Understanding the Job Review Process

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Understanding the Job Review Process
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Rationale for Reviewing Positions

• Office reorganizations
• New University initiatives
• Retirements
• Mergers/partnerships
• Downsizing
• New department initiatives
• Keeping records current
• Higher level responsibilities

. . .all the above affects individuals
responsibilities.
REORGANIZATION
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Penn States Job Evaluation Systems

• SPEC System
• Implemented University-wide in 1992
• Competency System
• Implemented for HR IT exempt positions in 2004
• New positions added included Research Engineers
  and Development Fund Raising Staff in 2006

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Job Reviews

• Used to show change, growth, or to update the
  Position Information Questionnaire
• Not a process for rewarding employee performance
• What initiates a review new responsibilities,
  reorganizing, 30 change to higher-level
  responsibilities, and updating the PIQ

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What Does An Analyst Look For When Reviewing A
Job?

• Ownership and how much direction is given by the
  supervisor
• Independent judgment and decision-making
• 30 change to higher level duties
• Organizational structure
• Complexity of responsibilities
• Commonality among peers or those performing in
  the same capacity
• Supervision How many people/exemption status/
  technical service or staff?

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What Is The Focus of the Review?

• History of the position
• Position, not the employee
• Who performed the duties before?
• Where did the duties come from?
• Are they new duties?
• Focus on the new duties
• Strategic plan (how does the position fit?)

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Organizations Role

• Supervisor may request job review process.
• Employee may request job review process.
• Administrative head makes decision and has final
  approval.
• Management owns all positions and determines how
  they function.

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Supervisors Role

• Meet with the employee to discuss the need to
  review the position.
• Instruct the employee to complete the Position
  Information Questionnaire (PIQ) by a set
  deadline.
• Review the PIQ and complete the Supervisory
  Review section adding comments as necessary and
  then discuss with the employee clarifying any
  areas of disagreement.
• Submit the final PIQ to Human Resources
  Representative.
• Participate in the review as appropriate, by
  providing clarification as needed and attending
  the review meeting.

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Employees Role

• Complete the PIQ form.
• Focus on changes to higher-level
  responsibilities.
• Participate in review as appropriate.

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PositionInformationQuestionnaire
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PIQ

• Staff opportunity for input
• Critical document for job evaluation meeting
• Compared to original PIQ for the position
• 30 change to higher-level responsibilities
• Focus is on new duties
• Supervisory role
• Complete entire form
• Include examples

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Job Evaluation Factors

• Knowledge The skills, education, and training
  required by the job.
• Experience The job-related work background
  needed to be hired into the job.
• Dexterity Skills The mental, visual, and
  physical coordination demands of the job.
• Judgment and Problem Solving The mental
  challenges and the difficulty of the tasks to be
  completed.
• Direction Received The guidance available and
  level of access to authoritative advice.
• Internal Organizational Contacts Communication
  with other University employees.
• Client/Business Contacts Communication with
  those the University does business with and
  serves.
• Breadth of Responsibility The areas in which the
  job has formal and ongoing accountability.
• Organizational Impact The jobs effect on the
  Universitys educational, research, and public
  service missions.
• Supervision of Others Responsibility for the
  selection, supervision, and management of others.

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I. Duties and Responsibilities
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II. Knowledge

• (1) A high school diploma not required. Ability
  to read, write, add and subtract, and follow
  spoken or written instructions.
• (2) A general high school diploma, GED or
  equivalent knowledge. Knowledge of grammar,
  spelling, and calculation of percent knowledge of
  grammar, spelling, and calculation of percentages
  and ratios.
• (3) Additional specialized training beyond high
  school level or completion of formal high school
  vocational program or equivalent knowledge.
  Skills in specific vocational areas or trades,
  such as computer operations, secretarial/bookkeepi
  ng, and medical terminology.
• (4) An Associates degree in a technical or
  administrative program, specialized or equivalent
  knowledge. Knowledge of procedures and practices
  in a specialty or technical field or an advanced
  vocational skill such as computer programming,
  radiological technology, or electronic
  technology.
• (5) A Bachelors degree or equivalent knowledge.
  Thorough understanding of both theoretical and
  practical aspects of a technical or professional
  discipline.
• (6) A Masters degree or equivalent knowledge.
  Applied knowledge of advanced principles and
  theories in a professional discipline or general
  management.
• (7) A Doctoral degree or equivalent knowledge.
  Singular knowledge of an advanced professional
  discipline.

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III. Experience Needed to Perform Position Duties

• (1) None
• (2) 3 months
• (3) 1 year
• (4) 2 years
• (5) 3 years
• (6) 5 years
• (7) 7 years
• (8) 9 years

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IV. Judgment and Problem Solving

• (1) What typical work actions and/or decisions do
  you make? Please provide 3-5 examples (add
  attachment if necessary).
• _________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  _____________________
• (2) What are the most complex work actions and/or
  decisions you make? Please provide 3-5 examples
  (add attachment if necessary).
• _________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ____________________________________

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IV. Judgment and Problem Solving
EXAMPLES

• (1) What typical work actions and/or decisions do
  you make? Please provide 3-5 examples (add
  attachment if necessary).
• Monitor and maintain client/server systems for
  academic/administrative networks
• Prepare reports for monthly expenses, budget
  projections, and fund balance availability
• Budget management and planning, including
  departmental, research grants, corporate and
  alumni donations
• Determine priority of Deans busy schedule and
  workload to ensure that preparations are made for
  meetings, conferences, etc.
• (2) What are the most complex work actions and/or
  decisions you make? Please provide 3-5 examples
  (add attachment if necessary).
• Develop and implement client/server performance
  enhancements to meet changing needs
• Collect and analyze fiscal information to assist
  in the development of a budget for each year
• Respond quickly and accurately to diverse
  situations, realizing that actions could impact
  decisions made by University administration, as
  well as donors
• Resolve conflicting demands of researchers and
  sponsors over project deadlines, contractual, and
  budgetary matters

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V. Direction Received

• (1) Access to direct supervision. The tasks and
  duties of the job are thoroughly addressed by
  specific systems and procedures.
• (2) Supervision is present to assign and review
  work, address exceptions, and answer operational
  questions. The typical duties of the job are
  generally addressed by systems, procedures, and
  standard rules of operation.
• (3) Supervision is available to organize work,
  set priorities and objectives, and to assist in
  problem resolution. The duties of the job are
  guided by some systems, procedures, and broad
  guidelines.
• (4) Sets objectives with supervisor and receives
  advice and input as needed. The duties and
  responsibilities of the job are directed by
  precedent, policy, or generally accepted
  principles.
• (5) General direction is provided for objective
  setting. The responsibilities of the job are
  directed by policy, organizational objectives, or
  theoretical concepts.
• (6) Independently establishes goals and
  objectives for higher level review. The
  accountabilities of the job involve establishing
  policy and significant policy exceptions or
  establishing precedent in a specific discipline.

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VI. Organizational Impact

• (1) The results of actions have only a minor
  impact on the unit or program operations and may
  lead to minor inconvenience to people. They are
  confined to a single work area and do not affect
  the overall finances of that area.
• (2) The results of actions may have a measurable
  impact on the unit or program operations or
  finances.
• (3) The results of actions and decisions may have
  a significant impact on program or department
  operations. They may affect the finances of
  multiple work areas.
• (4) The results of actions and decisions may have
  a significant impact on substantial segments of
  the Universitys operations or finances.
• (5) The results of decisions may create a major
  impact on University-wide operations or the
  Universitys current and future financial
  condition.
• Describe below the impact the job has on the
  University, its financial resources or on people.
• _________________________________________________
  __________________________________________________
  _______

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VII. Supervision of Others
LEVELS OF SUPERVISION

• 1. Reviewing, assigning work, interviewing,
  orientation and scheduling.
• 2. Interviewing and selection, orientation and
  training, work assignment and review, performance
  appraisal, and recommendations for various
  personnel actions.
• 3. Selection and hiring, staff development, work
  planning, performance management, and
  responsibility for initiating various personnel
  actions.
• 4. Workforce planning, staff development, review
  of requests for personnel actions and
  organizational development.

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VII. Supervision of Others
EMPLOYEEGROUPS
LEVEL OFSUPERVISION
NUMBER OF FTE EMPLOYEES

• Supervisors
• and
• Managers
• Other
• Exempt
• Staff
• Nonexempt
• Staff/Technical Service
• Wage Payroll, including
• Students, Temporary Employees and Volunteers

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VIII. Organizational Information
Next highest Level of Supervision Name and Title
Your Direct Supervisor Name and Title
Your Name, Title Grade
Employees under your supervision (or give
examples if too numerous to list) Name(s)

Work Unit Peers (optional)
Name(s)
University Peers (optional)
Name(s)
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IX./X. Internal/External Contacts
TYPE OF CONTACT
FREQUENCY

• 0 No contact
• 1 Exchange information and data
• 2 Interpret and explain ideas and concepts
• 3 Solve problems and coordinate projects
• 4 Negotiate and persuade to maintain
  
• diplomatic relations

1 Every few months 2 Once a month 3 Every
few weeks 4 Once a week 5 Every few days 6
Once a day 7 Many times per day
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IX. Internal Contacts
LEVEL OF CONTACT
TYPE OF CONTACT
FREQUENCY

• Faculty, staff, physicians, and other employees
  in the immediate work area
• Faculty, staff, physicians, and other employees
  in other work areas
• Supervisors and managers in other areas
• Department Heads, Directors, CEOs
• Deans and Vice Presidents
• President, Provost, and Board of Trustees

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X. External Contacts
LEVEL OF CONTACT
TYPE OF CONTACT
FREQUENCY

• General public, visitors, or service
  representatives and vendors
• Students, patients, customers, alumni, families,
  or professional colleagues
• Invited guests, representatives of government or
  regulatory agencies, research partners, referring
  physicians, consultants, media, or key
  development contributors
• Community, government and business leaders, major
  funding and support organizations, and
  accrediting or licensing bodies

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XI. Breadth of Responsibility
Describes the variety of specific functional
areas in which the job may have formal and
ongoing accountability.
accounting/budget administrative
support admissions activities agricultural
activities allied health activities analysis/plann
ing activities arts (music, fine arts, theatre)
activities audio-visual broadcasting
activities athletics/recreation
activities business operations activities computer
/information technology activities continuing
education activities counseling/advising
activities development/alumni activities engineeri
ng activities
facilities activities food services grants/contrac
ts housing activities human resources
activities library support marketing/advertising
activities medical administration nursing
activities publications/public information
activities purchasing/inventory/stores
activities records management research
support safety security activities student
affairs/services other activities
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XI. Breadth of Responsibility (cont.)
Examples Staff Assistant V 1 area (either
administrative support, OR budget, OR,
etc.) Research Support Technician 1 area
(research) Director of Business Services 3
areas (finance, facilities, human
resources) Manager, Housing Food Services III
2 areas (housing, foods) Administrative
Assistant 2 areas (administrative support,
accounting/budget/finance) Comments ____________
__________________________________________________
____________________________________
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XII. Dexterity Skills

• (1) Perform tasks such as using a telephone,
  calculator, lab equipment, computers, etc.
• (2) Perform tasks such as keyboarding, observing
  and recording experimental results,etc.
• (3) Perform precise tasks such as slide
  preparation, drafting, production typing, or
  machine calibration.
• (4) Perform complex tasks such as equipment
  fabrication or surgical procedures.

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Job Review Meeting

• Information gathering session
• Individuals performance not a consideration
• Goal provide analyst with detailed information
• Focus on information in the PIQ
• Analyst asks questions related to information
  presented in the PIQ
• Analyst, supervisor, HRR attend
• Meeting lasts about 1 hour
• Employee may attend meeting

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Upgrades

• Analyst recognizes change in the job increased
  responsibility
• Typically 4 to 8 on a promotion, but is
  contingent upon internal equity among the the
  organizations employees
• Assign new title, grade, and exemption (if
  applicable)
• Email letter of job re-classification to HR
  representative (if applicable)
• HR representative sends a confirmation letter to
  the employee and processes salary change form (if
  applicable)

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Downgrades/Red Circle
Downgrade

• Downgrade
• When a person applies on a lower-graded position
• Negotiate amount of salary the employee may lose
  (0 to 4) per grade
• Red Circle
• When higher level duties are reassigned and/or
  removed
• Position is reclassified when incumbent has
  vacated (i.e. retirement, promotion, etc.)

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No Change

• Jobs that are correctly assigned to their proper
  grade
• 30 or more of higher-level responsibility has
  not been established
• Duties remain the same
• No higher-level duties assigned only additional
  volume of duties at a similar level

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Fair Labor Standards Act

• Exempt from overtime provisions of FLSA
• 1. ExecutiveManages enterprise, plus supervises
  at least 2 employees has ability to hire and
  fire employees, exercises discretion and
  independent judgment
• 2. ProfessionalWork requires advanced degree, is
  intellectual in nature, or contains original,
  creative aspects, requires exercise of discretion
  and independent judgment
• 3. AdministrativeOffice work related to
  management policies exercises discretion and
  independent judgment
• Nonexempt (not exempt) from overtime provisions
  of FLSA
• Staff Nonexempt or Technical Service

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Steps in Job Appeal Process

• Step 1 Senior analyst meets with organizations
  representatives to take a second look at the job.
• If not resolved at this level, appeal goes to
  Step 2
• Step 2 Organization head supplies written
  rationale for the disagreement and requests that
  an appeal be submitted to the Universitys Appeal
  Committee.
• Appeal committee and organizations
  representatives meet and discuss job.
• Appeal committee makes recommendation to
  Assistant Vice President of Human Resources.
• Final decision.

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Benefits of Changing to a New Classification
System?

• Provide clearer descriptions of career paths
• Allow more flexibility in recruiting and
  announcing jobs
• Decentralize the classification responsibility to
  provide more control in the Work Units
• Streamline the classification process
• Provide closer linkage to market salary data

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Competency-Based Approach

• Definition Competency
• Combination of knowledge, skills and
  characteristics needed to effectively perform a
  role in an organization.
• Importance of Competencies
• Primary tool for improving productivity
• Primary step in creating a workforce that
  integrates career planning and succession
  management1
• Integrated approach for hiring, job evaluation
  and performance management

1 Adapted from Career Planning and Succession
Management Developing Your Organizations
Talent for Today and Tomorrow, Rothwell,
W., Jackson, S. Lindholm, J. , 2005.
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A Generational Map of America
Baby Boom
Gen Y
Gen X
WW II
Bopper
Births (000)
1946-196476 Million
1965-197541 Million
1976-199471 Million
1933-194534 Million
1909-193268 Million
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Role of Competencies in the New System

• Current-SPEC
• Central OHR grades jobs
• Upgrades require central job reviews
• PIQ
• 10 compensatory factors
• Grades
• Internally driven
• Narrow salary ranges
• Job titles
• Focus is on job duties

• New-Competencies
• Unit determines levels
• Process streamlined within work unit
• Questionnaire
• 5 competencies
• Levels
• Market linkage
• Broad salary bands
• Job categories
• Focus is on developing competencies career paths

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Competencies Overview

• 5 Competencies
• Effective Knowledge
• Accountability
• Self Knowledge
• Teamwork
• Leadership
• Communication
• Innovation
• Problem Solving

• 5 Levels for each Competency
• Baseline
• Intermediate
• Proficient
• Advanced
• Senior

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Role of Office of Human Resources

• Acts as a partner to facilitate the
  development/management of unit processes
• Audits decisions to ensure equity and legal
  defensibility
• Summarizes trends for Senior Vice President for
  Finance and Business and the Provost
• Reviews program periodically with Executive
  Oversight Team

AUDITS!
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Structure of the New System

• Five competency levels, 1 through 5
• 1 is baseline or entry
• 5 is senior
• Each level builds upon the previous level in a
  logical progression of knowledge/skills/abilities,
  responsibilities and impact on the organization
• Levels within a job category are determined by
  employee competencies and business need
• Not every job category will have 5 levels
• As competencies are developed and used on the
  job, an employee may advance in the work unit or
  elsewhere in the University

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Two Career Paths
Professional Path
Management Path

• Complete projects/work assignments
• Coordinate project task and workflow
• Set project goals and timelines
• Technical or subject matter expert

• Direct work of others
• Manage SRDP, salary, and/or employee relations
  issues
• Manage unit goal-setting, climate, and compliance
  to University standards
• Handle administrative responsibilities for
  policies, work schedules, budgets, and/or
  staffing

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Career Paths
Cross over does not occur automatically
requires meeting minimum qualifications for the
job.
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Examples of Job Categories
Currently under development
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QUESTIONS?