Department of Human Resources

Job Evaluation Questionnaire Information and Guidelines

Adopted October 1995

TABLE OF CONTENTS

SECTION 1
Introduction

SECTION 2
The "Infamous JEQ" ... Some Myths

SECTION 3
History of the Job Evaluation Questionnaire

SECTION 4
Summary of JEQ Policy

SECTION 5A: JEQ Process Flowchart
Section 5B: Process for Completing JEQ Form
Section 5C: Tips for Completion
Section 5D: Periodic Survey
Section 5E: JEQ Appeals Process

SECTION 6A: Guidelines for writing a Job Description
Section 6B: Sample Job Description

SECTION 7A: JEQ Scoring
Skill Questions
Knowledge Questions
Effect of Error
Impact of Duties
Independent Judgment
Physical Effort
Mental Effort
Risk
Supervisory

SECTION 8
Other Issues

SECTION 9

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SECTION 1

Introduction

This project is the result of a collaborative effort between the American
Federation of State, County and Municipal Employees (AFSCME) and the University of Minnesota. The 1994/1995 Classification/Reclassification Task Force (identified on page 2) believes strongly that the University community is best served by a system that appropriately classifies and compensates employees.

A job evaluation system must be maintained through commitment in policy and practice to integrity, accountability, consistency of use, and periodic review. To address an immediate need, we began by reviewing the current system, recognizing the frustration and mistrust arising from difficulties in using the Job Evaluation Questionnaire (JEQ).

We hope you'll agree that this helps answer some of your questions and
puts to rest some of the myths about JEQ. We consider this to be an
evolving document, and your comments and perspectives are valuable both on this and the classification system in general. Please use the evaluation sheet at the end of this guide, or address your comments, to the Class/Reclass Task Force at one of these addresses:

Office of Human Resources AFSCME Council 6
University of Minnesota 300 Hardman Ave S., Suite #3
100 Donhowe Building South St.Paul, MN 55075-2470
319 15th Avenue SE Phone: 612/450-4990
Minneapolis, MN 55455 Fax: 612/450-1908
Phone: 612/625-2575
Fax: 612/624-6037

We are also committed to long-term solutions and encourage the University Central Administration to consider a comprehensive review of the classification system and its policies and procedures. We support
continued efforts by union and management towards this goal.

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SECTION 2

The "Infamous JEQ" ... Some Myths

Here are some myths and fears about JEQs that may sound familiar. As you read through this packet, you will discover that they really are just that, and that the JEQ process can help you develop a clear and accurate description of your position.

"I've been here for ten years, so I should be in a higher classification than when I started."

"It's my boss's responsibility to find a way to get me a pay increase. S/he could find a way if s/he wanted to."

"You have to do the JEQ all alone; there is no help available anywhere."

"It's embarrassing to try to describe the work I do. They'll think I'm bragging."

"If I put down the wrong" answer, they'll think I don't know what I'm doing."

"The questions in the JEQ aren't relevant to my job. There is no way I can explain my job on this form. The kind of stuff I do isn't reflected in the JEQ."

"My job is the same as Susan's. I'll just put down the same answers.

"Those who get promoted using a JEQ exaggerate their duties."

"It takes a long time for a JEQ to go through all the hoops. They make you wait a long time so you won't bother to do it."

"Most JEQs submitted don't result in a promotion for the person submitting one."

"It doesn't matter what I put in those little boxes, the department will reclass me if they want, or deny it if they so choose."

"Filling out that long form is just not worth the effort."

" The process and form were purposely made difficult to discourage employees from going through it."

"Completing a JEQ is too personal; it's about me and how I do my work, not about the position or the work to be done."

"There can be only one Executive Secretary and one Principal Secretary in this office. I feel my work has changed and I do the same work as the Principal Secretary, but I've been told I can't do a JEQ because there is a limit on the number of people in the same classification this office can have."

"I don't dare do a JEQ, because if I do, and it indicates my position should be at a higher level, they'll automatically cut my appointment from 100% to below 75%."

"I've been told my department can't afford to pay me at a higher level, so I'd better not even think about doing a JEQ."

"The JEQ doesn't apply to bargaining unit staff."

"You have to be very careful about each and every answer you pick on the JEQ, because even one change can make a big difference in the result."

"You have to stay inside the boxes when you fill out the JEQ or it won't be scored."

"I can't do a JEQ; my supervisor has to do it."

"My supervisor will reclass me if I deserve to be reclassified."

"I have not had a raise for a long time so I deserve a reclass."

"My supervisor doesn't like me so I can't apply for a reclass."

"I deserve this reclass because I work harder than all my co-workers."

"I should get a reclass if I perform my job better than I used to."

"My position is grant funded, so I can't reclass."

"I couldn't possibly be demoted; I've been doing this same job for five years."

"I have no recourse if my reclass is denied."

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SECTION 3

History of the Job Evaluation Questionnaire

Before 1984, the University had two methods for evaluating jobs: 1) to determine how much a job class should be paid, based on average difficulty and complexity of duties, and 2) deciding which class was most appropriate for a particular job. There were separate processes for reviewing administrative and clerical positions, and Human Resources (HR) did position analyses. But there was no way to compare across job families.

The Job Evaluation Questionnaire (JEQ) that was eventually developed grew out of the 1984 state legislature's concern for pay equity providing comparable salaries for jobs of comparable worth. The University was asked by the Legislative Commission on Employee Relations to provide, by April 1, 1985, a study report showing female dominated work classes for which compensation inequity existed; an estimate of the cost to provide adjustments; and the steps taken to achieve pay equity. The University decided to study all classes, not just female-dominated ones.

Concern about the adequacy of its methods of job evaluation in light of current legal, social, and scientific standards prompted the Compensation Division of HR to review the literature for the tools available, find them wanting (they dated from the 1950s and were male-dominated as to what work was valued), and it proposed a new single comprehensive "point factor" system to objectively determine which classifications with different duties were of similar difficulty, and thus deserving of similar salaries.

In the 1983-85 biennium, University civil service employees in classes which matched state classifications (e.g., Secretarial Assistant at U with Clerk Typist I for the state) received pay adjustments to achieve comparability. The salary ranges of employees in all 125 classifications were brought to the "male pay line" (raised or lowered to the male dollar-per-point formula) to remedy inequities over a six-year period. The University continues to strive for pay equity, but much work remains to be done to achieve this goal.

The JEQ was developed in 1986. Originally it was intended for HR staff to do individual job analysis/review, and not for employees or department supervisors to use on their own. Major funding cutbacks in the 1980's, however, led HR to determine that they would not be able to do individual interviews. Thus, since its inception, the JEQ has been filled out by supervisors and employees, then returned to central HR for review and scoring.

To develop the JEQ, University employees whose jobs would be affected were enlisted through committees and surveys and were asked to provide criteria for choosing the point factors that would be used to rate job difficulty and decide how much weight each criterion would have for determining salaries. After statistical analyses and refinements, 37 factors grouped into nine clusters were retained for the questionnaire, with a total of 52 questions.

Because representative employees who matched the percentages in the U's employ (70% female, 46% clerical) were in on the decisions, the questions included in the JEQ go beyond those in the standard job analysis tool. Examples include valuing continuing education and supervision of students, and recognizing eye strain as well as physical strain.

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SECTION 4

Summary of JEQ Policy

This summary provides highlights of the JEQ policy. Complete current policies are outlined in contract agreements between the University of Minnesota and AFSCME Local 3800, 3801 and 3937, Article 9: Classification and Reclassification. Additional information is provided in the University Compensation Manual. Other civil service employees should refer to the Civil Service Rules, Rule 4.

Like any evaluation tool, the JEQ is not invulnerable to error, but when used carefully and in good faith, it can be valuable for properly rating and classifying positions. The JEQ system is used to classify all civil service and bargaining unit employee positions except hospital-dominated classes, Unit 4 Health Care non-professional, Teamsters, and trade union members at the University. All positions in the covered classes are rated with the JEQ and then classified based on the nature of the positions' duties and the total number of points accumulated.

The JEQ rates the duties of a position, regardless of who does them, and it is also used to rate vacant positions. The JEQ is also used to assign positions to classes of work based on their rated difficulty and to assign classes to salary ranges.

The JEQ should be submitted only when substantive changes in the assigned duties have occurred. Reclassification should not be requested to:

1) reward meritorious performance;

2) recognize increases in the volume of work assigned to a position;

3) address minor changes in assigned responsibilities.

The front part of the JEQ form describes the major job functions and the percentage of time spent on each one. It determines which job family and which job series within the family is the most appropriate for the position. The boxed descriptions and check-offs on the form will determine class within the appropriate job series.

The position will be classified according to its point total regardless of whether the total falls at or near the boundary of the point range for a class.

An employee may submit a request no more than twice per fiscal year, unless the employee's supervisor or HR agree it is warranted. A JEQ that has been submitted may be withdrawn by the employee at any time before, but not after it is scored. Once the JEQ is scored, a classification decision will be made and implemented. An employee may appeal any JEQ decision.

If JEQ scoring results in a promotion, it will be effective the first day of the full payroll period after the employee signed and dated the form.

Reclassification resulting in a demotion and reduction in salary will be effective in accordance with the appropriate collective bargaining agreement or rulebook.

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SECTION 5A: JEQ Process Flowchart

REQUEST JEQ PACKET

Employee and supervisor review and/or create job description.

Employee fills out JEQ form, signs and dates. Photocopy for own records.

Management (all levels) has 30 calendar days to complete form and submit to University HR.

University HR has 45 days to review, score and render a decision.

Reclassification?

Yes No

Department processes paperwork Employee has 14 calendar days to within 20 work days request that her/his own JEQ answers be scored.

Employee has a total of 45 calendar days from the date of the decision to appeal JEQ.

A panel will convene within 30 calendar days to hear the appeal.

After the hearing, a decision will be rendered within 30 calendar days. All decisions are final.

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SECTION 5B: Process for Completing JEQ Form

1. An employee decides to file a JEQ when "changes in the tasks, duties, and responsibilities of the position are caused by reorganization of work, new staffing requirements, technology, or when s/he believes her/his position is inappropriately classified," but no more than twice per fiscal year without management/HR approval.

2 . The employee reviews current job description for accuracy and provides the updated version to supervisor along with the JEQ. If no job description is in place, the employee drafts one for the supervisor's review along with the form.

3. The employee completes JEQ form with this guide as a resource.

4. The employee signs and dates completed form, copies for own records, and gives original to supervisor.

5. The supervisor reviews job description for additions, changes, or corrections, and inserts the major responsibilities and percent time spent on each one on front of Answer Sheet.

6. The supervisor reviews each example for accuracy and appropriateness and marks the appropriate box in the "Supv." column. Additional comments may be made in the boxes but should be initialled. No changes may be made in the employee's column by anyone other than the employee. Answers in the supervisor's column are scored.

7. The supervisor meets with the employee to go over the form and discuss all answers where there is disagreement. Following that discussion, either party may change their responses, but should initial any change made.

8. The supervisor signs and dates form. The employee may request a copy at this time, or any point in the process. Supervisor passes the Answer Sheet on to the next highest level for review.

9. Reviewers at the next two levels (e.g., Department Head, Dean) examine the supervisor and employee responses. Any differences between the employee's and any reviewer's responses should be discussed with the employee and supervisor before submitting the form to HR.

10. TIMELINES: Management, all levels combined, has 30 calendar days to complete and forward the JEQ to HR. HR has 45 calendar days to review the form and make a decision.

11. HR may consult with the employee, supervisor, or other management regarding the Answer Sheet responses, job description, or requested class. Any changes that HR makes are made only in the Supervisory column and initialled. After this final review, answers are recorded in the supervisory column and scored.

12. HR sends Notice of Reclassification to all signatories and the Union.

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SECTION 5C: Tips for Completion

1. Your JEQ needs to be readable, but does not need to be typed. You can write "outside" the boxes, but it is best to be concise.

2. After completing the examples, review the choices and select the one that best reflects your example.

3. There are several ways to complete this form. Some find it useful to work on one section at a time; others group and complete similar questions.

4. Focus first on supplying detailed examples using your job description as a guide. Always keep the words "typical" and "most often" in mind when thinking of examples, rather than the most extreme or least likely.

5. If unsure about appropriate class title to request, section on answer sheet may be left blank.

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SECTION 5D: Periodic Survey

A Periodic Survey is a request by the department to have a position evaluated. The differences between a Periodic Survey and a request for reclassification are: 1) a Periodic Survey is initiated by the employer and
2) the effective date of a promotion can be retroactive to the date of job change, not just to the date of request for review.

The JEQ is completed by the supervisor and submitted to HR for scoring. An employee may request an on-site audit of the position if it seems likely that the JEQ score will result in demotion. The on-site audit will be conducted by the appropriate HR representative, who will visit the workplace and discuss duties of the job with the employee.

Promotions can be retroactive to the date specified by the department within the current fiscal year. Demotions are not retroactive. An employee may appeal the results of a Periodic Survey using the same process as for JEQ appeals.

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SECTION 5E: JEQ Appeals Process

1. Right to Appeal.

The agreements between the University of Minnesota and AFSCME Council 6 specify that the decision of HR may be appealed by the employee within 45 calendar days of receiving the decision. Appeals must be made in writing to the appropriate HR. Other civil service employees should check the Rulebook.

2. Preliminary to Appeal - AFSCME.

If the employee disagrees with the decision of HR, s/he may request in writing within 14 calendar days (included in 45 days) that her/his response be scored and results sent to the employee. If, after receipt of scores, the employee wants to continue the appeal, s/he requests, in writing, an interview with HR.

3. The Appeal Process - AFSCME.

A classification appeal panel will be convened no later than 30 calendar days from the date the appeal was received. The panel will consist of a bargaining unit member, a member of the appropriate collegiate/administrative unit administration, and a neutral party, mutually agreed to by the Union and the University. The panel will issue a decision no later than 30 calendar days after conclusion of the hearing. The decision of the classification appeal panel is final.


Periodic Survey decisions may be appealed by the employee within 14 calendar days after receiving the decision. Periodic Survey appeals must be made in writing to the appropriate HR. Appeals shall follow the procedures identified above.

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SECTION 6A: Guidelines for writing a Job Description

These guidelines will help you identify major responsibilities of a job.

The guidelines apply to supervisor or employee, since every step can be done by either depending on the circumstances. For example:

The supervisor may integrate descriptions that s/he and the employee write independently.

The supervisor and employee may write the description together.

The employee may prepare a draft for the supervisor to review and discuss.

The supervisor may prepare a draft for the employee to review and discuss.

The supervisor may write the description alone, especially if the position is vacant or filled by a new employee.

Ideally, the final description will reflect consensus between the supervisor and the employee. If consensus is not possible at any given step, however, the supervisor's decision is final.

1. Write a brief overview of the job.

Include location. This helps others understand the job responsibilities.

EXAMPLE: "This position is located in the Department of _________. The employee provides typing support for five faculty, is the receptionist for the department, and maintains office supplies."

2. List all activities performed regularly.

Begin each statement with an action verb. Be as current and thorough as you can. Adding to your list over the course of a few days will help you recall all the regular activities of the job. If the activity is performed periodically, note whether it is done monthly, quarterly, annually, etc.

The ADA (Americans with Disabilities Act) requires distinguishing essential job duties from those which could be assigned to someone else easily or could be altered to "reasonably accommodate" a disabled employee. The phrase, "Other job duties as assigned," is not appropriate because it is a barrier to the employment process for disabled individuals. The supervisor retains the right to assign work.

EXAMPLE Job title - Senior Secretary

1. Check in supplies when received from vendors.
2. Provide supplies to staff on request.
3. Answer department phone.
4. Type manuscripts, letters, tables, and graphs.
5. Proofread manuscripts, letters, tables, and graphs.
6. Prepare travel documents.
7. Take messages.
8. Order supplies from General Storehouse when needed.
9. Answer students' questions in person and on the phone.
10. Refer callers and visitors to proper sources.
11. Schedule meetings.
12. Find and order supplies from other sources if necessary.
13. Maintain supply cabinet.
14. Send out mailings.
15. Follow up on problems with vendors.

3. Group related activities into a major responsibility.

Assign a title that summarizes the responsibility. Start the title with an action verb. Begin by defining as many or as few responsibilities as you wish (typically three to eight). Step 5 will show you how to reduce your list to five major responsibilities.

EXAMPLE:

Act as Receptionist

3. Answer department phone.
7. Take messages.
9. Answer students' questions in person and on the phone.
10. Refer callers and visitors to proper sources.

Type Documents

4. Type manuscripts, letters, tables, and graphs.
5. Proofread manuscripts, letters, tables, and graphs.

Provide Supplies

1. Check in supplies when received from vendors.
2. Provide supplies to staff on request.
8. Order supplies from General Storehouse when needed.
12. Find and order supplies from other sources if necessary.
13. Maintain supply cabinet.
15. Follow up on problems with vendors.

Additional Responsibilities

6. Prepare travel documents.
11. Schedule meetings.
14. Send out mailings.

4. Determine each responsibility's essential function as a percent of
the job.

Consider the priority of each responsibility compared to the others, its impact on the job as a whole, and the effect of performing it poorly instead of well. Amount of time spent on the responsibility may also be considered, but this should not be the only priority.

Remember that the percentages for all the responsibilities must add up to 100%. Otherwise, the ignored percentage of the job will be treated as if it were rated "O" when performance ratings are done later on.

EXAMPLE:
Act as Receptionist 40% of job
Type Documents 30% of job
Provide Supplies 15% of job
Additional Responsibilities 15% of job
Total: 100% of job

5. Review your list of responsibilities and their importance.

If you defined four or five responsibilities, and none of them is more than 30% of the job, skip this step and go directly to Step 6. Otherwise, use the following guidelines to revise your list. The goal is to end up with three to five responsibilities.

(a) If a responsibility is more than 30% of the job, think about splitting it into separate parts, and whether this would make sense.

EXAMPLE:

Secretarial Duties (45% of job):
Type Documents (30% of job)
Type Reports and correspondence.
Proofread reports and correspondence

Additional Responsibilities (15% of job)
Prepare travel documents.
Send out mailings.

(b) If you defined more than five responsibilities for the job, consider ways to combine some of the less important responsibilities.

Consider combining related responsibilities that are 1% to 20% of the job into a category called "additional responsibilities." Combine the
percentages for those responsibilities to get a percentage for the miscellaneous category as a whole. Remember to record the percentage for each part when you describe it, since this will allow you to rate each part separately later on.

EXAMPLE:
Prepare travel documents (3% of job).
Schedule meetings (7% of job).
Additional Responsibilities (15% of job)
Send out mailings (5% of job).

Consider combining related responsibilities that are 1% to 20% of the job. Add the percentages for these responsibilities to get a percentage for the major responsibility as a whole. Record the percentage for each part when you describe it, to allow you to rate each part separately later on.

EXAMPLE:
Prepare budgets and make recommendations (30% of job)
Prepare budget reports (20% of job)
Collect budget data.
Balance budget figures.
Write detailed reports.

and

Make budget recommendations (l0% of job)
Project future income and expenses.
Recommend ways to balance budget.

6. Transfer the completed job description to another sheet of paper (see example on next page).

Include the job title, the employee's name (if the job is not vacant), the
supervisor's name, overview of job, and the list of activities organized into major responsibilities. List responsibilities in order of importance.

The employee signs the description to indicate that s/he has seen and understands it. The supervisor signs to indicate approval of the
description.

7. Revise the job description to accurately reflect
responsibilities and essential function.

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Section 6B: Sample Job Description

Title: Senior Secretary
Employee: Leslie Smith
Supervisor: Lynn Williams

_____________________ _________ ____________________ ______
Employee's Signature Date Supervisor's Signature Date

Overview:

This position is located in the department of XXXX. The employee provides typing support to five faculty, is the receptionist for the department, and maintains office supplies.

Job Description:

Act as Receptionist (40% of job)
Answer department phone.
Take messages.
Answer students' questions in person and on the phone.
Refer callers and visitors to proper sources when further
explanation is needed.

Type Documents (30% of job)
Type manuscripts, letters, tables, and graphs.
Proofread manuscripts, letters, tables, and graphs.

Provide Supplies (15% of job)
Check in supplies when received from vendors.
Provide supplies to staff on request.
Order supplies from General Storehouse when needed.
Find and order supplies from other sources if necessary.
Maintain supply cabinet.
Follow up on problems with vendors.

Additional Responsibilities (15% of job).
Prepare travel documents (3% of job).
Schedule meetings (7% of job).
Send out mailings (5% of job).

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SECTION 7: JEQ Scoring

Skill 15%
Knowledge 16%
Effect of Error 10%
Impact 10%
Independent 13%
Physical Effort 6.5%
Mental Effort 13%
Supervision 10%

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This portion of the guide includes some of the most common responses found within the technical and clerical units and given examples to help you choose the statement that is most accurate for your position. Always keep the words "typical" and "most often" in mind when thinking of
examples rather than the "most extreme or least likely".

Skill Questions

15% of total points Questions 1, 4, 7, 8, 9, 10

A skill usually requires some training or practice to achieve; it is something not everyone would possess. Typing, for example, takes special training and practice to learn.

Indicate what the position requires, not the abilities of the employee.

These questions should reflect only skills performed frequently. The job description should detail the skills used most often in doing your work assignments.

1) Skill used most often when dealing with machines, plants or animals.

b) Reads instruments or equipment.
Example: records information found while using a barometer.

c) Operates machines or equipment that requires dexterity.
Example: uses a word processor to type reports.

d) Operates or drives large machines or equipment.
Example: operates a mainframe computer.

i) Repairs, maintains, or adjusts machines or equipment.
Example: maintains audio-visual equipment, or repairs
photocopy machines.

4) Skill used most often when working with data or facts.

d) Enters or posts data/facts.
Example: records appointments on a calendar, enters data into database (but not required to interpret the data).

e) Analyzes data/facts.
Example: draws conclusions when working with data or facts.

f) Integrates data/facts.
Example: pulls together data/facts from different sources to form a recommendation to be implemented, such as budget
recommendations.

g) Compiles or reconciles data/facts.
Example: collects information from several faculty and uses it in a report to the dean.

7) Verbal communication skills used most often when using standard English.

a) Interviews.
Example: uses standardized questions to fill out survey.

c) Complex assignments.
Example: receives instruction on how to pay invoices.

d) Simple assignments, this statement usually is selected for entry- level positions.
Example: receives instruction on how to file folders.

g) Gives or exchanges clear-cut information.
Example: tells clients the hours an office is open.

h) Attends to the needs and requests of people.
Example: food service cashier.

i) Explains or advises regarding policies.
Example: acts as a resource, explaining policies or procedures to others.

8) Writing skills using standard English.

a ) Writes reports of own composition.
Example: writes a multipage formal publication or presentation.

b) Writes routine correspondence.
Example: responds to inquiry letters and provides routine information and instruction.

d) Writes simple notes.
Example: takes phone messages.

f) Edits material for style.
Example: edits for style, not content, of document.

g) Corrects material for spelling, grammar or punctuation errors.
Example: inserts commas, but would not reconstruct sentences.

9-10) These questions are similar to questions 7 and 8, but no credit is
given for the same examples in both.
Example: would not be given credit for writing lab reports in both questions 8 and 10. If scientific language is used, credit would be given only in question 10.

An employee does not receive credit for knowing technical terms or a foreign language unless s/he is required or expected to routinely use the skill to do the work.

The phrase, "technical terms" is defined narrowly and specifically for the JEQ. It means terminology routinely used by a profession or occupation, but not fully understood by others lacking the necessary background or training. When trying to determine whether or not credit should be given, it is helpful to ask whether or not this "skill" can be informally acquired such as buzz words, jargon, and acronyms - or whether the employee must possess the professional knowledge and detailed understanding of the terminology to be considered even qualified for the position. For credit here, employees need the knowledge behind the technical terminology, not merely the understanding that it is technical.

General examples include: legal; scientific; library science; computer programming terminology; and sign language. These examples require some formal training (either on the job or through special coursework) to learn. Again, without this knowledge of and experience with the terminology, employees would not be able to perform the duties of the job.

For example, the use of few financial terms such as "debit" and
"credit" would not require formal training; but needing to know a
body of financial terms such as "debt equity ratio" or "acid test
ratio" would require it. Similarly, using a few computer terms such as "floppy disk" would not be counted; but needing to communicate about programming languages (such as FORTRAN or COBOL) would be counted if the employee is expected to discuss their use routinely as part of the job. User-friendly packages should not be credited here, because the employee does not need extensive computer programming language knowledge. These include: Microsoft Word, dBase, Lotus, Excel, WordPerfect, Filemaker Pro, etc. Credit is given where more is involved than merely looking at a manual and following instructions.

Regarding "translation", employees must be fluent enough to translate complete letters or reports to receive credit for translating a technical or foreign language. The responsibility for deciphering a bill or short note from one language into another does not, in most cases, require the degree of expertise expected here nor would explaining a medical report or "translating" a computer program receive credit here.

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Knowledge Questions

16% of total points Questions 13, 14, 15, 16, 17,

Knowledge questions investigate the amount of background initially required for the position, as well as the amount of on-going training or education required to maintain job-related skills.

13) Describe the general background that is needed to do most of the job.

This question addresses the amount of general knowledge or background required by the position. As a guideline, think in terms of the essential qualifications that you feel are needed to do the work, not the additional knowledge or background that an overqualified applicant or employee may happen to possess.

You may use the requirements posted for your current job as a reference.

14) How much on-the-job training would be needed to satisfactorily perform the responsibilities of the position?

Example: When considering a job with rotating shifts, with different job duties required during the shifts, one should get credit for the amount of time required to complete one full rotation of the shifts.

15) How well must the programs of a non-University organization be known?

Examples of non-University organizations include: publishers, travel companies, postal service, vendors, etc.

16) How much time is spent on continuing education?

You get credit only for formal training required by your department. (Without this training you would be unable to perform your job.)

17) How much time is spent preparing for one-time-only projects?

It is important to acknowledge that the skills you use to do this project will never be used again.

Example: design a program for payroll deductions.

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Effect of Error

10% of total points Questions 3, 6, 12, 25, 52

Effect of error questions evaluate the degree of potential error when performing the various responsibilities of the position.

Rate each question separately because an error in each type of responsibility may have a different effect.

The effect of making an error when solving problems, supervising others, or using skills when working with machines, data and people are measured by questions 3, 6, 12, 25, and 52. When answering these questions, keep these points in mind.

The potential for error should always be determined in two ways: 1) the most likely errors that could occur; 2) the most likely effect of those errors. Focus on typical, not worst-case errors. Think of an example of the most likely error that could occur, then choose an answer within each section that is appropriate. Usually, errors are reviewed and caught before they become significant.

Sections 1 and 2:

Hard-to-find errors are those containing a significant number of things to find or fix and which involve several sources of information or several people. An example would be a high-level scientific position where a culture, experiment, and analysis would have to be re-done.

Section 3:

This section is intended to reflect the most likely effect that the employee's most common error would have on the entire University, including the Twin Cities campus and the Greater Minnesota campuses. Although there can be a lot of variation on the first two boxes in these questions, the third box usually is not appropriately answered if the level indicated is beyond level 1 (the most common errors would generally have only a minor effect on the University as a whole). Only a few positions, generally in units of University-wide scope, carry the potential for error broad enough to affect the entire University. Errors with moderate or even major effect on a division, department, or other unit within one campus will most likely have lesser effect on the overall scope of the entire University.

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Impact of Duties

10% of total points Questions 2, 5, 11, 24, 51

Impact questions address the unit(s) affected by the responsibilities performed by this position.

Rate each question separately; each responsibility may have an impact on a different level.

Rate the unit most directly affected.

The impact of the position's requirements for problem solving, supervising others, and using skills at working with machines, data, and people are measured by questions 2, 5, 11, 24, and 51. When answering these questions, keep these points in mind.

Rate each question separately. These impact questions may seem repetitious, but each skill or responsibility may affect different-sized
units, and should not automatically be rated the same. Instead, consider each question separately in light of the impact of the particular skill or
responsibility addressed.

For example, the skill at working with machines typically requires using a typewriter for interoffice memos, but skill at working with people might most often require an employee to explain registration policies to students. Obviously the unit directly affected will be different. Be sure to note the unit directly affected; each may be different.

Direct versus ultimate impact. The main interpretation problem is a tendency to think about the ultimate impact of the work (or its impact somewhere down the line) instead of its immediate direct effect.

To help define your area, use this guideline for describing University units.

*"College" can include some specific administrative units that are no
considered collegiate units. Example: University Libraries or Office of Finance and Operations.

* The Twin Cities (East Bank, West Bank, and St.Paul) are considered one campus.

* If your work affects Duluth and the Twin Cities, it affects two or more campuses.
* To get credit for all campuses, your position must affect all campuses affiliated with the University of Minnesota.
* Consult your collegiate or administrative head for definitions of work unit, division, and department.
* Employees who usually affect two or more departments usually provide a service for two or more departments.

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Independent Judgment

13% of total points Questions 18, 19

Independent judgment questions address the amount of discretion the employee has in deciding how to do the job and the extent of established guidelines available.

18. This question should be answered in terms of how much discretion anemployee has to decide procedures to be followed and results to be achieved in carrying out job duties. Keep in mind that this question was meant to address the degree of decision-making required when a completely new responsibility is added or when an employee begins a new job.

a. Specific assignments and detailed instructions: This option is appropriate for jobs that are highly structured and which allow the employee little or no leeway in determining how to carry out job responsibilities. Assignments are clear-cut and routine. Situations arising outside the parameters of the original instructions or guidelines are referred to the supervisor for assistance.

Examples of some typical responsibilities are: photocopying, sorting mail, filing, performing routine data entry, typing labels, routine lab work, etc.

b. Assignments with general instructions: This option is appropriate for positions with more responsibility for making decisions than indicated in option (a). The employee receives more general instructions and has some latitude in determining how to carry out, prioritize, and organize work. Routine problems can be dealt with directly by the employee, but more complex problems and unfamiliar situations are referred to the supervisor for assistance.

Examples of some typical responsibilities are: setting up a filing system, determining format for typing correspondence on a personal computer, following a protocol in carrying out an experiment, etc.

c. Specific objectives and priorities: This option is appropriate for positions in which the parameters for decision-making are still broader in carrying out responsibilities. An employee at this level functions fairly independently and solves most problems that arise in performing job duties. Unusual situations with no clear guidelines or policies would require supervisory assistance ("unusual" occurs infrequently for anyone). Projects with specific objectives and priorities may be assigned with the employee determining the approach to be used in completing the project. Some analysis and consulting various resources may be required in completing assignments.

Examples could include: responsibility for reconciling budgets, coordinating office functions, conducting specialized laboratory studies, etc.

d. Only overall objectives and resources: This option is appropriate for positions (typically managerial or administrative) that function independently. Individuals at this level would spend time planning and making decisions regarding a project, then hand over to another employee to carry out the specifics.

Examples of this could include: conducting studies and making recommendations about accounting, organization, staffing, methods of operation, etc.

e. This option is for high-level administrative positions.

19. Instructions available to perform the majority of responsibilities.

a. This option is for fairly routine clerical or technical positions.

b. Clerical or technical positions with a somewhat higher level of responsibility would receive credit here.

c. This option refers to positions where guidelines, policies, procedures, etc. may exist, but may need to be interpreted and applied to a situation using more independent judgment.

Examples of this would be: policies available to employees responsible for keeping vacation and sick leave records, or preparing payroll documents and personnel requisitions.

d. Employees at this level are typically responsible for developing new policies not already in place as problems or new situations arise. Generally, administrators, project managers, etc. would receive credit here.

e. This option is for high-level administrative positions.

f. This option is for high-level administrative positions

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Physical Effort

(6.5% of total points) Question 20

The physical effort question investigates the amount of time spent in work that strains the body and/or the senses.

20. This is the only question that addresses the amount of physical effort required by the job. This includes the typical activities that exert the body, such as lifting, kneeling, pushing, etc., as well as those required activities that strain the senses.

To correctly answer this question, the following definition of "strain the
senses" is used: Any kind of work that requires active use of one's senses, such as reading very small print, using a microscope, reading a
computer terminal screen, etc.

The JEQ does not consider passive exposure of the senses to unpleasant or uncomfortable conditions, such as dim light in the room, noise, temperature extremes, or unpleasant odors. Levels of discomfort these are subjective and cannot be measured accurately. These environmental conditions should be reported to your department for remedy.

Although a stressful job certainly contributes to physical strain, the definition of stress is so subjective that it, too, cannot be measured accurately and is not credited.

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Mental Effort

13% of total points Questions 21, 22, 23

Mental effort questions investigate the complexity of the work, amount of time spent initiating/planning projects, and level of problem-solving required.

21. This question determines the level of complexity of a position's responsibilities. In determining the appropriate response, we need to consider the amount of thought required in the steps involved, not merely the number of steps involved.

a) Clear-cut assignments.

Examples: taking phone messages distributing mail, recording temperatures, photocopying.

b) Requires considering a few things when doing an assignment, with many related steps.

Examples: formatting a page layout for a newsletter, purchasing equipment for a department.

c) Requires considering several things when doing an assignment, with different steps.

Example: compiling data to create a report.

22. Only time spent in initiating or planning new projects, programs, etc. may be credited here, not time spent actually implementing the plan.
To receive credit here, you must spend significant time (at least 52 hours per year) initiating or planning a new project. Credit for supervisory responsibilities (delegating or planning the work of others), or prioritizing the daily or weekly workload is given in questions 31-52.

23. Even the most routine positions require some degree of decision- making; deciding whether to place a phone call on hold, for example. Consequently, every position should receive some credit on this question even if the independent judgment questions indicate that the employee generally refers "problems" to someone else for solution (question 18, option b). The independent judgment questions determine how much discretion the employee has in deciding how to do things; this problem-solving question determines the level of original thinking or creativity required to solve problems.

In determining the appropriate answer for this question, consider these questions: Is analysis of the issues involved required most often (option c); or must new information be developed to solve most problems that occur (option d); or can the employee choose a solution based on the information available (option b)?

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Risk

6.5% of total points Questions 26, 27, 28, 29, 30

Risk questions address the potential for illness or injury to the employee, as well as the responsibility for protecting others from potential illness or injury.

The intent of the questions is, first, to recognize those positions routinely exposed to a higher degree of physical harm than would occur in a normal office or lab setting. Second, these questions address the responsibilities of some positions to ensure the safety of others and
protect them from potential illness or injury.

Assuming that a safe environment will be maintained for most jobs, the majority of positions will receive minimal credit here. This section acknowledges situations where injury or illness would not be easily preventable even when proper safety precautions are followed.

26. Remember that the position must routinely be exposed to potential illness or injury. If so, what illness or injury would usually result when all safety precautions are taken? Worst-case scenarios should not be used.

Example: Employees who draw blood (phlebotomists) will receive credit here. The level of risk to the employee depends on the populations with whom s/he deals.

a. Fatal injury or illness:
Routinely drawing blood of HIV-positive patients.

b. Major permanent disability:
Drawing blood of patients infected with hepatitis; lab machinists would receive credit here.

c. Minor but permanent disability:
Handling or working around high levels of radioactive chemicals; drawing blood of patients with viral infections.

d. Requires some period of hospitalization:
Working around lower levels of radioactive chemicals; hazardous waste; high electrical voltage.

27. "Number of hours normally exposed" is an average over one year.
Only if options a. - e. in question 26 were credited will credit be given here.

28. This question identifies measures to be taken to preserve safety.
Credit is given if there is an immediate and direct (delegated) responsibility to ensure that others are performing their job duties safely. The employee with this responsibility would tell others what they must do to minimize risk.

b. Small risk that someone would become injured or sick:
Example: Most positions in a laboratory would receive credit here or in option c; Minnesota Employee Right to Know Act (MERTKA) designees would also receive credit at this level.
c. Moderate risk:
Example: lab machinists

d. Large risk:
Example: nurses changing doses of medications

e. Almost certain risk:
Example: child care workers

29. a. Examples of some positions given credit here are also listed on the JEQ. Individuals receiving credit here typically work side-by- side with employees for whom they are responsible in more protective ways (e.g., caring for patients or children).

b. Employees would not need to directly watch others to ensure their safety.
For example: waste disposal in a laboratory, where other employees could be harmed if appropriate safety precautions are not taken.

30. This question addresses people under your care. When safety precautions are followed, typically only the most minor injury would occur. (Refer to the JEQ for more examples.)

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Supervisory

10% of total points Questions 31 - 48

The supervisory questions investigate the role of formal supervisors, lead workers, and positions (traditionally non-supervisory) with responsibility for some supervisory activities.

This section is generally self-explanatory, with a few clarifications.
Credit is given for supervising students or volunteers regardless of whether they work full-time or part-time, and whether their appointment is permanent, temporary, or seasonal.

31-35: Credit is not given in this section for advisory responsibilities; i.e., for acting as a general resource (typically credited in #7) or for comments or suggestions relating to supervisory functions (including hiring decisions). Participation in a committee or group hiring process does not receive credit here.

36-41. Authority to "effectively recommend" means that the employee is expected to make these recommendations and that the recommendations are usually accepted. This would be a formal responsibility or job function.

42-48. Credit is given for supervisory activities but employee is not required to be a formal supervisor. Intention is to give credit to employees who perform these activities, including those in positions who must teach University students in the laboratory (may also involve assigning and/or reviewing work). Serving as
official training resource to others (including new employees), giving workshops, training, and reviewing work of coworkers, also receive credit here.

43. "Teaching" applies to positions that include classroom teaching, laboratory instruction, leading seminars, etc. Generally, theoretical approaches, concepts, and principals would be presented here.

46. Employees with authority to review the work of others and who also have authority to make changes.

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SECTION 8

Other Issues

In this section, we have tried to capture the questions and issues that surround the processing of a JEQ. Some you may have thought of, and others may be new. We do not provide answers because every reclassification change will have its own unique set of circumstances. By summarizing many of the questions we have heard, we hope you become more aware of the kinds of things to consider as you begin the JEQ process. We encourage both employees and supervisors to contact your HR team members and/or appropriate Union business representative for advice and guidance. They can provide helpful perspectives and items for consideration in this important job analysis process.

Here are the questions. If you think of others, we hope you'll let us know.

How will a change in classification affect my seniority?

How will a change in classification affect my bumping rights? Will I have less job security or be more vulnerable to layoff if I reclass?

If there is a change in my classification as a result of the JEQ, how will the effective date of the JEQ affect cost-of-living increases, progression increases, or other salary adjustments?

Will there be a new probationary period if my classification is changed as a result of the JEQ?

What are the differences between a "survey" and a "reclass"? Why
would you choose one over the other? Are effective dates different depending on which you choose?

How much can the salary increase be? Are there minimums and maximums? What is the normal, or most usual, salary increase?

What are the consequences for me if the result of the JEQ is a demotion? What if the change results in a lateral move?

Can I appeal the results? How?

Are there benefits in delaying the process of reclassification to maximize the amount of raise I might get or minimize the negative effect that having a new anniversary date in the new classification might bring?

What if I don't know exactly what my appropriate class title should be?

What if my position is determined to belong in a non-union classification? What happens to my seniority and job security? What rules or contract govern my job then? Will I discontinue paying union dues?

What happens if my classification stays the same, but I have assumed supervisory responsibilities?

What does the JEQ "score" mean? How many points do you need to
move to a higher level position?

If my position moves to a different "job family" (secretarial to
accounting or electronic technician to machinist), how will I know if the change is a promotion, demotion, or lateral move?

What happens if the results of the JEQ move me from an AFSCME clerical job to an AFSCME technical job? Are the Union dues the same? What about my seniority and job security? Do I belong to a different local?

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SECTION 9

Congratulations! You've done it!