hr.umich.edu

hr.umich.edu

Writing a Position Description * 1 What is a Position Description? Position Descriptions outline: Who How * Major functions and duties Responsibilities Knowledge, skills and abilities (KSAs) Effort Working conditions

Does What Work Why Where When/How Often 2 Why Position Descriptions? Position descriptions can be used to: Assign work and document work assignments. Help clarify and align with the organizations mission & values. Establish performance requirements. Determine classification and benchmark to the external job market. Recruit for vacancies. Explore reasonable accommodations. Counsel employees on career opportunities and vocational interests. Train employees. Comply with legal requirements related to equal opportunity, equal pay, overtime eligibility, etc. Make decisions on job restructuring. Suggest ways to enrich the work experience.

Support and inform succession planning efforts. * 3 When Do I Write or Review Position Descriptions? A Supervisor or Unit HR professional or an Employee writes, reviews, and/or revises a Position Description when: Changing/Adjusting job duties and/or responsibilities. Requiring additional and/or new qualifications. Creating a new position. During an established annual review process (Performance Evaluations/Merit Cycle). Recruiting for a replacement in an established position. During re-design/re-organization efforts. Identifying revisions based on Exploring reasonable accommodations.

Development of other HR-related programs such as: Work Planning Performance Management Work Re-Design Succession Planning * 4 Ask Yourself: In the past, have you started with: what you want to pay? what salary grade you want? which FLSA status you need (exempt/non-exempt) a desire to give someone a raise? FOCUS ON THE WORK, NOT THE PERSON * 5 UM Position Description Form CHECK ONE Existing Position,

New Position/Job Code Change, or Job Code Change for Employee PART ONE Employee (Incumbent) Information PART TWO Department and Immediate Supervisor Information PART THREE Proposed New Classification Information PART FOUR Supervision Responsibilities * 6 UM Position Description Form (cont) PART FIVE Other Employees in Benchmark (Like) Positions

PART SIX Duties, Percentage (%) of Time (Effort), & Essential Functions (for ADA Compliance) PART SEVEN Position Qualifications (Department Specific) * 7 UM Position Description Form (cont) PART EIGHT Additional Comments Accountabilities Relationships Working Conditions PART NINE Funding Plan Business Case Employee and Supervisory

Signatures = Agreement * 8 Exercise Why Position Descriptions? In summary, position descriptions document: Work design in alignment with business of the organization Information used for recruitment job postings, interview questions, reference checks, etc. Work outcomes, performance, competencies, etc. Information to measure performance - work plan, evaluation, etc. Articulate differences between levels within a classification series. * 9 Position Descriptions and the ADA Under the Americans with Disabilities Act (ADA), job functions are categorized as either essential or marginal. A job function may be considered essential if:

The position exists primarily to perform that function The function is highly specialized There are a limited number of employees among whom the job function can be distributed A job function may be considered marginal if: The function(s) can be eliminated or assigned to another employee * 10 Position Descriptions and the ADA (cont) According to the ADA, use these items to determine whether a function is essential: (To be captured on page two, part six of the position description form) Written job descriptions prepared before advertising or interviewing The amount of time an employee must spend

performing the function The consequences of not requiring the function be performed The terms of a collective bargaining agreement The work experience of incumbents and/or past incumbents in the job, or in similar jobs The nature of the operation and organizational structure ADA Coordinator: 734-763-0235 * 11 Position Descriptions and the ADA PHYSICAL DEMAND CATEGORY HELPFUL VERBS Strength Moves/transports Puts Installs/takes out Removes/replaces Positions/places transfers Climbing or balancing

Ascends/descends Works atop Walking/running/stooping, kneeling, Moves (about or to) Traverses crouching, crawling Traverses Positions self (to) Reaching, handling, fingering and/or feeling Diagnoses Removes/replaces Attaches Handles/tends Measures Signals Compiles/retrieves Collects Installs/places Serves/services Operates

Adjusts Positions Sets up Applies Activates, feeds or controls Uses Modifies Inputs Drafts/writes Makes/constructs Creates/fabricates Inspects Prepares Talking and/or hearing Communicates Discerns Discusses Detects Converses with Conveys Expresses oneself Exchanges information

Seeing Detects Identifies Estimates Inspects Assesses Determines Recognizes Judges Compares Other demands Detects Discerns Uses * (cont)

Distinguishes Perceives Discerns Observes Perceives 12 Tips for Writing Position Descriptions 5 7 major sets of duties % effort > 10 or < 50, as a guideline Transactional .. Larger chunks (%s) Complex .. Smaller chunks (%s) More important, higher level listed first Update often

* 13 Tips for Writing Position Descriptions When writing duties, structure sentences in the format of verb / object / explanatory phrase. Collects (action verb) key job information (object) from various sources, e.g., work interviews and direct observation (action Analyzes (explanatory) , verb) the data (object) to identify job content and critical evaluation

issues (explanatory), Prepares or revises (action verbs) position descriptions (object). * 14 Tips for Writing Position Descriptions CAUTION When writing a position description, beware of the inflationary effect that can occur when describing the extent of responsibilities or scope inherent in a task. * 15 Tips for Writing Position Descriptions No need to re-create the wheel! Referring to good examples can ease the time-consuming task of writing position descriptions. Sample materials used in position

descriptions are readily available online at Occupational Information Network http://online.onetcenter.org OR Bureau of Labor Statistics http://www.bls.gov/oco/home.htm Beware One temptation is to rely solely on these samples which can result in a position description not accurately describing the work. Be sure to involve both the employee and supervisor in the development process. * 16 Achievement Action Verbs Activate Check Decide Delete Determine Encourage Enforce

Execute Expedite * The terms reflect typical achievement activities whose definitions can be found on the Note Page form of this slide. Further Implement Initiate Maintain Motivate Organize Prevent Return Stop 17 Activity Action Verbs Accept Accumulate Acquire

Allocate Buy Collect Compile Deliver Distribute Exchange Forward Furnish Gather Get Give Issue * The terms reflect typical activity actions whose definitions can be found on the Note Page form of this slide. Keep Obtain Pick-up Procure

Provide Purchase Receive Render Secure Solve Submit Supply Take Transfer Withdraw 18 Administrative Action Verbs The terms reflect typical administrative Adapt activities whose definitions can be found Administer on the Note Page form of this slide. Appoint Delegate Approve

Direct Arrange Establish Authorize Manage Control Coordinate Order Plan Consult Require Review Supervise Train * 19 Assistance Action Verbs Advise Aid Conduct Cooperate Counsel Explain

Guide Instruct Participate Protect Serve Show * The terms reflect typical assistance activities whose definitions can be found on the Note Page form of this slide. 20 Communication Action Verbs Inform Inquire Interview Mail Negotiate Notify Pull Recall Recruit

Report Request Sell Send Solicit * The terms reflect typical communication activities whose definitions can be found on the Note Page form of this slide. 21 Control Action Verbs Allocate Assign Audit Commit Conserve Edit Ensure Evaluate Guarantee Regulate

Restrict Verify * The terms reflect typical control activities whose definitions can be found on the Note Page form of this slide. 22 Creativity Action Verbs The terms reflect typical creative activities whose definitions can be found on the Note Page form of this slide. Create Design Devise Develop Estimate Forecast Formulate Install Originate

Project Schedule * 23 Evaluative Action Verbs Appraise Analyze Interpret Ascertain Investigate Measure Check Compare Rate Consider Research Criticize Resolve Evaluate Study Examine Summarize Identify Survey Inspect Test Weigh *

The terms reflect typical evaluation activities whose definitions can be found on the Note Page form of this slide. 24 Online Resources Web Walk Through http://online.onetcenter.org http://www.bls.gov/oco/home.htm * 25 For more information, please contact your units HR professional. Other available resources include UHRs Employment Process Coordinators Staff HR Services Representatives

Compensation & Classification * 26

Recently Viewed Presentations

  • Healthier Futures

    Healthier Futures

    How do I sign onto the Project? All Luton and Bedfordshire community pharmacies will automatically be opted in to the TCAM project.. If you wish to opt out of . TCAM . you must complete . an opt . out...
  • Propaganda - Henry County School District

    Propaganda - Henry County School District

    Propaganda. Definition. techniques used to influence opinions, emotions, attitudes or behavior. Purpose: to benefit the sponsor . to persuade . ... Transfer. Positive feelings or desires are connected to a product and user.
  • Writing a Research Paper Purpose of Research Paper

    Writing a Research Paper Purpose of Research Paper

    Citation - States Where you Got the Information Two styles used most often: APA and MLA. Author, year of publication, title of work, page, name of journal, or publisher. APA and MLA style guidelines and much more in the Bedford...
  • Implementing Numeracy Across the Curriculum Chris Olley chris@themathszone.co.uk

    Implementing Numeracy Across the Curriculum Chris Olley [email protected]

    FAQs from the DfES. Be honest, isn't this idea really trivial? Why don't you just give us a model Numeracy Across the Curriculum policy. Some departments say there is no numeracy in their subject (e.g. English).
  • Network Layer

    Network Layer

    Packet Switching. We have a limited number of hosts so far. Also, a limited geographical distance. As broadcast can only take us so far. We can connect two distant nodes (or networks) via point-to-point connections. But we don't service any...
  • LaSeven Inc. Commercial Real Estate 215 East 58

    LaSeven Inc. Commercial Real Estate 215 East 58

    Location Premises For further information and/or 215 East 58th Street 2,250 sf inspection of the premises, (near Corner 3rd Avenue) please contact: Possession immediate Rental/SF/Yr+ Svs On request Gaby Garzoni Electricity +1 917) 592 5125 Proportionate share [email protected] Escalation 3...
  • Unit 5 - Stars

    Unit 5 - Stars

    Two hundred million electron volts couldn't even boil a thimbleful of water but would likely kill an amoeba. Splitting a single atom of uranium yields a tiny amount of energy. When we speak of the awesome "power of the atom,"...
  • Slope LESSON 4.6 Slope: Change of y over

    Slope LESSON 4.6 Slope: Change of y over

    Perpendicular lines: slopes are the opposite reciprocals of each other Their product equals -1. Graph: y = x+3 and y = x -1 on the same graph. = -1 Show that CEF is a right triangle. What do I have...