute to make its presentation summarizing the answers to their
assigned question.

Transition to the What‟s In It For Us? discussion.

What’s In It For Us?
Ask learners how they hope the Manage Positions process will help
them and their agency. List key points on a flip chart or white board.
(These are referred to as WIIFU points in the instructor guide, but this
acronym is not used in the learner guide.)

After this discussion refer learners to the “What‟s In It For Us?” section
of their learner guide and discuss any items on the list in their learner
guide which were not already discussed:
Position management in OAKS:
 Assigns unique system generated position control numbers.
 Allows you to search for active and inactive positions.
 Automatically inactivates positions that are vacant for more than 12
months.
 Uses the same navigational paths to perform the processes.
 Allows you to search for all vacant positions in your department.
 Allows you to create positions by filling in a limited amount of fields.
(Some fields automatically fill in other fields for you when using the
Position management pages).
 Allows you to easily view incumbent information by clicking the Job
Data link. (access is limited by security role)
 Links Position Management information with Job Data information.
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Introduction to Position Management Course
Transition to Course Objectives discussion.

Course Objectives
At the end of this course you will be able to manage positions in OAKS
by:

 Creating a Position
 Moving a Position
 Reclassifying a Position
 Searching for a Position
 Inactivating a Position
 Running a Report for Inactive Positions

Discuss the course objectives with the learners. Ask them if there‟s
anything else they hope to learn in this course.

Transition to the course agenda (next slide).
Slide 3:
Course Agenda
Refer learners to the agenda located in their Learner Guide as you walk
through the flow of the class at this high level.

9:00 – 9:15 Introductions, expectations, overview
9:15 – 10:45 Lesson 1
10:45 – 11:00 Break
11:00 – 11:45 Lesson 2
11:45 – 12:00 Course summary and evaluation

Performance Support Tools
Refer learners to resources listed in the Learner Guide which we‟ll use in
this class and give a very high level overview of each resource. Explain
that some of these tools will be accessible from their own desk after
class, too:
 Learner Guide (Tell the learners that they will take this with them
after class. Ask them to please write lots of notes in it to help
themselves do these tasks when they‟re back at work, as well as
today.)
 Online help in OAKS (always available in OAKS)
 OAKS simulation (Also available from your desk, and included in
the OAKS online help. OAKS simulations guide you through a
simulated process and provide definitions and explanations as
you go through the process. OAKS simulations can also be used
to check your knowledge: as you go through a process you‟ll be

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Introduction to Position Management Course
prevented from making errors and given help as needed.
 Practice in the OAKS training environment in class and in the
OAKS practice environment at your own desk (In these two
special environments you‟re in exact copies of OAKS, but the
information is totally separate from production so you can
practice and experiment safely, without any danger of changing
real production records. One difference is that in the training and
practice environments you have permission to use many
functions which you won‟t use and may not even see in
production; another difference is that your work in these
environments is erased frequently so that many people can
practice here.)
 Job aids are in your learning guide, but are printed on just one
side so that you can put them on your cubicle wall if you‟d like.
(also available on the OAKS extranet)

Transition to a discussion of old (legacy) and new concepts and terms.

Legacy and OAKS Terms and Concepts for Position Management
Course
Refer learners to the “Legacy and OAKS” table in their Learner Guide.
Explain that some of the terms and concepts they will learn about have
an equivalent in their legacy systems, while other terms or concepts
may be entirely new. These are terms and concepts which apply to this
whole course.

Be sure that everyone understands that legacy means the systems
they‟re currently using which will be replaced by OAKS. (This can be
done in a positive way, talking about the usual meaning of legacy as
something valuable which you inherit.)

Legacy (Old) OAKS
PA (Personal Actions) Action/Reason
PCN Position Number
Classification Job Code
Transition: Introduce Managing Positions. Ask learners to close their
Learner Guides for a few minutes. (This allows you to brainstorm with
them for WIIFU before they read the WIIFU list in the Learner Guide.)

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Ohio Administrative Knowledge
System
OAKS Transforming the Way Ohio Does Business
OAKS Training Guide > course name > lesson name

Lesson 1: Managing Positions
Slide 4:
Overview: Managing Positions
 In this lesson you will learn how to:
o Create a Position
o Move a Position
o Reclassify a Position with a New Job Code
o Search for a Position

What’s In It For Us?
Ask learners how they hope Managing Positions will help them and their
agency. List key points on a flip chart or white board.

After this discussion refer learners to the “What‟s In It For Us?” section
of their learner guide (below) and discuss any items on the list in their
learner guide which were not already discussed:
This OAKS process will let you:
 Search for positions using criteria such as position number, the
description of the position, and the department.
 Search for active and inactive positions.
 Create positions by filling in a limited amount of fields. Some fields
automatically fill in other fields on Position Management pages.
 View incumbent information by clicking the Job Data link (access is
limited by security role)
 Link Position Management information with Job Data information.

Transition to a discussion of where the time administration process
impacts the life cycle of an employee. (next slide).
Slide 5:
Employment Life Cycle

Display the employment life cycle slide and point out the Workforce
Maintenance phase. Ask learners how they handle this process in their
current systems and discuss how that will occur in OAKS. Tying their
new learning to their current systems will help them learn the new
process.

The Managing Positions process fits into the workforce maintenance of
the employment lifecycle.

Transition to a
discussion of the
lesson outline
(next slide).

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Slide 6: Lesson Outline
1. Lesson Overview
2. Creating a Position
3. Moving a Position
4. Reclassifying a Position
Go to the next slide
5. Searching for a Position
6. Lesson Summary

Transition to a discussion of the Process Flow for Managing Positions.

Process Flow for Managing Positions
Slide 7: Ask learners to look at the high-level process flow in their Learner Guide
and discuss it with them. Discuss how each topic in this lesson fits into
this flow and how this flow fits into the employment life cycle.
This is a high-level overview of the process flow for Managing Positions.

Central Position
Agency determines need Specialist receives
to create/change position Agency completes Request Form
Request Form

Central Position
Specialist
searches and
creates/changes
position
Dept. Budget If new, Position is
table set-up & entered on Dept
position approval Budget Table.

Position is updated
in OAKS

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Topic 1: Creating a Position

Learning Objective for creating a position
Refer learners to the topic objectives in their Learner Guide and review
these with them:
After completing this topic, you will be able to create a position in
OAKS.

Transition to a discussion of the topic outline (next slide).

Slide 8:
Topic Outline
1. Overview
2. Process Flow
3. Demonstration in the Try It Simulation
4. Key Points and Review
Go to next slide
Slide 9: 5. Try It Simulation: Your Turn
6. Lessons Learned (Common Errors)
7. Exercise in OAKS Training Environment
8. Topic Summary

Transition to a discussion of the OAKS terms and concepts for this topic.

Transition to the Process Flow for this topic (next slide).

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Process Flow for Creating a Position
Slide 10: Remind learners that the topic will teach them how to create a position
in OAKS.

Ask learners to look at the high-level process flow in their Learner Guide
and discuss it with them. Discuss how this topic fits into the entire
process flow.
This is a high-level overview of the process flow for the Creating a
Position process.

Creating a Position
Fiscal Officer

Review and
Review
Request Update status update
request for Yes
approved? to “Approved” position
approval
incumbents

No
HR Position
Specialist

Request Form Create/Change
Position End

Determine
Agency

need to
Complete
Start create/
Request Form
change
position

Transition to the Try It Simulation Demonstration (next slide).

Try It Simulation – Demonstration of Creating a Position
Slide 11: Before demonstrating
If you are using the recommended activity make sure each table has
enough index cards for each learner (about 20-30 per learner).

Demonstration Scenario
Ask learners to read the scenario in their Learner Guide and explain
that you‟re going to demonstrate how to handle this scenario in OAKS:
In the Try It Simulation:
In this scenario, you are creating an administrative assistant position.
The position will use the Administrative Assistant 1 job code and report
to the Administrative Assistant 4. The position will be a part of the
administrative staff of the Pharmacy Board at the Riffe Tower location.
Explain to the learners that as you demonstrate the Creating a position
process they should take careful notes in their Learner Guide because
they will need to run this procedure themselves in the Try It simulation

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Try It Simulation – Demonstration of Creating a Position
after your demonstration. Emphasize that learners should not be using
their computers during this demonstration. It‟s important that each
learner take notes and mark important points in their own learner
guides as you demonstrate so that they‟ll be able to do this exercise on
their own after the demonstration. (Note: If some learners are actually
doing the exercise as you do it, it‟s quite likely that their computers will
lock up because they‟ll be hitting the internet server at almost the exact
same time.)

Introduce the activity which you‟ll be using during the demonstration to
help the learners understand the lesson, remember all the steps,
concepts, etc., and be better able to use what they‟ve learned on the
job.

Tell the learners about the exercise you‟ll be doing with them to help
them remember how to do this process: About every five minutes
throughout the demonstration you‟ll pause for 30 to 60 seconds and
instruct them to write down questions about what you just
demonstrated on index cards (one question per card). They need to
write a closed-ended question on one side of the index card and the
answer on the other side of the card. At the end of the demonstration
you‟ll collect all of the cards and have a little quiz show. Ask them to
write a question and answer about the first part of the demonstration
now.

Continue to stop about every five minutes for 30 to 60 seconds while
the learners write more questions on index cards. You may want to ask
for a volunteer timekeeper(s) who help you remember to stop at five
minute intervals.

Begin to demonstrate the procedure following the Learner Guide steps
(below). Always remember to demonstrate how to use online
help during your demonstration. It‟s very important that the
learners make a habit of using online help to answer their own
questions whenever possible.

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How To Do It

Step Action
1. Begin by navigating to the Add/Update Position Info page.
Click the Organizational Development link.

2. Click the Position Management link.
3. Click the Maintain Positions/Budgets link.
4. Click the Add/Update Position Info link.
5. Click the Collapse Menu button.

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Step Action
6. Use the Add/Update Position Info page to view an existing position or to
create a new one.
Click the Add a New Value tab.

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Step Action
7. This Position Number field contains the predefined position that the employee
holds. OAKS automatically assigns a position number to a position.

Attention: It is similar to the Position Control Number (PCN) because it
identifies a specific position. However, it is different from a PCN because you
can‟t tell the specific details of the position simply by looking at the number.
This detailed information is now captured in specific OAKS fields.
8. OAKS automatically fills the Position Number field.
Click the Add button.

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Step Action
9. Use the Position Information tab to enter information about a position, the
job, and location.
10. Several fields in the Position Information area match Job Data fields in the
Human Resources module.

When you enter data in the Position Information area and the position is
filled, OAKS updates matching fields in the position incumbent's job data
record.
11. The Effective Date field allows you to record the point in time an event
actually occurs. Only one row of information can be current. Effective dates
enable you to keep a complete record of all past, present, and future data for a
position. To define an event that will occur later, use a future date as the
effective date of the action.

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Step Action
12. The *Effective Date defaults to the current system date, but you can change
it if needed.
13. There are three ways to enter a date in OAKS:
● Clicking the Calendar button opens a small calendar that displays the month,
day, and year allowing you to click the appropriate date on that calendar.
● You may also enter today‟s date by typing “today” in the date field.
● The third option is entering the date using the “ddmmyy” format.
14. Click in the *Effective Date field.

15. Enter the desired information into the *Effective Date field.

Enter "050807".
16. The *Status field contains the status of the position and the field defaults to
Active.

Accept the default.
17. Position Status:
There are 3 fields that are used to describe the status of a position:
• Headcount Status (Open, Filled)
• Status (Active, Inactive)
• Position Status (Proposed, Approved, Frozen)
18. If you are creating a position similar to an existing position, you can use the
Initialize button to populate fields on the page with data from the existing
position.

Attention: After clicking the Initialize button, you need to enter the position
number being used to create the similar position.
19. The *Position Status field is used to control when a position can be assigned
to an employee. A position can only be assigned to an employee when the
status is „Approved‟.
20. The *Position Status field is disabled for all users except DAS personnel and
the Agency Budget Specialist role (which may be someone in the agency‟s
business or Fiscal Office) and defaults to Proposed.

Accept the default.
21. The *Business Unit determines which choices are available in the
Department, Location, Job Code, and Salary Plan fields in the job data area.
This field displays the default business unit based on your user preferences.

Accept the default.

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Step Action
22. Click in the Job Code field.

23. The Job Code field contains the code for the job associated with the position,
which in this case is an Administrative Assistant 1.

Enter the desired information into the Job Code field.

Enter "63121".
24. Notice that entering the Job Code automatically enters the information in the
other fields in the Job Information field area.
25. The *Perm/Temp field defines whether the position is Permanent or
Temporary and usually defaults to "Permanent". Positions such as College
Interns default as Temporary.

You may change this value as necessary.

In this scenario, accept the default.
26. The *Full/Part Time field defines whether the position is Full or Part Time and
always defaults to "Full Time".

You may change this value as necessary.

Accept the default.
27. The Union Code is used to determine eligibility for certain benefits. The field
defaults from the job code but may change based on the appointment type
(e.g., Temporary vs. Permanent) selected for the position.
28. The Title field defaults from the Job Code entered but can be changed as
necessary.
29. The Detailed Position Description link allows you to input additional
information about the position.
30. The Department field contains the organizational unit in which the position
will be assigned.

Click in the Department field.

31. Enter the desired information into the Department field.

Enter "PRX200000".
32. The Location, Company, and County fields automatically fill based on what
was entered in the Department field. These fields can be changed as necessary.

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Step Action
33. The Reports To field contains the position to which this position reports
directly.

Click in the Reports To field.

34. Enter the desired information into the Reports To field.

Enter "20001644".
35. Click the scrollbar to view more information.

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Step Action
36. The Salary Admin Plan/Grade/Step fields default from the Job Code and
cannot be changed by the user.
37. All job codes default to OT Eligible. All positions need to be evaluated by the HR
Specialist based on the actual job duties and are changed if necessary.
38. Click the scrollbar to view more information.

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Step Action
39. Click the Specific Information tab.

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Step Action
40. Use the Specific Information page to enter detailed information, such as the
work phone number, Classified Indicator, and FTE (Full Time Equivalent).
41. Attention: Only DAS can use or update this field.
42. The Max. Head Count field defaults to 1.

Attention: This field should be 1 except for special temporary positions such
as temporary state fair employees. DAS will control any exceptions to this field.
43. Click in the Work Phone field.

44. Enter the desired information into the Work Phone field.

Enter "6145551234".

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Step Action
45. Use the Education and Government field area to enter the classified
indicator and FTE.

Click the Expand section button to view the Education and Government
field area.

NOTE: Learner‟s Guide screen shot does not show this field area open.
46. The *Classified Indicator field allows you to specify whether the position is
Classified, Unclassified, or Career Professional.

The values available in the dropdown list are:
 Car Prof (Career Professional)
 Classified
 Unclassified

Attention: You must select a value. If you leave it blank it will produce an
error and will not save.

Click the Classified Indicator list.

Click "Classified".
47. Click in the FTE field.
48. Enter 1 if the position is full time and .5 if the position is part time.

Enter the desired information into the FTE field.

Enter “1”.
49. Click the Budget and Incumbents tab.

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Step Action
50. Use the Budget and Incumbents page to view incumbent data.
51. The Agency Position Specialist will manually inform the Fiscal Officer (OBM if
applicable) that the position has been created.
52. There is a three-step process for approving positions:

1. For a position that has been established, check the Max. Head Count and the
budget ceiling to make sure that there is funding for the position. (this is
performed outside of OAKS)
2. Use the Department Budget Table to add the funding information to be
charged for the pay and benefits of the position holders. To learn more about
setting up funding for a position see the Setting Up Default Position Funding
job aid.
3. Contact OBM to change the Position Status flag to “Approved”.

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Step Action
53. Use the Ohio Position Attributes page to view any drug testing
requirements. Drug testing flags determine if a test is needed for entry into the
new position and random drug testing requirements. Only DAS flags positions
for drug testing.

Click the Ohio Position Attributes tab.

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Step Action
54. Click the *Appointment Type list.

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Step Action
55. The values available in the *Appointment Type list are:

A: Fixed Term – Salaried
B: Fixed Term – Per Diem
E: Emergency
F: Established Term – Regular
G: Established Term – Irregular
H: Intermittent
I: Interim – Internal
J: Interim – External
K: Project
P: Permanent
S: Seasonal
T: Temporary
56. Click an entry in the list.

Click "P:Permanent".

57. The Bargaining Unit Flag defaults from the Appointment Type.
58. Click the Save button to create the new position in OAKS.

59. Note that OAKS has assigned a position number to the position you have just
created.

Attention: The Position Number is an eight digit number that begins with "2".
You have successfully created an Administrative Assistant position in OAKS.

Congratulations!
You are now done with this procedure.

Be sure to demonstrate how to use online help during your demonstration of the Creating a
Position process. If you haven‟t done so yet, use online help now to answer a question.

Congratulations!
You have finished creating an Administrative Assistant position in OAKS. You successfully
completed this scenario.
Transition to the review activity (next slide).

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Key Points and Review

Slide 12: Suggested Review Activity: Group Quiz
 At the end of the demonstration, collect the index cards on
which students have been writing questions and answers every
five minutes throughout your demonstration and conduct a
short, about ten minutes, quiz activity by asking the questions
on the index cards. Use the answer provided by learners unless
it‟s radically different from the correct answer. Provide
clarification about the exact correct answers when needed. Ask
one of the learners to keep score for the class (one point for
each correct answer). Explain to the class that they are
competing against other classes who have gone through the
same activity and tell them the high score earned by a previous
class. Or, you could divide the class into teams and have them
compete against each other, or have them compete individually
and keep their own scores.
 Discuss the key points from the demonstration, referring the
learners to their Learner Guide. Ask the learners if there is
anything they would add to the key points and discuss.
 A position can only be assigned to an employee when the status
is “Approved”.
 The Max. Head Count field should be 1 except for special
temporary positions.
 The Agency Position Specialist manually informs the Fiscal
Officer that position has been created.
 Several fields in the Position Information area match Job
Data fields in the Human Resources module.

Transition to introduce the Try It Simulation (next slide).

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Try It Simulation – Your Turn

Slide 13: Ask the learners to read the scenario before beginning the Try It
simulation. Answer their questions about doing the Try It simulation.

Scenario for Try It Simulation
In this scenario, you are creating an administrative assistant position.
The position will use the Administrative Assistant 1 job code and
report to the Administrative Assistant 4. The position will be a part of
the administrative staff of the Pharmacy Board at the Riffe Tower
location.
While the learners are working through the Try It simulation provide
them with assistance as needed. Bring any questions or problems that
might help the whole class to the attention of the class; do so without
embarrassing any class member.

When the learners have completed the Try It simulation: Transition
to discuss the lessons they learned while working in the simulation
(next slide).

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Lessons Learned (Common Errors)

Slide 14:  Review lessons learned from the Creating a Position process in the
Try It simulation. Discuss errors that were made by class members
and how they are corrected.
 Discuss how to prevent these common errors as well.
 Discuss other common errors and also the critical errors which
people make when running the Creating a Position process, using
the list in the learner guide (below). Be sure to discuss the error,
how to correct it, and how to prevent it.

Common or critical How to correct this How to prevent this
error and error (steps or error
consequences of the description of
error correction process)
Using the wrong Have a position form Double check position
position data with you when form is filled out
working in OAKS. correctly.
Overlook the Ohio Highlight this step in Choose an
Position Attributes the Learner Guide. Appointment Type.
tab – this will not
allow you to save the
position being
created.

Summarize common errors, then Transition to the simulation exercise
in the OAKS training environment and the scenario for it (next slide).

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Exercise in OAKS Training Environment

Slide 15:
Scenario for Training Environment Exercise
In this scenario, you will create a new position in OAKS.

 Hand out the data sheets for this exercise now. (Only distribute
the data sheets for this exercise.)
 Instruct the learners to practice the Creating a position process
using the OAKS training environment and their data sheet for the
Creating a Position scenario.
 Circulate among the learners, providing feedback and assistance
as they practice. If someone makes an error or asks a question
from which others can benefit, bring it to the attention of the
class, positively and tactfully.

When the learners have completed the training environment exercise,
Transition to the lesson summary activity (next slide).

Topic Summary
Slide 16: Suggested Topic Summary Activity
 Divide learners into teams and have each team work together to
draw a poster on a piece of flip chart paper representing the
Creating a position process. Tell them these posters may be used
to help future classes understand the process. They can use
pictures but not words on their posters.
 Ask the teams to show their drawings to the class while other
teams guess what the drawing says. Then ask each team to explain
their drawing.
 Clarify any misconceptions about the Creating a Position process.
Ask participants to make their own summary notes based on your
discussions using these lines.
On the lines below please write the steps in the Creating a Position
process. Make notes of anything in these steps that you want to be
sure to remember when you do this at your own desk.

________________________________________________________

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Topic Summary

________________________________________________________

Transition to the self check activity.

Self Check
Ask learners these questions about the Creating a Position process and
have them write their answers down. Discuss the answers that they
have written down, correcting any errors in a positive and reinforcing
manner.

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Topic Summary
1. True or False: OAKS automatically fills in the position
number?_____
(T)
2. True or False: A position can only be assigned to an employee
when the status is “Approved”.
(T)
3. The Max. Head Count field should be except for special
temporary positions.
1
After the summary activity and the self-check:

Review the parking lot items which are still unanswered and discuss
with learners how they‟ll get the answers to those items.

Review the learners‟ expectations (recorded at the start of the class
and displayed on the wall of the classroom) and discuss if they‟ve
been met, and if not, what the learner can do to meet his or her
expectation.

Review the WIIFU for this lesson. Ask the learners for ideas on
additional WIIFU about how this OAKS process will help them in their
work.

Transition to a discussion of this topic‟s objective and how the learners
met it or need assistance to meet it.

Remind the learners that:
o You use a position number rather than a position control
number when creating a position in OAKS.
o A position can only be assigned to an employee when the status
is “Approved”.

Transition to the next lesson in this course, telling the learners that in
the next topic “Moving a Position,” they will learn how to move a
position in OAKS, relating it to this topic and the employment life
cycle.

In this topic you learned to create a position. In the next topic you will
learn to move a position.

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Topic 2: Moving a Position

Learning Objective for Moving a Position
Refer learners to the topic objectives in their Learner Guide and review
these with them:
After completing this topic, you will be able to move an unassigned
position in OAKS.

Transition to a discussion of the topic outline (next slide).

Slide 17:
Topic Outline
1. Overview
2. Process Flow
3. Demonstration in the Try It Simulation
4. Key Points and Review
Go to next slide
5. Try It Simulation: Your Turn
6. Lessons Learned (Common Errors)
Slide 18: 7. Exercise in OAKS Training Environment
8. Summary

Transition to a discussion of the OAKS terms and concepts for this topic.

Transition to the Process Flow for this topic (next slide).

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Process Flow for Moving a Position
Slide 19: Remind learners that this topic is used when moving an unassigned
position. Moving a Position consists of changing the department,
location, and/or reports to fields.

Request Forward
Update Position
Start to Move Locate Position and File End
Information
Position Forms

Transition to the Try It Simulation Demonstration (next slide).

Try It Simulation – Demonstration of Moving a Position
Slide 20: Before demonstrating
Have the learners take 5 minutes and formulate 3-4 questions that they
have about Moving a Position.

Demonstration Scenario
Ask learners to read the scenario in their Learner Guide and explain
that you‟re going to demonstrate how to handle this scenario in OAKS:
In the Try It Simulation:
In this scenario, you will move a State Highway Patrol Cadet position
number 20056587 from Franklin County to Cuyahoga County. The
position is unassigned but will report to position number 20054113.

Explain to the learners that as you demonstrate the Moving a Position
process they should take careful notes in their Learner Guide because
they will need to run this procedure themselves in the Try It simulation
after your demonstration. Emphasize that learners should not be using
their computers during this demonstration. It‟s important that each
learner take notes and mark important points in their own learner
guides as you demonstrate so that they‟ll be able to do this exercise on
their own after the demonstration. (Note: If some learners are actually
doing the exercise as you do it, it‟s quite likely that their computers will
lock up because they‟ll be hitting the internet server at almost the exact
same time.)

Introduce the activity which you‟ll be using during the demonstration to
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Try It Simulation – Demonstration of Moving a Position
help the learners understand the lesson, remember all the steps,
concepts, etc., and be better able to use what they‟ve learned on the
job.

Tell the learners about the exercise you‟ll be doing with them to help
them remember how to do this process: Throughout the demonstration,
write down any answers to your questions. At the end of the
demonstration, we will divide into 3 groups and discuss the questions
you wrote. During the discussion, point out the questions that were
answered and talk about the questions that were not answered.
Questions that were not answered could be answered in other topics or
may not be relevant to successfully Moving a Position in OAKS.

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How To Do It

Step Action
1. Begin by navigating to the Add/Update Position Info page.

Click the Organizational Development link.

2. Click the Position Management link.
3. Click the Maintain Positions/Budgets link.

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Step Action
4. Use the Add/Update Position Info page to view an existing position or to
create a new one.
Click the Add/Update Position Info link.
5. Click the Collapse Menu button.

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Step Action
6. Use the Search page to locate a position. The options on the advanced search
page enable you to narrow your search by entering values in more than one
type of criteria.

Attention: Always use some values to limit your search. Clicking the search
button without any values in the search fields will return an excess number of
search records.
7. This Position Number field contains the predefined position that the employee
holds. The position Number is similar to the Position Control Number (PCN)
because it identifies a specific position.

However, it is different from a PCN because you cannot tell the specific details
of the position simply by looking at the number. This detailed information is
now captured in specific OAKS fields.

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Step Action
8. Click in the Position Number field.

9. Enter the desired information into the Position Number field.

Enter "20056587".
10. Click the Search button to locate the desired position.

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Step Action
11. Use the Position Information page to update position information, job
information, work location information, reports to information, and salary plan
information that may be impacted by the moving of this position.
12. OAKS stores information in rows; each row is one record of information. Rows
are displayed in order by effective date.

If you want to take a new action to change information for a position, you must
add a new row.

In this scenario, you need to add a new row so you can record position
information for the move of this officer.

The Add a new row button inserts a new row of information.

Click the Add a new row button.

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Step Action
13. When you enter a new data row OAKS copies the contents of the previous row
into the new row so you do not have to retype any information that stays the
same. The only information that OAKS automatically changes is the effective
date, which is set by default to the current date but can be updated as
necessary.
14. The Effective Date field allows you to record the point in time an event
actually occurs. Only one row of information can be current. Effective dates
enable you to keep a complete record of all past, present, and future data for a
position. To define an event that will occur later, use a future date as the
effective date of the action.
15. The *Effective Date defaults to the current system date, but you can change
it if needed.
Click in the *Effective Date field.

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Step Action
16. Enter the desired information into the *Effective Date field.

Enter "050807".
17. Position Status:
There are 3 fields that are used to describe the status of a position:
• Headcount Status (Open, Filled)
• Status (Active, Inactive)
• Position Status (Proposed, Approved, Frozen)
18. Actions have associated Reasons. The Action tells OAKS what to do; the
Reason describes why it should be done. It is important to accurately select the
appropriate reason code for reporting purpose.
19. Click the Look up Reason button to find and choose an appropriate Reason
code.

20. Use the Look Up Value page to search for key values to use.
21. After selecting a value, OAKS automatically returns you to the original page
and inserts the information in the field.

Click the desired information Search Results table.

Click "XFR - Transfer".

22. Click in the Location field.

23. Enter the code for Cuyahoga County.

Enter the desired information into the Location field.

Enter "OHCUYA".
24. The Reports To field contains the position to which this position reports
directly.
Click in the Reports To field.

25. Enter the desired information into the Reports To field.

Enter "20054113".

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Step Action
26. Use the Ohio Position Attributes page to view any drug testing
requirements. Drug testing flags determine if a test is needed for entry into the
new position and random drug testing requirements. Only DAS flags positions
for drug testing.

Click the Ohio Position Attributes tab.

27. Review that the *Appointment Type and *Bargaining Unit Flag fields are
correct.

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28. Click the Save button to save the position information changes.

You have successfully completed the move from Franklin County to Cuyahoga
County.

Congratulations!
You are now done with this procedure.

Be sure to demonstrate how to use online help during your demonstration of the Moving a
Position process. If you haven‟t done so yet, use online help now to answer a question.

Congratulations!
You have finished Moving a Position from Franklin County to Cuyahoga County. You
successfully completed this scenario.

Transition to the review activity (next slide).

Key Points and Review

Slide 21: Suggested Review Activity: Group Quiz
 At the end of the demonstration, divide the students into 3
groups and explain the activity. Explain to the class that
theyshould discuss their questions the answers to their
questions, and why some of the questions were not
answered. Finally, have them write down any questions
they still have about this process.
 Discuss the key points from the demonstration, referring the
learners to their Learner Guide on page 41. Ask the learners
if there is anything they would add to the key points and
discuss.

 Use this procedure for unassigned positions.
 Positions can be moved by changing the Department,
Location, and/or Reports To fields.
 The Location field automatically fills based on what was
entered in the Department field.
 The Reports To field contains the position to which the
position being moved reports directly.

Transition to introduce the Try It Simulation (next slide).

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Try It Simulation – Your Turn

Slide 22: Ask the learners to read the scenario before beginning the Try It
simulation. Answer their questions about doing the Try It simulation.

Scenario for Try It Simulation
In this scenario, you will move a State Highway Patrol Cadet position
number 20056587 from Franklin County to Cuyahoga County. The
position is unassigned but will report to position number 20054113.

While the learners are working through the Try It provide them with
assistance as needed. Bring any questions or problems which might
help the whole class to the attention of the class; do so without
embarrassing any class member.

When the learners have completed the Try It simulation: Transition
to discuss the lessons they learned while working in the simulation
(next slide).

Lessons Learned (Common Errors)

Slide 23:  Review lessons learned from the Moving a Position process in the
Try It simulation. Discuss errors that were made by class
members and how they are corrected.
 Discuss how to prevent these common errors as well.
 Discuss other common errors and also the critical errors which
people make when running the Creating a position process, using
the list in the learner guide (below). Be sure to discuss the error,
how to correct it, and how to prevent it.
Common or critical How to correct this How to prevent this
error and error (steps or error
consequences of the description of
error correction process)
Forgetting to add a Always add a row Highlight this step
new row for the when updating in the Learner guide
positions record. position or attach a note to
management your computer.
information.
Using the wrong Have a position form Double check
position data with you when position form is
working in OAKS. filled out correctly.

Summarize common errors, then Transition to the simulation
exercise in the OAKS training environment and the scenario for it
(next slide).
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Exercise in OAKS Training Environment

Slide 24:
Scenario for Training Environment Exercise
In this scenario, a position needs to be moved from one location to
another. You will move this position in OAKS.

 Hand out the data sheets for this exercise now. (Only distribute
the data sheets for this exercise.)
 Instruct the learners to practice the Creating a position process
using the OAKS training environment and their data sheet for the
Moving a Position scenario.
 Circulate among the learners, providing feedback and assistance
as they practice. If someone makes an error or asks a question
from which others can benefit, bring it to the attention of the
class, positively and tactfully.

When the learners have completed the training environment exercise,
Transition to the lesson summary activity (next slide).

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Topic Summary
Slide 25: Suggested Topic Summary Activity
 Divide learners into teams and have each team work together to
develop two sets of two truths and a lie about the Moving a
Position process. Have the two teams ask each other which of the
statements is a lie.
 Clarify any misconceptions about the Moving a Position process.
Ask participants to make their own summary notes based on your
discussions using these lines.
On the lines below please write the steps in the Moving a Position
process. Make notes of anything in these steps that you want to be
sure to remember when you do this at your own desk.

________________________________________________________

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Topic Summary

________________________________________________________

Transition to the self check activity.

Self Check
Ask learners these questions about the Creating a position process
and have them write their answers down. Discuss the answers that
they have written down, correcting any errors in a positive and
reinforcing manner.
1. True or False: You will use this process to move an
assigned position.
F: This topic is used for moving an unassigned position.
2. You can move a position in OAKS by changing the ,
, and/or fields.
Department, Location, Reports to

After the summary activity and the self-check:

Review the parking lot items which are still unanswered and discuss
with learners how they‟ll get the answers to those items.

Transition to a discussion of this topic‟s objective and how the learners
met it or need assistance to meet it.

Topic Objectives Review
Refer learners to the course objectives in their Learner Guide (LG) and
review these objectives with them, possibly by asking them to tell you

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Topic Summary
how to do each objective:
You should now be able to move a position in OAKS.
Remind the learners that Moving a Position is for unassigned positions.

In this topic you learned to move a position. In the next topic you will
learn to reclassify a position with a new job code.

Topic 3: Reclassifying a Position with a New Job Code

Learning Objective for Reclassifying a Position with a New Job
Code
Refer learners to the topic objectives in their Learner Guide and review
these with them:
After completing this topic, you will be able to reclassify a position with
a new job.

Transition to a discussion of the topic outline (next slide).

Slide 26:
Topic Outline
1. Overview
2. Process Flow
3. Demonstration in the Try It Simulation
4. Key Points and Review
Go to next slide
5. Try It Simulation: Your Turn
6. Lessons Learned (Common Errors)
Slide 27: 7. Exercise in OAKS Training Environment
8. Summary

Transition to the Process Flow for this topic (next slide).

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Process Flow for Reclassifying a Position with a New Job Code
Slide 28: Remind learners that the Reclassifying a Position with a New Job Code
is a two step process used when a position‟s duties evolve and/or
change:
1. The Agency Position Specialist uses position management to
assign the position to a new job code.
2. The Agency HR Specialist uses job data to assign a new
action/reason for the reassignment.

Request to Update Position
Start Reclassify Locate Position Information with
Position new Job Code

Forward
and File
Forms

End

Transition to the Try It Simulation Demonstration (next slide).

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Try It Simulation – Demonstration of Reclassifying a Position with a New Job Code
Slide 29: Before demonstrating
Make sure each table has enough index cards: (about 10-20 total).

Demonstration Scenario
Ask learners to read the scenario in their Learner Guide and explain
that you‟re going to demonstrate how to handle this scenario in OAKS:
In the Try It Simulation:
Norbert Weinstein is an Administrative Assistant 2. However, his job
duties have evolved and on June 8, 2007 his position is reclassified as
an Administrative Assistant 3 position. His position number is 20001673
and his EmplID is 10043299. You will reclassify Norbert‟s position.

Explain to the learners that as you demonstrate the Reclassifying a
Position with a New Job Code process they should take careful notes in
their Learner Guide because they will need to run this procedure
themselves in the Try It simulation after your demonstration.
Emphasize that learners should not be using their computers during this
demonstration. It‟s important that each learner take notes and mark
important points in their own learner guides as you demonstrate so that
they‟ll be able to do this exercise on their own after the demonstration.
(Note: If some learners are actually doing the exercise as you do it, it‟s
quite likely that their computers will lock up because they‟ll be hitting
the internet server at almost the exact same time.)

Tell the learners about the exercise you‟ll be doing with them to help
them remember how to do this process: Throughout the
demonstrations have the learners write down key terms and concepts
that you feel are the most important to remember for this topic. After
the demonstration, have each student review their notes and choose
their top 5 terms or concepts. Have each student tell the class their list
and keep a tally of the terms and concepts. After the last student reads
his/her list, choose the top 3 terms or concepts based on the tally and
discuss why those were mentioned the most.

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How To Do It

Step Action
1. Begin by navigating to the Add/Update Position Info page.

Click the Organizational Development link.

2. Click the Position Management link.
3. Click the Maintain Positions/Budgets link.
4. Click the Add/Update Position Info link.
5. Click the Collapse Menu button.

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Step Action
6. Use the Add/Update Position Info page to locate a position or add a new
one. The options on the advanced search page enable you to narrow your
search by entering values in more than one type of criteria.

However, it is different from a PCN because you cannot tell the specific details
of the position simply by looking at the number. This detailed information is
now captured in specific OAKS fields.
8. Click in the Position Number field.

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Step Action
9. Enter the desired information into the Position Number field.

Enter "20001673".
10. Click the Search button to locate the desired position.

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Step Action
11. Use the Position Information page to update position information, job
information, work location information, and reports to information that may be
impacted by the reclassification of this position.
12. OAKS stores information in rows; each row is one record of information. Rows
are displayed in order by effective date.

If you want to take a new action to change information for a position, you must
add a new row.

In this scenario, you need to add a new row so you can record position
information for the reclassified position.

The Add a row button inserts a new row of information.

Click the Add a row button.

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Step Action
13. When you enter a new data row OAKS copies the contents of the previous row
into the new row so you do not have to retype any information that stays the
same. The only information that OAKS automatically changes is the effective
date, which is set by default to the current date but can be updated as
necessary.
14. The *Effective Date field allows you to record the point in time an event
actually occurs. Only one row of information can be current. Effective dates
enable you to keep a complete record of all past, present, and future data for a
position. To define an event that will occur later, use a future date as the
effective date of the action.
15. The *Effective Date defaults to the current system date, but you can change
it if needed.

Click in the *Effective Date field.

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Step Action
16. Enter the desired information into the *Effective Date field.

Enter "060807".
17. Position Status:
There are 3 fields that are used to describe the status of a position:
• Headcount Status (Open, Filled)
• Status (Active, Inactive)
• Position Status (Proposed, Approved, Frozen)
18. Actions have associated Reasons. The Action tells OAKS what to do; the
Reason describes why it should be done. It is important to accurately select the
appropriate reason code for reporting purpose.
19. Click the Look up Reason button to find and choose an appropriate Reason
code.

20. Use the Look Up Reason page to search for key values to use.
21. Click the desired information in the Search Results table.

Click "JRC Job Re-Classification".

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Step Action
22. This position has expanded its duties and is better represented by the
Administrative Assistant 3 position.

Use the Job Code field to reclassify the Administrative Assistant 2 position as
an Administrative Assistant 3 position.

Click in the Job Code field.

23. Enter the desired information into the Job Code field.

Enter "63123".

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Step Action
24. Use the Ohio Position Attributes page to view any drug testing
requirements. Drug testing flags determine if a test is needed for entry into the
new position and random drug testing requirements. Only DAS flags positions
for drug testing.

Click the Ohio Position Attributes tab.

25. Review that the *Appointment Type and *Bargaining Unit Flag fields are
correct.
26. You have completed updating the position information for the reclassification.

Click the Save button to enter the new information into OAKS.

Attention: The reclassification is automatically updated on the incumbent‟s job
data information and records.

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Step Action
You have successfully reclassified a position to a new job code.

Congratulations!
You are now done with this procedure.

Be sure to demonstrate how to use online help during your demonstration of the
Reclassifying a Position with a New Job Code process. If you haven‟t done so yet, use
online help now to answer a question.

Congratulations!
You have finished reclassifying Norbert Weinstein‟s position from Administrative Assistant 2
to Administrative Assistant 3. You successfully completed this scenario.

Transition to the review activity (next slide).

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Key Points and Review

Slide 30: Suggested Review Activity: Group Quiz
 Have each student review their notes and choose their top 5
terms or concepts. Have each student tell the class their list
and keep a tally of the terms and concepts. After the last
student reads his/her list, choose the top 3 terms or
concepts based on the tally and discuss why those were
mentioned the most.
 Discuss the key points from the demonstration, referring the
learners to their Learner Guide. Ask the learners if there is
anything they would add to the key points and discuss.

 In some agencies the Agency Position Specialist uses
position management to assign the position to a new job
code.
 Use the JRC –Job Re-Classification reason code on the
Position Information page

Transition to introduce the Try It Simulation (next slide).

Try It Simulation – Your Turn

Slide 31: Ask the learners to read the scenario before beginning the Try It
simulation. Answer their questions about doing the Try It simulation.

Scenario for Try It Simulation
In this scenario, Norbert Weinstein is an Administrative Assistant 2.
However, his job duties have evolved and on June 8, 2007 his
position is reclassified as an Administrative Assistant 3 position. His
position number is 20001673 and his EmplID is 10043299. You will
reclassify Norbert‟s position.
While the learners are working through the Try It provide them with
assistance as needed. Bring any questions or problems which might
help the whole class to the attention of the class; do so without
embarrassing any class member.
When the learners have completed the Try It simulation: Transition
to discuss the lessons they learned while working in the simulation
(next slide).

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Lessons Learned (Common Errors)

Slide 32:  Review lessons learned from the Reclassifying a Position with a
New Job Code process in the Try It simulation. Discuss errors that
were made by class members and how they are corrected.
 Discuss how to prevent these common errors as well.
 Discuss other common errors and also the critical errors which
people make when running the Reclassifying a Position with a New
Job Code process, using the list in the learner guide (below). Be
sure to discuss the error, how to correct it, and how to prevent it.

Common or critical How to correct this How to prevent this
error and error (steps or error
consequences of the description of
error correction process)
Forgetting to add a Always add a row Highlight this step in
new row for the when updating the Learner guide or
positions record. position attach a note to
management your computer.
information.

Summarize common errors, then Transition to the simulation
exercise in the OAKS training environment and the scenario for it
(next slide).

Exercise in OAKS Training Environment

Slide 33:
Scenario for Training Environment Exercise
In this scenario, an employee‟s job duties have evolved and his/her
position needs to be reclassified. You will reclassify the position
number in OAKS.
 Hand out the data sheets for this exercise now. (Only distribute
the data sheets for this exercise.)
 Instruct the learners to practice the Reclassifying a Position with a
New Job Code process using the OAKS training environment and
their data sheet for the Reclassifying a Position with a New Job
Code scenario.
 Circulate among the learners, providing feedback and assistance
as they practice. If someone makes an error or asks a question
from which others can benefit, bring it to the attention of the
class, positively and tactfully.

When the learners have completed the training environment exercise,
Transition to the lesson summary activity (next slide).
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Topic Summary
Slide 34: Suggested Topic Summary Activity
 Divide learners into teams and have each team pick 10 words or
terms that can help everyone remember key points and concepts
from this topic. Have each team provide a 1 or 2-sentence
explanation for their words. Tell them they do not need 10 but that
is just a suggested number.
 Ask the teams to share their words and explanations to the class
while other teams guess what the drawing says. Then ask each
team to explain their drawing.
 Clarify any misconceptions about the Reclassifying a Position with a
New Job Code process.
Ask participants to make their own summary notes based on your
discussions using these lines.
On the lines below please write the steps in the Reclassifying a
Position with a New Job Code process. Make notes of anything in these
steps that you want to be sure to remember when you do this at your
own desk.

________________________________________________________

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Topic Summary

________________________________________________________

Transition to the self check activity.

Self Check
Ask learners these questions about the Reclassifying a Position with a
New Job Code process and have them write their answers down.
Discuss the answers that they have written down, correcting any
errors in a positive and reinforcing manner.
1. You use the reason code, on the Position
Information page, when reclassifying a position.
JRC – Job Re-Classification

After the summary activity and the self-check:

Transition to a discussion of this topic‟s objective and how the learners
met it or need assistance to meet it.

Topic Objectives Review
Refer learners to the course objectives in their Learner Guide (LG) and
review these objectives with them, possibly by asking them to tell you
how to do each objective:
You should now be able to reclassify a position with a new job code.
Remind the learners that Reclassifying a Position with a New Job Code
is a two-step process involving position management and workforce
administration.

In this topic you learned to reclassify a position with a new job code.
In the next topic you will learn to search for a position.

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Topic 4: Searching for a Position

Learning Objective for Searching for a Position
Refer learners to the topic objectives in their Learner Guide and review
these with them:
After completing this topic, you will be able to search for positions in
OAKS.

Transition to a discussion of the topic outline (next slide).

Slide 35:
Topic Outline
1. Overview
2. Demonstration in the Try It Simulation
3. Key Points and Review
4. Try It Simulation: Your Turn
Go to the next slide
5. Lessons Learned (Common Errors)
Slide 36: 6. Exercise in OAKS Training Environment
7. Summary

Transition to a discussion of the OAKS terms and concepts for this topic.

Transition to the Try It Simulation Demonstration (next slide).

Try It Simulation – Demonstration of Searching for a Position
Slide 37:
Demonstration Scenario
Ask learners to read the scenario in their Learner Guide and explain
that you‟re going to demonstrate how to handle this scenario in OAKS:
In the Try It Simulation:
In this scenario, you need to search for an administrative assistant
position in the State Board of Pharmacy.
Explain to the learners that as you demonstrate the Searching for a
Position process they should take careful notes in their Learner Guide
because they will need to run this procedure themselves in the Try It
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Try It Simulation – Demonstration of Searching for a Position
simulation after your demonstration. Emphasize that learners should
not be using their computers during this demonstration. It‟s important
that each learner take notes and mark important points in their own
learner guides as you demonstrate so that they‟ll be able to do this
exercise on their own after the demonstration. (Note: If some learners
are actually doing the exercise as you do it, it‟s quite likely that their
computers will lock up because they‟ll be hitting the internet server at
almost the exact same time.)

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How To Do It

Step Action
1. Begin by navigating to the Add/Update Position Info page.

Click the Organizational Development link.

2. Click the Position Management link.
3. Click the Maintain Positions/Budgets link.
4. Click the Add/Update Position Info link.
5. Click the Collapse Menu button.

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Step Action
6. Use the Add/Update Position Info page to view an existing position or to
create a new one.

The options on this search page enable you to narrow your search by entering
values in more than one type of criteria.

Attention: Always use some values to limit your search. Clicking the search
button without any values in the search fields will return an excess number of
search records.

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Step Action
7. The Description field contains detailed text describing the position as defined
in the job code ID.

On the search page, you can define your search criteria.

Click in the Description field.

8. Enter the desired information into the Description field.

Enter "Administrative Assistant".
9. In OAKS, a Department defines the business entity within your agency to
which a position is charged. Departments are used in OAKS to indicate the cost
center to which an assigned employee's wages are charged.

Click in the Department field.

10. Enter the first three characters of the Department ID, which are the same as
the agency‟s CAS code. In the scenario the CAS code for the State Board of
Pharmacy is PRX.

Enter the desired information into the Department field.

Enter "PRX".
11. Click the Search button to locate the desired position.

12. The Search Results table shows all the positions that fit the criteria you have
entered.

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Step Action
13. Click the desired information in the Search Results table.

Click "29360017".

14. Use the Position Information page to view information about this person.
15. You have successfully located an administrative assistant for the State Board of
Pharmacy.

Good Job!
You are now done with this procedure.

Be sure to demonstrate how to use online help during your demonstration of the Searching
for a Position process. If you haven‟t done so yet, use online help now to answer a
question.

Congratulations!
You have finished searching for an administrative assistant for the Pharmacy Board of Ohio.
You successfully completed this scenario.

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Transition to the review activity (next slide).

Key Points and Review

Slide 38: Suggested Review Activity

 Discuss the key points from the demonstration, referring the
learners to their Learner Guide. Ask the learners if there is
anything they would add to the key points and discuss.

 Always use some values to limit your search. Clicking the search
button without any values in the search fields will return an
excess number of search records.

 The first three characters of the Department ID are the same the
agency‟s CAS code.

Transition to introduce the Try It Simulation (next slide).

Try It Simulation – Your Turn

Slide 39: Ask the learners to read the scenario before beginning the Try It
simulation. Answer their questions about doing the Try It simulation.

Scenario for Try It Simulation
In this scenario, you need to search for an administrative assistant
position in the State Board of Pharmacy.

When the learners have completed the Try It simulation: Transition
to discuss the lessons they learned while working in the simulation
(next slide).

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Lessons Learned (Common Errors)

Slide 40:  Review lessons learned from the Searching for a Position process
in the Try It simulation. Discuss errors that were made by class
members and how they are corrected.
 Discuss how to prevent these common errors as well.
 Discuss other common errors and also the critical errors which
people make when running the Searching for a Position process,
using the list in the learner guide (below). Be sure to discuss the
error, how to correct it, and how to prevent it.

Common or critical How to correct this How to prevent this
error and error (steps or error
consequences of the description of
error correction process)
Make sure to enter Enter some sort of Always use some
some sort of search search criteria (e.g. values to limit your
criteria or an excess first letter of a last search.
number of search name or the first few
records will appear, numbers of the
which will slow down position number)
OAKS for everyone
else.

Summarize common errors, then Transition to the simulation
exercise in the OAKS training environment and the scenario for it
(next slide).

Exercise in OAKS Training Environment

Slide 41:
Scenario for Training Environment Exercise
In this scenario, you need to search for an Administrative Assistant
position in DAS.

 Hand out the data sheets for this exercise now. (Only distribute the
data sheets for this exercise.)
 Instruct the learners to practice the Searching for a Position process
using the OAKS training environment and their data sheet for the
Searching for a Position scenario.

When the learners have completed the training environment exercise,
Transition to the lesson summary activity (next slide).

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Topic Summary

Lesson Summary

Suggested Lesson Summary Activity
Have the learners split into three groups. Have each group choose 2 or
3 key concepts from each topic. Use these concepts or terms to write a
poem. Have the learners share their poems with the class. While
listening to the poems, the learners should listen for the terms and
concepts and write them down. After the final poem is read, have the
class discuss the terms and concepts that each group chose to use in
their poem.
Ask participants to make their own summary notes (using these lines)
based on your discussions.

_________________________________________________________

_________________________________________________________
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_________________________________________________________

_________________________________________________________

Lesson Self Check
Ask learners these questions about the Manage positions process and
have them write their answers down. Discuss the answers that they
have written down, correcting any errors in a positive and reinforcing
manner.
1. True or False: Searching for a Position without entering a value in the
search criteria is the preferred way of searching.
F: Always use some values to limit your search. Clicking the search
button without any values in the search fields will return an excess
number of search records.
2. You use the reason code, on the Position Information
page, when reclassifying a position.
JRC – Job Re-Classification
3. You can move a position in OAKS by changing the , ,
and/or fields.
Department, Location, Reports to
4. True or False: A position can only be assigned to an employee when
the status is “Approved”.
(T)

Remind the learners that they can manage positions by creating,
moving, reclassifying, and searching positions. The navigational paths
are very similar and only a few fields need to be entered to complete
position management processes.

In this lesson you learned to create, move, reclassify and search for a
position. In the next lesson you will learn to run a report of
active/inactive positions and inactivate a position in OAKS.

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Lesson 2: Inactive Positions
Slide 43:
Overview: Inactive Positions
Positions become inactive in OAKS two ways:
• Position specialists have the capability of manually inactivating
a position.
• Unassigned positions become "Inactive" in OAKS after 12
months.

In this lesson you will learn how to manually change a position to
"Inactive" status in OAKS and how to run a report to view
active/inactive positions.

What’s In It For Us?
Ask learners how they hope this process will help them and their
agency. List key points on a flip chart or white board.

After this discussion refer learners to the “What‟s In It For Us?” section
of their learner guide (below) and discuss any items on the list in their
learner guide which were not already discussed:
Position Management in OAKS will:
 Allow you to run a report that shows you all the inactive and vacant
positions in your departments
 Automatically inactivates any position that is vacated for more than
12 months
 Manually send you a notice for positions that are inactive for 11
months.

Transition to a discussion of where the time administration process
impacts the life cycle of an employee. (next slide).

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Slide 44:
Employment Life Cycle

The Inactive Positions topics fit into the workforce maintenance of the
employment lifecycle.

Transition to a
discussion of
the lesson
outline (next
slide).

Slide 45: Lesson Outline
1. Lesson Overview
2. Inactivating a Position
3. Running a Position Management Report (Active/Inactive
Positions)
4. Lesson Summary
Review
You may refer to the agenda for that lesson or topic in the learner guide
for that course. Relate the current lesson to these previous lesson(s):
 Manage Positions

Transition to a discussion of the Process Flow for Inactive Positions.

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Process Flow for Inactive Positions
Ask learners to look at the high-level process flow in their Learner Guide
and discuss it with them. Discuss how each topic in this lesson fits into
this flow and how this flow fits into the employment life cycle.
This is a high-level overview of the process flow for Inactive Positions.
Position
Position is Has position becomes
Employee vacates labeled unfilled been unfilled for Yes inactive in OAKS End
position in OAKS 12 months? using Position
Management

Notification
Does Position
Position remains of unfilled
Specialist need to No
in unfilled status status after
inactivate position?
11 months

Position Specialist
adds a new row in
Yes
OAKS to
inactivate position

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Topic 1: Inactivating a Position

Learning Objective for Inactivating a Position
Refer learners to the topic objectives in their Learner Guide and review
these with them:
After completing this topic, you will be able to inactivate a position.

Transition to a discussion of the topic outline (next slide).

Slide 46:
Topic Outline
1. Overview
2. Process Flow
3. Demonstration in the Try It Simulation
4. Key Points and Review
Go to next slide
Slide 47: 5. Try It Simulation: Your Turn
6. Lessons Learned (Common Errors)
7. Exercise in OAKS Training Environment
8. Topic Summary

Review
Review any previous training that‟s related to this topic. Relate the
current topic to the Manage Positions lesson. This is a continuation of
that lesson.

Transition to a discussion of the OAKS terms and concepts for this topic.

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Legacy and OAKS Terms and Concepts for inactivating a position
The legacy terms have already been taught in this course. However,
there are few concepts about inactivating a position that are very
important and warrant repetition.
Here are some key concepts for this lesson which have different names
in OAKS or which are new in OAKS:

 If a position stays vacant (unassigned) for 12 consecutive
months, the Status will become “Inactive” in OAKS.
 Agencies will receive a report showing the vacant positions after
11 months as a warning of their pending inactivation.
 Positions become inactive in OAKS two ways:
o Position Specialists have the capability of manually
inactivate a position.
o Unassigned positions become "Inactive" in OAKS after 12
months.

Transition to the Process Flow for this topic (next slide).

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Process Flow for Inactivating a Position
Slide 48: Remind learners that the topic covers inactivating a position. This is
similar to Moving a Position because only position management is
needed to successfully perform this process.

Position
Position is Has position becomes
Employee vacates labeled unfilled been unfilled for Yes inactive in OAKS End
position in OAKS 12 months? using Position
Management

Notification
Does Position
Position remains of unfilled
Specialist need to No
in unfilled status status after
inactivate position?
11 months

Position Specialist
adds a new row in
Yes
OAKS to
inactivate position

Transition to the Try It Simulation Demonstration (next slide).

Try It Simulation – Demonstration of inactivating a position.
Slide 49: Before demonstrating
Make sure each learner has 3-5 notecards.

Demonstration Scenario
Ask learners to read the scenario in their Learner Guide and explain
that you‟re going to demonstrate how to handle this scenario in OAKS:
In the Try It Simulation:

In this scenario, you will inactivate position number 2000970.

Explain to the learners that as you demonstrate the Inactivating a
Position process they should take careful notes in their Learner Guide
because they will need to run this procedure themselves in the Try It
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Try It Simulation – Demonstration of inactivating a position.
simulation after your demonstration. Emphasize that learners should
not be using their computers during this demonstration. It‟s important
that each learner take notes and mark important points in their own
learner guides as you demonstrate so that they‟ll be able to do this
exercise on their own after the demonstration. (Note: If some learners
are actually doing the exercise as you do it, it‟s quite likely that their
computers will lock up because they‟ll be hitting the internet server at
almost the exact same time.)

Tell the learners about the exercise you‟ll be doing with them to help
them remember how to do this process: During the demonstration,
have the learners write down terms or concepts that they would
emphasize if they were instructing others on this topic. At the end of
the topic, have the learners split into 3 groups and have them develop a
mini presentation on the topic using the terms and concepts that the
group members wrote down during the demonstration.

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How To Do It

Step Action
1. Begin by navigating to the Add/Update Position Info page.
Click the Organizational Development link.

2. Click the Position Management link.
3. Click the Maintain Positions/Budgets link.
4. Click the Add/Update Position Info link.
5. Click the Collapse Menu button.

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Step Action
6. Use the Search page to locate a position. The options on the advanced search
page enable you to narrow your search by entering values in more than one
type of criteria.

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Step Action
9. Enter the desired information into the Position Number field.

Enter "20000970".
10. Click the Search button to locate the desired location.

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Step Action
11. Use the Position Information page to update the reason and status of the
inactive position.
12. OAKS stores information in rows; each row is one record of information. Rows
are displayed in order by effective date. If you want to take a new action to
change information for a position, you must add a new row.

In this scenario, you need to add a new row so you can inactivate this position.

The Add a row button inserts a new row of information.

Click the Add a row button.

13. When you enter a new data row OAKS copies the contents of the previous row
into the new row so you do not have to retype any information that stays the
same. The only information that OAKS automatically changes is the effective
date, which is set by default to the current date but can be updated as
necessary.
14. The *Effective Date field allows you to record the point in time an event
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Step Action
actually occurs. Only one row of information can be current. Effective dates
enable you to keep a complete record of all past, present, and future data for a
position. To define an event that will occur later, use a future date as the
effective date of the action.
15. The *Effective Date defaults to the current system date, but you can change
it if needed.
16. Click in the *Effective Date field.

17. Enter the desired information into the *Effective Date field.

Enter "050807".
18. Use the Reason field to indicate the type of action you are currently updating
on this position.

Click the Look up Reason button to find and choose an appropriate reason.

19. Use the Look Up Reason page to search for key values to use.
20. Click the Search Results table.

Click "INA...Position Inactivated".

21. The *Status field contains the status of the position and this field defaults to
Active.

In this scenario, you must change the status to Inactive to inactivate the
position.
22. Click the *Status list.

23. Click an entry in the list.

Click "Inactive".

24. If a position stays vacant (unassigned) for 12 consecutive months, the Status
will become “Inactive” in OAKS.

Important: Agencies will receive a report showing the vacant positions after
11 months as a warning of their pending inactivation.
25. Click the scrollbar to view more information.
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Step Action
26. Click the Save button to save the position information changes.

Congratulations! You have successfully inactivated position 20000970.
End of Procedure.

Be sure to demonstrate how to use online help during your demonstration of the
Inactivating a Position process. If you haven‟t done so yet, use online help now to answer a
question.

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Congratulations!
You have finished inactivating position number 20000970. You successfully completed this
scenario.

Transition to the review activity (next slide).

Key Points and Review

Slide 50: Suggested Review Activity: Presentation
 At the end of the demonstration, have the learners split into 3
groups and have them develop a mini presentation on the
topic using the terms and concepts that the group members
wrote down during the demonstration.
 Discuss the key points from the demonstration, referring the
learners to their Learner Guide. Ask the learners if there is
anything they would add to the key points and discuss.

 If a position stays vacant (unassigned) for 12 consecutive
months, the Status will become “Inactive” in OAKS.
 Agencies will receive a report showing the vacant positions
after 11 months as a warning of their pending inactivation.
 Positions become inactive in OAKS two ways:
o Position Specialists have the capability of manually
inactivate a position.
o Unassigned positions become "Inactive" in OAKS after
12 months.

Transition to introduce the Try It Simulation (next slide).

Try It Simulation – Your Turn

Slide 51: Ask the learners to read the scenario before beginning the Try It
simulation. Answer their questions about doing the Try It simulation.

Scenario for Try It Simulation
In this scenario, you will inactivate position number 2000970.

While the learners are working through the Try It provide them with
assistance as needed. Bring any questions or problems that might
help the whole class to the attention of the class; do so without
embarrassing any class member.

When the learners have completed the Try It simulation: Transition
to discuss the lessons they learned while working in the simulation
(next slide).

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Lessons Learned (Common Errors)

Slide 52:  Review lessons learned from the inactivating a position process in
the Try It simulation. Discuss errors that were made by class
members and how they are corrected.
 Discuss how to prevent these common errors as well.
 Discuss other common errors and also the critical errors which
people make when running the inactivating a position process,
using the list in the learner guide (below). Be sure to discuss the
error, how to correct it, and how to prevent it.

Common or critical How to correct this How to prevent this
error and error (steps or error
consequences of the description of
error correction process)
Not adding a new row Always add a new Use a post-it as a
to the position row when updating reminder or
management record. the position highlight this step in
This will not allow information. the learner guide.
you to save the
process.

Summarize common errors, then Transition to the simulation
exercise in the OAKS training environment and the scenario for it
(next slide).

Exercise in OAKS Training Environment

Slide 53:
Scenario for Training Environment Exercise
In this scenario, a position needs to be inactivated. You will inactivate
this position in OAKS.

 Hand out the data sheets for this exercise now. (Only distribute
the data sheets for this exercise.)
 Instruct the learners to practice the inactivating a position process
using the OAKS training environment and their data sheet for the
Inactivating a Position scenario.
 Circulate among the learners, providing feedback and assistance
as they practice. If someone makes an error or asks a question
from which others can benefit, bring it to the attention of the
class, positively and tactfully.

When the learners have completed the training environment exercise,
Transition to the lesson summary activity (next slide).
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Topic Summary
Slide 54: Suggested Topic Summary Activity
 Divide learners into teams and have each team work together to
draw a poster on a piece of flip chart paper representing the
Inactivating a Position process. Tell them these posters may be
used to help future classes understand the process. They can use
pictures but not words on their posters.
 Ask the teams to show their drawings to the class while other
teams guess what the drawing says. Then ask each team to
explain their drawing.
 Clarify any misconceptions about the Inactivating a Position
process.
Ask participants to make their own summary notes based on your
discussions using these lines.
On the lines below please write the steps in the Inactivating a Position
process. Make notes of anything in these steps that you want to be
sure to remember when you do this at your own desk.

________________________________________________________

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Topic Summary

________________________________________________________

Transition to the self check activity.

Self Check
Ask learners these questions about the Inactivating a Position process
and have them write their answers down. Discuss the answers that
they have written down, correcting any errors in a positive and
reinforcing manner.
1. True or False: The Reason code used in this process is INA.
True
2. Besides the Reason field, what other field on the page needs to
be changed to successfully inactivate a position?
Change the Status field from Active to Inactive.

After the summary activity and the self-check:

Review the parking lot items which are still unanswered and discuss
with learners how they‟ll get the answers to those items.

Transition to a discussion of this topic‟s objective and how the learners
met it or need assistance to meet it.

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Topic Summary
Remind the learners that there are two ways that a position becomes
inactive and this topic covers the manual way to inactivate a position.
In addition to this manual operation, a position that is vacant for 12
months will automatically become “Inactive” in OAKS.

Transition to the next lesson in this course, telling the learners that in
the next topic, “Running a Position Management Report,” they will
learn how to run a report to view inactive positions relating it to this
topic and the employment life cycle.

In this topic you learned to inactivate a position. In the next topic you
will learn to run a position management report to view active/inactive
positions.

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Topic 2: Running a Position Management Report

Learning Objective for running a position management report
Refer learners to the topic objectives in their Learner Guide and review
these with them:
After completing this topic, you will be able to run a position
management report to view inactive positions.

Transition to a discussion of the topic outline (next slide).

Slide 55:
Topic Outline
1. Overview
2. Demonstration in the Try It Simulation
3. Key Points and Review
4. Try It Simulation: Your Turn
Go to next slide
Slide 56: 5. Lessons Learned (Common Errors)
6. Exercise in OAKS Training Environment
7. Summary

Review
Review any previous training that‟s related to this topic. Relate the
current lesson to the Inactivating a Position topic.

Transition to the Try It Simulation Demonstration (next slide).

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Try It Simulation – Demonstration of running a position management report
Slide 57:
Demonstration Scenario
Ask learners to read the scenario in their Learner Guide and explain
that you‟re going to demonstrate how to handle this scenario in OAKS:
In the Try It Simulation:
In this scenario, you will run a report to view inactive positions as of
11/30/05.
Explain to the learners that as you demonstrate the Running a report
process they should take careful notes in their Learner Guide because
they will need to run this procedure themselves in the Try It simulation
after your demonstration. Emphasize that learners should not be using
their computers during this demonstration. It‟s important that each
learner take notes and mark important points in their own learner
guides as you demonstrate so that they‟ll be able to do this exercise on
their own after the demonstration. (Note: If some learners are actually
doing the exercise as you do it, it‟s quite likely that their computers will
lock up because they‟ll be hitting the internet server at almost the exact
same time.)

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How To Do It

Step Action
1. Begin by navigating to the Active/Inactive Positions page.

Click the Organizational Development link.

2. Click the Position Management link.
3. Click the Position Reports link.
4. Click the Active/Inactive Positions link.
5. Click the Collapse Menu button.

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Step Action
6. A Run Control ID, along with your User ID, uniquely identifies a report or
process you have previously saved in OAKS. This ensures that your preferences
are used when you are running a process in OAKS.
7. Click the Add a New Value tab to create a Run Control ID using the
Active/Inactive Positions page.
Click the Add a New Value tab.

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Step Action
8. Enter a short descriptive name (maximum of 30 letters and numbers) for the
report or process you're creating. Spaces are not allowed in the name of the
Run Control ID, however you may use underscores as needed
(e.g. Report_Name_Date).

Click in the Run Control ID field.

9. Enter the desired information into the Run Control ID field.

Enter "RPT_Name_Date".
10. Click the Add button.

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Step Action
11. Use the Report Request Parameters page to define the date to use for your
report.
12. There are three ways to enter a date in OAKS.
1. Click the Calendar button which opens a small calendar that displays the
month, day, and year. Then click the appropriate date on that calendar.
2. Enter today‟s date by typing “today” in the date field.
3. Enter the date using the “DDMMYY” format.
13. Click in the As Of Date field.

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Step Action
14. In this scenario, you are running a report to view inactive positions as of
11/30/05.

Enter the desired information into the As Of Date field.

Enter "113005".
15. Click the Inactive Positions option.

16. Click the Save button to save the Run Control ID.

17. Click the Run button.

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Step Action
18. The Server Name field lists the servers available for running this process.

Click the Server Name list.

19. Click an entry in the list.

Click "PSNT".

20. The Format field is used to specify the output format. You will want to run
your report to a XLS (Microsoft Excel) file. This allows you to sort all of the
inactive positions by agency.

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Step Action
21. Click the *Format field.
22. Click an entry in the list.

Click “XLS”.
23. Click the OK button to go back to the Active/Inactive Positions page.

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Step Action
24. Click the Process Monitor link.

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Step Action
25. The Run Status field displays the processing status of the job or report. The
processing status may be cancel, error, processing, posted, success, no
success, generated, hold, initiated, not posted, posted, cancelled, queued, or
resend.

View the Run Status field so that it says success. Often, you will need to click
the Refresh button before seeing the desired status.
26. Click the Refresh button to view the current Run Status.

27. The Run Status field indicates the report was run successfully.
28. Click the Details link.

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Step Action
29. Click the View Log/Trace link.

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Step Action
30. The list of inactive positions as of 11/30/05 has been transferred to a XLS file.

Click the XLS link.

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Step Action
31. The Active and Inactive Position Listing report can be viewed, saved to a
secure location, and printed from your local printer.
32. You have successfully used the Active and Inactive Position Listing page to view
positions that are inactive as of 11/30/05.

Good Job!
You are now done with this procedure.

Be sure to demonstrate how to use online help during your demonstration of the Running a
report process. If you haven‟t done so yet, use online help now to answer a question.

Congratulations!
You have finished running a report for viewing inactive positions as of 11/30/05. You
successfully completed this scenario.

Transition to the review activity (next slide).
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Key Points and Review

Slide 58:  Discuss the key points from the demonstration, referring the
learners to their Learner Guide. Ask the learners if there is
anything they would add to the key points and discuss.

 Format Type: The format type refers to what the output of
the report will look like. Normally, reports will be produced as
PDFs.
 Run Control ID: A unique ID, associating each operator with
his or her own run control table entries.
 Process Instance: A unique number that identifies each
process request. This value is automatically incremented and
assigned to each requested process when the process is
submitted to run.
 If a position stays vacant in OAKS (or unassigned) for a period
of 12 months the position will be made inactive. After 11
months, a report will go out indicating which positions are
about to expire in OAKS.

Transition to introduce the Try It Simulation (next slide).

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Try It Simulation – Your Turn

Slide 59: Ask the learners to read the scenario before beginning the Try It
simulation. Answer their questions about doing the Try It simulation.

Scenario for Try It Simulation
In this scenario, you will run a report to view inactive positions as of
11/30/05.

When the learners have completed the Try It simulation: Transition
to discuss the lessons they learned while working in the simulation
(next slide).

Lessons Learned (Common Errors)

Slide 60:  Review lessons learned from the running a position management
process in the Try It simulation. Discuss errors that were made by
class members and how they are corrected.
 Discuss how to prevent these common errors as well.
 Discuss other common errors and also the critical errors which
people make when running the running a position management
process, using the list in the learner guide (below). Be sure to
discuss the error, how to correct it, and how to prevent it.

Common or critical How to correct this How to prevent this
error and error (steps or error
consequences of the description of
error correction process)
Using the wrong As Confirm the date of Confirm the date in
of Date, this will which you want to the As of Date before
create a report with view inactive saving the
the wrong data. positions. parameters.

Summarize common errors, then Transition to the simulation
exercise in the OAKS training environment and the scenario for it
(next slide).

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Exercise in OAKS Training Environment

Slide 61:
Scenario for Training Environment Exercise
In this scenario, you will run a report to view inactive positions as of
10/30/05.

 Hand out the data sheets for this exercise now. (Only distribute
the data sheets for this exercise.)
 Instruct the learners to practice the Running a Position
Management Report process using the OAKS training environment
and their data sheet for the Running a Position Management
Report scenario.
 Circulate among the learners, providing feedback and assistance
as they practice. If someone makes an error or asks a question
from which others can benefit, bring it to the attention of the
class, positively and tactfully.

When the learners have completed the training environment exercise,
Transition to the lesson summary activity (next slide).

Topic Summary
Slide 62: Suggested Topic Summary Activity
Ask participants to make their own summary notes based on your
discussions using these lines.
On the lines below please write the steps in the Running a Position
Management Report process. Make notes of anything in these steps
that you want to be sure to remember when you run this at your own
desk.

________________________________________________________

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Topic Summary

________________________________________________________

Transition to the self check activity.

Self Check
Ask learners these questions about the Running a Position
Management Report process and have them write their answers down.
Discuss the answers that they have written down, correcting any
errors in a positive and reinforcing manner.
1. What two items need to be updated on the Report Request
Parameters page to run a report of positions that have been
inactive since 11/14/05?
As of date field - 11/14/05 and Inactive Positions option needs
to be checked.

After the summary activity and the self-check:

Review the parking lot items which are still unanswered and discuss
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Topic Summary
with learners how they‟ll get the answers to those items.

Transition to a discussion of this topic‟s objective and how the learners
met it or need assistance to meet it.

Remind the learners that they are able to view active and inactive
positions by running a report.

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Lesson Summary

Suggested Lesson Summary Activity
Using the word INACTIVE, have the learners think of seven key points
or concepts about this lesson. Each of these has to start with I-N-A-C-T-
I-V-E. Have the learners share their key points and concepts with the
class. This list could also include questions about this lesson.

Ask participants to make their own summary notes (using these lines)
based on your discussions.

_________________________________________________________

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_________________________________________________________

Lesson Self Check
Ask learners these questions about the Inactive positions process and
have them write their answers down. Discuss the answers that they
have written down, correcting any errors in a positive and reinforcing
manner.
1. Besides the Reason field, what other field needs to be changed to
successfully inactivate a position?
Change the Status field from Active to Inactive.
2. What two items need to be updated on the Report Request
Parameters page to run a report of positions that have been
inactive since 11/14/05?
As of date field - 11/14/05 and Inactive Positions option needs to
be checked.

Transition to the course summary.

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Summary: Position Management Course
Slide 63:
What’s In It For Us?
Review the WIIFU for this course, also referencing what the learners
said at the beginning of the course that they hoped to learn.
This OAKS process will let you:
 Search for positions using criteria such as position number, the
description of the position and the department.
 Search for active and inactive positions.
 Create positions by filling in a limited amount of fields. Some fields
automatically fill in other fields on Position Management pages.
 View incumbent information by clicking the Job Data link (access
limited by security role)
 Link Position Management information with Job Data information.
 Allow you to run a report that shows you all the inactive and vacant
positions in your departments
 Automatically inactivates any position that is vacated for 12 months
 Manually send you a notice for positions that are inactive for 11
months.

Key Points About the Position Management Course
Discuss and review the listed key points and others the learners
suggest.
 A position can only be assigned to an employee when the status
is “Approved”.
 The Max. Head Count field should be 1 except for special
temporary positions.
 Several fields in the Position Information area match Job Data
fields in the Human Resources module.
 Positions can be moved by changing the Department, Location,
and/or Reports To fields.
 The Location field automatically fills based on what was entered
in the Department field.
 The Reports To field contains the position to which the position
being moved reports directly.
 In some agencies the Agency Position Specialist uses position
management to assign the position to a new job code.
 Use the JRC –Job Re-Classification reason code on the Position
Information page
 Always use some values to limit your search. Clicking the search
button without any values in the search fields will return an
excess number of search records.
 The first three characters of the Department ID are the same the
agency‟s CAS code.
 If a position stays vacant in OAKS (or unassigned) for a period of
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12 months the position will be made inactive. After 11 months, a
report will go out indicating which positions are about to expire in
OAKS.

Self Check
1. True or False: Searching for a Position without entering a value in the
search criteria is the preferred way of searching.
F: Always use some values to limit your search. Clicking the search
button without any values in the search fields will return an excess
number of search records.
2. You use the reason code, on the Position Information
page, when reclassifying a position.
JRC – Job Re-Classification
3. You can move a position in OAKS by changing the , ,
and/or fields.
Department, Location, Reports to
4. True or False: A position can only be assigned to an employee when
the status is “Approved”.
(T)Besides the Reason field, what other field needs to be changed
to successfully inactivate a position?
Change the Status field from Active to Inactive.
6. What two items need to be updated on the Report Request
Parameters page to run a report of positions that have been inactive
since 11/14/05?
As of date field - 11/14/05 and Inactive Positions option needs to
be checked.
Suggest to the learners after the self-check that they highlight or
bookmark areas in their Learner Guide which they need to give extra
attention to.

Course Objectives
Review the terminal objectives and discuss whether or not this class has
met these objectives. Discuss how the learners can continue to improve
their skills and prepare for OAKS.
You are now able to do the following in OAKS:
 Create a position
 Move a position
 Reclassify a position
 Search for a position
 Inactivate a position
 Run a position management report

Performance Support Tools at Your Desk
Discuss each of the performance support tools for OAKS users which

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learners have in their own workplace. Emphasize that learners need to
practice and review every week so they‟ll remember what they learned
in this course when OAKS goes live.
 Learner Guide (Tell the learners that they will take this with them
after class. They should have written lots of notes in it to help
themselves do these tasks when they‟re back at work.)
 Online help in OAKS (always available in OAKS)
 OAKS simulation (Available from your desk and included in the
OAKS online help. OAKS simulations guide you through a
simulated process and provide definitions and explanations as
you go through the process. OAKS simulations can also be used
to check your knowledge: as you go through a process you‟ll be
prevented from making errors and given help as needed.)
 Practice in the OAKS practice environment at your own desk (In
this special environment, like the training environment, you‟re in
an exact copy of OAKS, but the information is totally separate
from production so you can practice and experiment safely.
Another difference from production is that in the training and
practice environments you have permission to use many
functions which you won‟t use and may not even see in
production; another difference is that your work in these
environments is erased frequently so that many people can
practice here.)
 Job aids are in your learning guide, but are printed on just one
side so that you can put them on your cubicle wall if you‟d like.
(also available on the OAKS extranet)

Class Evaluation
Before you hand out or call attention to the class evaluation write this
information on a whiteboard or flip chart for the learners to use when
they fill out the evaluation:
1. Course name
2. Instructor name
3. Date and start time of this class
4. Location of this class – city, building, and room
Please complete the class evaluation online. You may put your name on
your evaluation or leave it anonymous. If you provide your name we
will try to respond to your comments appropriately.

Thank you for taking the time to complete this evaluation. We‟ll use the
information you give us to improve future OAKS classes.

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