LUSU Job Evaluation Handbook

This Handbook, which is a supplement to the Laurentian University/Laurentian University Staff Association Collective Agreement, provides information on the Job Evaluation System developed jointly by Laurentian University and the Laurentian University Staff Association which was completed on July 1, 1986. A Joint LU/LUSA Committee worked together over an extensive period of time to develop a system that would provide LUSA employees of the University with a fair and equitable evaluation of their positions.

The plan which has been developed is a point factor system that provides for the formal and systematic comparison of positions in order to determine the worth of one job relative to another. A summary of the Job Evaluation System is included herein. The end result of the system is the classification of LUSA positions reflected in Schedule C of the Collective Agreement.

In addition, procedures have been adopted to ensure the ongoing maintenance of the Job Evaluation System and to facilitate its administration. The Job Evaluation Procedure is included in this Handbook. Applicable sections of Articles 25 and 26 of the Collective Agreement should also be referred to for procedure provisions.

DOCUMENTATION RELATING TO THE JOB EVALUATION PROCEDURES

To begin with, positions are evaluated on the basis of job content. The position itself is therefore the focus of the evaluation and the incumbent and any of his/her specific qualifications or any specific salary level or any performance assessment of the incumbent is ignored in the evaluation process.

A position questionnaire has been developed to facilitate the preparation of job descriptions by focusing on aspects of job content that are involved in the Job Evaluation System.

It is crucial that the importance of a complete and accurate position questionnaire and job description be recognized and that those who are involved in writing them, complete the position questionnaires as meticulously as possible.

Appendix B provides a copy of the Position Questionnaire and Appendix A provides Guidelines for its completion.

THE JOB EVALUATION SYSTEM

With a point factor system of job evaluation, compensable factors related to job content are identified and defined to be used in the comparison of positions.

The plan for LUSA positions includes the following fourteen (14) factors representing four (4) broad categories:

CONDITIONS

WORKING CONDITIONS

This factor measures the physical surroundings and the potential hazards with which jobs are performed. It considers the unpleasantness of conditions surrounding the job and health and accident hazards associated with the work, which cannot be eliminated from the job.

PHYSICAL DEMANDS

This factor is the physical effort required by the job measured by its nature and frequency.

MENTAL FATIGUE

This factor measures the degree of concentration, either to minute job details or to the many tasks of the job, as well as the pace the employee must maintain and the impact of interruptions, distractions or confusing influences.

COMPLEXITY

PROBLEM SOLVING

This factor measures the relative difficulty of solution of work problems. A position holder solves problems when there is uncertainty about action which must be taken. Problem solving is thus the reasoning process which precedes a decision. It is measured in terms of three dimensions

- the context of the work done and within which a problem is encountered

- the data which is used to identify a problem and work out a solution

- the method of analysis which is used to solve the problem and which can be demonstrated to others.

DECISION MAKING

Decision making involves the exercise of a choice amongst alternative lines of action. This choice is the central point of decision making. It is based on judgement - varying in complexity - which the person doing the job is expected to make.

RESPONSIBILITY

CONSEQUENCE OF ERROR

This factor measures the effects of inaccuracy and poor conclusions and decisions. It considers the probable human and material resource consequences of errors that are probable, rather than remotely possible.

SUPERVISION & OTHER GUIDANCE RECEIVED

To identify the type of control under which the job operates. Reflects the type of direction and control received from personal supervision, set procedures, operational manuals, etc.

RESPONSIBILITY FOR GUIDANCE OF OTHERS

This factor measures the degree to which the employee assigns tasks to others, outlines methods they are to follow, checks the progress of their assignments, and corrects errors. Employee usually works with and guides other employees in his/her area.

COMPETENCE

NUMERICAL COMPUTATIONS

Mathematical development in terms of calculations performed and interpretations rendered.

COMPREHENSION

Comprehension means understanding of verbal, spoken, or written material. Comprehension is measured by examining the complexity of statements, special terminology which may be used, breadth or depth of meanings and particular inferences which need to be drawn.

EXPRESSION

Expression is measured by the most complex feedback given by the position holder to others, and may involve terminology varying in complexity, and awareness that others understand correctly, and the modification or simplification of source information.

BILINGUALISM

This factor reflects the degree, if any, of knowledge of French and English required.

EDUCATION AND TRAINING

This factor is the formal education and training which is required to obtain the knowledge necessary to satisfactorily perform the duties of the position.

EXPERIENCE

This factor measures the amount of practical experience that an individual having the appropriate education and training would require to satisfactorily perform the duties of the position. It refers to experience on related work and is in addition to the desired formal education and relevant training which is required. It covers the time required to learn the practical application of theoretical knowledge to the work problems, and to learn the necessary techniques, methods, practices, procedures, use of forms, etc.

The following summarizes the allocation of points to the various factors:

FACTOR	POINTS
CONDITIONS
WORKING CONDITIONS	30
PHYSICAL DEMANDS	30
MENTAL FATIGUE	40
Sub-Total		100
COMPLEXITY
PROBLEM SOLVING	100
DECISION MAKING	200
Sub-Total		300
RESPONSIBILITY
CONSEQUENCE OF ERROR	110
SUPERVISION & OTHER GUIDANCE RECEIVED	110
RESPONSIBILITY FOR GUIDANCE OF OTHERS	80
Sub-Total		300
COMPETENCE
NUMERICAL COMPUTATIONS	25
COMPREHENSION	25
EXPRESSION	25
BILINGUALISM	25
EDUCATION AND TRAINING	100
EXPERIENCE	100
Sub-Total		300
OVERALL TOTAL POINT BASE		1000

Each of these fourteen (14) factors is further divided into degree definitions providing for identification of the degree to which each factor is required by the position. While all positions are evaluated on all the factors, the degree of each factor found in each position may vary. Each degree is assigned a value by points as well. Each position is awarded points for a factor by identifying the degree of the factor that is appropriate based on the content of the position under review.

The points so assigned are totalled to arrive at the total point allocation for the position and the position is placed in a salary grade based upon the total point range of the salary grade. There are currently nine (9) salary grades, each with a point range of seventy (70) points, as follows:


Grade 1	165 - 235 Points
Grade 2	236 - 305 Points
Grade 3	306 - 375 Points
Grade 4	376 - 445 Points
Grade 5	446 - 515 Points
Grade 6	516 - 585 Points
Grade 7	586 - 655 Points
Grade 8	656 - 725 Points
Grade 9	726 - 795 Points
Grade 10	796 - 865 Points

The salary range relative to each salary grade is indicated in Schedule A of the Collective Agreement.

A Job Evaluation Manual which provides complete details of the Job Evaluation System including the distribution of points and the methods for its application is maintained by the Joint Job Evaluation Committee. It is available upon request.

With a view to ensuring the consistent application of the Job Evaluation Manual and the appropriateness of the Job Evaluation Procedure or Manual, the terms of reference of the Joint Job Evaluation Committee include responsibilities for developing guides required for interpretation of the Job Evaluation Manual and making recommendations regarding the Job Evaluation Procedure or Manual.

JOB EVALUATION PROCEDURE

I COMMITTEE STRUCTURE

1.	The Joint Job Evaluation Committee (J.J.E.C.) shall be comprised of the following voting members: a) two members appointed by the University; b) two members appointed by the Association. Quorum shall consist of all members of the J.J.E.C.
2.	The Chair of the J.J.E.C. shall rotate alternately between the University and the Association J.J.E.C. members. The Chair is responsible for the conduct of the meeting. The first meeting is to be chaired by a LUSA member of the J.J.E.C.

3.	The Administrative Coordinator will be appointed by Personnel Services and will be responsible:

for providing the members of the J.J.E.C., one week in advance of a meeting, with the following:

Date, time and location of the meeting;

ii)

Agenda;

iii)

Copies of all pertinent documentation;

	b.	for communication activities to, from, and within the J.J.E.C. as determined by the J.J.E.C.; and
	c.	for organizing and maintaining all related files and documentation. All J.J.E.C. members may have reasonable access, as necessary, to these files.

Should J.J.E.C. members desire to table items for discussion at a regular meeting of the J.J.E.C., they must submit these to the Administrative Coordinator two weeks in advance of the meeting at which they propose to discuss them, where possible.

A member shall not attend those meetings regarding jobs in which the member has a direct personal interest as determined by the J.J.E.C. For such circumstances, the party whose member has a conflict will designate an alternate. In order to acquaint new alternates with the workings of the J.J.E.C., each such new alternate shall be entitled to attend to twenty and one quarter (20.25) hours of actual meeting time of the J.J.E.C. as an observer without voice or vote. The parties will notify each other annually, in writing, of the names of members and alternates.

II MEETINGS

1.	The J.J.E.C. will meet once a month at a mutually agreeable time.
2.	LUSA members of the J.J.E.C. shall be entitled to attend such meetings without loss of pay and such time so spent shall not be used in the calculation of any overtime pay.

III TERMS OF REFERENCE

	The purpose of the J.J.E.C. shall be to:
a)	review and confirm, or revise, the salary grade for a new position, or a vacant position that is changed, according to the Job Evaluation Procedure and the application of the Job Evaluation Manual in a manner that ensures
b)	establish the salary grade for a changed position which is still occupied, according to the Job Evaluation Procedure and the application of the Job Evaluation Manual;
c)	resolve disagreements regarding the accuracy of new or changed job descriptions, according to the Job Evaluation Procedure;
d)	develop, and revise as necessary, any guides required for the consistent interpretation of the Job Evaluation Manual;
e)	make such recommendations regarding the Job Evaluation Procedure or Manual as the J.J.E.C. deems appropriate.

IV COMMITTEE PROCEDURE

All new positions, changed positions or requests for review of positions shall be tabled with the J.J.E.C. at the next regular meeting. Cases will be reviewed in order of submission. The J.J.E.C. may request to meet with the position incumbent, if any, and the supervisor of the position in order to seek clarification.

(a)

Where an employee disagrees with the salary grade assigned to his/her position and/or the accuracy of the position questionnaire or job description, in reflecting authorized duties, he/she will submit a request for review to the J.J.E.C. The appropriate forms will be provided by the J.J.E.C.

(b)

A request for review shall not be entertained on the grounds of:

(i)

the inadequacy of the salary range assigned to the salary grade, or;

(ii)

discontent with the salary grade to which a position has been assigned where the employee cannot show that the grade assignment has been based on inadequate, erroneous or misleading information.

3.	Job descriptions, position questionnaires and any other pertinent documentation as provided by Personnel Services shall be reviewed by the J.J.E.C. as provided for in the Job Evaluation Manual.
4.	The appropriate rating and salary grade for an existing position will be determined by a majority of the voting members of the J.J.E.C. The decision will be recorded on the appropriate form, signed, and dated by all members, and communicated to the incumbent, if any, and the supervisor of the position. If the incumbent disagrees with the decision, he/she will be entitled to submit an appeal within ten (10) calendar days of receiving the J.J.E.C.'s decision. The appeal will be reviewed at the next J.J.E.C. meeting.
.	Where there is a majority decision by the J.J.E.C., the final decision is binding on the University, the Association and on the incumbent and shall not be the subject of a grievance or arbitration.
.	Where there is not a majority decision by the J.J.E.C., the salary grade will be submitted to the Job Evaluation Arbitration procedure within fourteen (14) days of the consideration by the J.J.E.C.

5.	The rating and salary grade for a new position or a changed vacant position, will be determined initially by the University. The position posting shall include the phrase "salary under review".
.	After the position has been filled for six (6) months, the position questionnaire will be completed and the job description revised if necessary, and these along with any other pertinent documentation as provided by Personnel Services shall be reviewed by the J.J.E.C. as provided for in the Job Evaluation Manual.
.	The parties agree that in order to avoid undue delay, the supervisor/department head must submit the approved position questionnaire to the J.J.E.C. within sixty (60) days of the employee having submitted it to her/him. If this is not done, the incumbent may notify the Director of Personnel, who will promptly investigate and expedite this matter.
.	The J.J.E.C. will review and confirm, or revise, the rating and the salary grade for the new position or the changed vacant position as determined by a majority of the voting members of the J.J.E.C. The decision will be recorded on the appropriate form, signed and dated by all members, and communicated to the incumbent, if any, and the supervisor of the position. If the incumbent disagrees with the decision, he/she will be entitled to submit an appeal within ten (10) calendar days of receiving the J.J.E.C.'s decision to the next J.J.E.C. meeting. The incumbent is entitled to attend the J.J.E.C. meeting at which the appeal is reviewed to make submissions.
.	Where there is a majority decision by the J.J.E.C., the final decision is binding on the University, the Association and on the incumbent and shall not be the subject of a grievance or arbitration.
.	Where there is not a majority decision by the J.J.E.C., the salary grade will be submitted to the Job Evaluation Arbitration procedure within fourteen (14) days of the consideration by the J.J.E.C.

The decision resulting from the evaluation procedure shall be made effective:

(a)

for changes to salary grades increasing the grade, on the date of the filling of the new position or the filling of the changed vacant position, or the date of implementation of the changed job where there is an incumbent.

(b)

for changes to the salary grade of a new position or a changed vacant position decreasing the grade, on the first day of the second month following the meeting at which the Committee made its decision.

(c)

for changes to the salary grade of a changed occupied position decreasing the grade, on the day that the incumbent leaves the position. No incumbent in an existing position that is changed by the University shall suffer a decrease in salary rate as a result of a salary grade decision pursuant to Article 25.04 of the Collective Agreement.

(d)

for changes to the salary grade resulting from a request for review under paragraph 2 above, where the salary grade is increased, retroactivity shall not occur for any period prior to July 1, 1985 and shall not occur for any period more than one year from the date of the Committee's final decision; where the salary grade is decreased the same provisions as in paragraph 6(c) above will apply.

(e)

In reference to IV Committee Procedure, 5, paragraph three, the one year retroactivity period will be extended by a period of time equal to the period of time calculated from the time the incumbent notified the Director of Personnel to the time the position questionnaire is received by the J.J.E.C. Administrative Coordinator.

V JOB EVALUATION ARBITRATION

1.	For the selection of a single Arbitrator, both parties will follow the provisions of Article 7.06 of the LU/LUSU collective agreement.
	K. Burkett
	P. Knopf
	A. Barrett
	R. Blair
	N. Dissanayake
	J. Devlin
	Other names made be added at the mutual agreement of both parties.
2.	Where the matter referred is the accuracy of the job description or position questionnaire, the Job Evaluation Arbitration Board shall have no jurisdiction to inquire into or decide any other matter. The Board's decision shall determine the description and/or questionnaire to be provided to the J.J.E.C.
3.	WHERE the matter referred is the appropriate salary grade, the Job Evaluation Arbitration Board shall make its decision by the application of the current Job Evaluation Manual. It shall have no jurisdiction to add to, subtract from, or amend the Manual or the Collective Agreement; nor shall the Board make any decision that is inconsistent with the Manual or the Collective Agreement.
	Notwithstanding IV COMMITTEE PROCEDURE paragraph 6(d), should the incumbent be successful at arbitration, retroactivity shall be awarded to the date of the implementation of the changed duties, or twelve months (one year) prior to the Arbitration Referral Date, whichever is the lesser period.
	The Arbitration Referral Date shall be the date, where failing a majority decision in Job Evaluation, the party(ies) formally refer the matter to Arbitration.
4.	Each party shall bear the costs of its nominee and shall equally share the costs of the neutral third member. The two (2) LUSA JJEC members and the incumbent (if any) shall continue to receive their regular salary while attending JJEC Arbitration hearings. However the Association shall reimburse the University for one half (1/2) the salary for time such spent by the LUSA JJEC members. Each party shall bear the cost of its own witnesses.
5.	A decision by the majority of the Board, or the neutral third member where there is no majority, shall be the decision of the Board.
6.	The decision of the Board shall be communicated to the J.J.E.C. and the incumbent, if any. Such decision shall be final and binding on the University, the Association and the incumbent, if any, and shall not be the subject of a grievance or arbitration.

VI FORMS

The J.J.E.C. shall develop and revise, from time to time, the necessary forms required to facilitate the process.

These forms are available upon request from the Personnel office.

APPENDIX A

JOINT JOB EVALUATION DOCUMENTATION

POSITION QUESTIONNAIRE GUIDELINES

(To be read jointly with the Position Questionnaire)

GENERAL COMMENT

In order to obtain information for the purpose of preparing a job description and to provide background details for the purpose of evaluating a position under the Joint Job Evaluation System, it is necessary that a Position Questionnaire be completed by the incumbent of a position, in consultation with his/her immediate supervisor. Each person, holding a position, describes by completing a position questionnaire the work done in the position in terms that facilitate the preparation of a job description and the evaluation of the position. The process has a number of checks built in to ensure objectivity - the position holder answers all of the questions, except section 17. Answers are reviewed by the immediate supervisor and approved by the department head and in an Academic area must be authorized by the appropriate Dean.

The completion of a position questionnaire is not an easy task. As a position holder, or supervisor, you are expected to sort out, select and summarize a great deal of information. You must present the information in a way which makes sense to other people. There is an art to writing a good position questionnaire, as there is in writing a letter or reporting news in the media. The position questionnaire which you will complete, is intended to facilitate a crucial process - help others understand what you do at work, and understand why it is important.

A few points will help you along. Positions must be described accurately in terms of what is currently done - now, not in terms of what should be done, or what may be done in the future, or was done in the past. Give overall, and as briefly as you can, a clear perspective of the many things you do. Try to restrict yourself to the space provided by the questionnaire (answers are to be typed, single spaced). If you feel, however, that you need to go beyond this space, then do so and add as many pages as you consider necessary. Focus on the important and difficult features of the work you do. If you do not give a clear perspective the users shall get lost in the mass of detail, and fail to separate the essential from the trivial.

Finally, use whatever material is currently available, which describes, directs or influences your position. You may have a job description, position questionnaire, a procedural manual, or operational guidelines. Use them in whatever way you think necessary. Your objective is to help someone, who knows very little about the work you do, understand what you do and appreciate its importance.

Should you require further information or supporting documentation, please contact the Administrative Coordinator of the J.J.E.C.

SPECIFIC QUESTIONS

The notes which follow refer specifically to questions in the position questionnaire.

A. POSITION IDENTIFICATION

This section identifies the position and authenticates the information in the questionnaire. Once completed, it must be authorized by the Department Head, and in the Academic Area must also be authorized by the appropriate Dean. Then the Incumbent and/or Immediate Supervisor should duly sign and date the document.

If there is disagreement, the Incumbent should sign the position questionnaire writing beside the signature "UNDER DISPUTE" and attach a memorandum itemizing the points of contention.

1. SUMMARY DESCRIPTION

The simplest and shortest way to describe a position is to give its title. The summary description goes a bit further than this. Keep the summary description brief, not more than a couple of sentences, or approximately 50 words.

A good summary description will focus on the main objectives of the position. It will go some way to answer questions like why does the position exist? What must you accomplish?

You will be well advised to write the summary description last, that is after completing all portions of the questionnaire.

2. MAJOR DUTIES

You must provide a list of the major activities which you perform in order to complete your various assignments. Start each sentence, with an action verb, e.g. files, reviews, schedules, measures, operates, prepares, informs, etc. See attached glossary.

This is the most important part of your position questionnaire. In order to complete it satisfactorily, you must solve two problems:

1.	You must be comprehensive, not leave out anything which is important and yet not get lost in details.
2.	You must group activities, duties under major headings which have a logic, and are connected together. Work activities which belong together are called a function.

Endeavour to describe your major duties in two and a half pages. If you have difficulties writing this section, start by thinking of all the things you do each day. Begin with the start of your work day. List activities in normal sequence, add anything else that you might do. If your job has no regular flow of work, then list things you do daily, you do weekly and ever so often. These lists of activities are your rough notes. Group activities together, into common functions or major duties. Describe these activities under suitable headings, and in order of importance.

You may want to rewrite the description of the major duties after discussion with your immediate supervisor. This is a common occurrence. The description of major duties could require many drafts and much discussion.

Major duties end with the sentence: "Performs other duties directly related to this position as assigned".

2.2 DIFFICULT DUTY

This may not necessarily be the most important duty. We are interested in your opinion and the reasons for it. Difficulty may be due to task complexity. Difficulty may also be caused by other factors, e.g. inter departmental work, peculiarity of the task itself, and so forth.

2.3 SCHEDULING

Scheduling of work means that you are directed by someone else to prioritize your activities. If this happens, relate which component of your work is prioritized, and how this is done, e.g. work instructions, weekly schedule, irregularly, by word of mouth, in response to work pressures, etc.

2.4 SELF SCHEDULING

Relate how you set about prioritizing your work. Do you respond to pressures of the day, have you to deal with different priorities at different times of the year, does the work for some people get priority over that of others?

2.5 GUIDELINES

List here any set of instructions which guide you and which are written down. Be specific. If only portions of a manual relate to your work, indicate which one it is, e.g. regulations from the University and any other organization.

2.6 DIFFICULT TO LEARN

The question has a bearing on a number of factors, which will be used to assess the importance of your position. You will need to consult with your supervisor, as he/she may know of difficulties other position holders had about the work you do.

2.7 EQUIPMENT

List any equipment, machinery, etc. which the University has purchased and which you use at work. Considering the total amount of time available (ie. 1755 hours per year, 6 3/4 hours per day) indicate approximately what amount of your total working time you spend on operating this equipment/machinery.

3. WORKING CONDITIONS

Describe any aspects of the work environment you consider unusual or stressful, e.g. high noise level, working outdoors in winter, travelling long distances, etc.

4. HAZARDS

There are dangers which you cannot escape, and which are inevitable. It is not possible to remove such dangers, but common wisdom indicates that work can be carried out provided precautions are taken. Indicate how dangers are controlled, e.g. warning signs, protective clothing, etc.

5. PHYSICAL DEMANDS

Anything at work which gives you a sense of bodily stress, e.g. you feel tired, you get into awkward positions in order to do your work, etc.

6. PRESSURE OF WORK

What particular features at work give you a sense of personal stress? Do you have to meet deadlines regularly? Are there periods of peak activity? Is there something you do which requires undue concentration? Indicate when this happens, what particular duties create such a sense of pressure, and give some idea of their frequency.

7. PROBLEM SOLVING (i)

List problems which are typical for someone in your position. A problem does not present itself with a solution. You have to think through the problem and arrive at a solution. A secretary, for example, may have some difficulties retrieving a document which someone remembers the department received, but which cannot be found in relevant files. A technician may have to diagnose equipment malfunctions and correct them. You may have to think through two sets of conflicting instructions. List as many of these problems as you can. Describe each problem briefly (approximately 30 words).

7. PROBLEM SOLVING (ii)

Choose two of the most difficult problems which you need to solve. Describe them in turn and indicate how you set about solving them, e.g. you have to consult with people, wait for additional information, or involve another department. The problem, however, is yours: in the sense that its presence bothers you, and causes delays in the work you are responsible for.

8. CONSEQUENCE OF ERRORS

List errors which could occur at work (there is a fair probability of this happening, e.g. you work under pressure, or your work requires the input of others ). These are some examples of errors and their consequences: the night porter at a residence opens the door for someone who is not authorized to enter a building - a break-in or burglary takes place; an incorrect figure doubles an employee's tax deduction - though the money will be refunded, this creates an inconvenience and requires additional work to correct the error. Consider, in every case, the consequences of errors - do they generate additional work, do they involve the University in additional expenses, do they place anyone in jeopardy? Consequences of errors can be discussed in both material and mental terms - an error can cost money or can damage the image of the University or your Department. All consequences are important.

9.1 MATTERS REFERRED TO SUPERVISOR

Discuss, in general terms, decisions you make, or situations that you encounter which you must discuss with your immediate supervisor. Failure to do so may either cause you to exceed your authority or prevent other people from doing their work effectively.

9.2 TO 9.4 .... And Anyone Else

Discuss, in general terms, people you service, or work with, and who have an influence on the work you do.

10. WORK DIRECTION

If you are responsible for the work of others, tell us who they are, and what type of direction you give them. Once again, discuss this in general terms, e.g. "three summer students involved in simple building maintenance, and other labouring tasks". When calculating % of time, consider the total amount of working time available and indicate approximately what % of your time is spent in this capacity.

11. COMPUTATIONS

What calculations or computations do you do at work? Budget control, for example, involves you in a process of classification (per account number) and a series of additions, divisions and so forth. Are you expected to interpret these calculations? Take action? Inform someone? Some of your calculations may be straight forward, e.g. making a tally sheet, others may be a great deal more complex.

12. COMPREHENSION

What documents, books, etc. do you read, so that you may do your work. Consider these examples. You have to work your way through new postal regulations, or else interpret complicated instructions concerning tax or benefits. You may have to work through new equipment manuals, understand regional by-laws, consult minutes of the Senate or Academic Council. List these documents and copy some examples of material you have to read and understand. Mark each copy COMPREHENSION.

13. EXPRESSION

How do you communicate at work, in writing? Do you draft minutes, do you prepare reports, do you fill schedules? List documents you wrote. Copy some examples. Anything you give us will be treated confidentially. Mark each copy EXPRESSION.

14. BILINGUALISM

To what extent must you be fluent in both official languages? If you do have to write clearly in both official languages, please give examples of letters, material written in French and in English. Write at the top of each example BILINGUAL EXPRESSION.

15. ANY SPECIAL REQUIREMENTS?

Is there anything you do at work, which you consider to be unusual, or which requires special skills or abilities? You may, for example, do work which takes you into frequent contact with the public. Could you tell us why this is a "special" requirement.

16. ANYTHING ELSE?

There may be something about your position which the questionnaire has not considered or you have not discussed sufficiently. This is your opportunity to set the record straight.

17. FORMAL EDUCATION, TRAINING AND EXPERIENCE

As indicated, this section must be completed by the immediate supervisor, in consultation with the position holder. You will both be guided by past experiences. It will help, however, if you could relate your combined judgments in this section, to other sections of the questionnaire (particularly the sections on problem solving, major duties, and aspects of the work which are difficult to learn). Once you make up your mind on answers to the three questions, run the answers again to test the possibility of hiring someone who has no work experience. Imagine you have decided to hire a young person who has completed formal schooling, has received the required training and is reasonably proficient - how long would it take such a person to perform satisfactorily in the job? Do you come out with the same figures? If you do not, then perhaps you ought to reconsider the answers you wrote down.

17.1 FORMAL EDUCATION

What level of formal schooling would you consider necessary for this position? Formal schooling covers education at school, university or community college. Your answer should give the time in years at both the secondary and post secondary school level, e.g. Grade 13 and two years at community college, taking a general business diploma. Be sure to mention whether any formal schooling, i.e. degree, diploma, certificate is required by government or other agencies.

17.2 ADDITIONAL TRAINING?

Consider the time taken to acquire the necessary training and achieve entry levels of proficiency. Such training will cover all skills which are considered essential or are mandatory. Be sure to mention where any licenses, special tests of proficiency are required by government or other agencies.

17.3 RELATED WORK EXPERIENCE

Once again, give your answer in months and years. This will cover experience both in the present position, and in related positions. Experience may be gained at this University or elsewhere.

You may find it necessary to separate work experience acquired in the position, and work experience acquired outside the position. If this is the case, please be sure to mention it. Experience in the position means the time it takes to see all the major events which take place in it, and to learn to cope with these events in a satisfactory manner. Experience in related positions means, as a rule, experience in work related to work in the position, often in the form of a career path. What you learned in related positions is useful to the work of the position, or make it possible for you to learn rapidly the duties of your position.

17.4 REASONS FOR COMBINED JUDGMENTS ON EDUCATION, TRAINING AND EXPERIENCE

Relate how you arrived at your combined judgments. You may have been influenced by the work record of the present position holder. You may have considered some special requirements which are unique to the position. We welcome any comments you care to make. Try to answer questions like: has it been difficult for you both to agree to a joint judgement? Have you taken into account all the major duties? Are you realistic in your expectations? Will people with the required formal education and experience be challenged by the demands of the position?

GLOSSARY

WORKS:	Attaches, Changes, Conducts, Destroys, Enters, Files, Handles, Hires, Inserts, Lists, Locates, Makes, Marks, Moves, Operates, Performs, Places, Prints, Processes, Produces, Records, Retains, Rewords, Runs, Separates, Sorts, Stamps, Tabulates, Totals, Transcribes, Uses, Work, Writes
PUSHES ALONG:	Encourages, Develops, Furthers, Maintains, Pushes
RENDERS DECISIONS:	Decides
EXPLAINS:	Determines, Reviews, Weighs
CREATES:	Creates, Designs, Devises, Develops, Formulate, Initiates, Installs, Originates, Plans, Schedules
ASKS OTHERS:	Asks, Claims, Requests
CONTROLS:	Charges, Checks, Conserves, Controls, Corrects, Counts, Edits, Enforces, Follow-up, Initiates, Inspects, Insures, Logs, Measures, Proves, Rejects, Reports, Restricts, Reviews, Terminates, Verifies, Describes, Explains, Indicates, Shows, States
GIVES:	Delivers, Distributes, Forwards, Gives, Issues, Mails, Makes, Available, Pays, Provides, Releases, Routes, Sells, Sends, Ships, Submits, Supplies, Transfers
STUDIES OR APPRAISES:	Analyzes, Checks, Compares, Evaluates, Forecasts, Identifies, Inspects, Interviews, Investigates, Measures, Plans, Reads, Studies, Surveys, Weighs, Orders, Rejects
TIES TOGETHER:	Confers, Contracts, Coordinates, Reconciles, Represents, Ties Together
STOPS:	Checks, Deletes, Prevents, Returns, Tells Stops
GETS:	Accepts, Accumulates, Buys, Compiles, Gathers, Gets, Keeps, Obtains, Picks up, Procures, Pulls, Purchases, Recalls, Receives, Secures, Takes, Withdraws
TAKES EXECUTIVE ACTION:	Approves, Authorizes, Directs, Establishes, Executes, Requires, Signs, Supervises
TELLS OTHERS:	Advises, Assigns, Notifies, Orders, Prescribes, Recommends, Submits
HELPS:	Aids, Assists, Helps, Participates, Protects, Serves

NOTE:

The above list is not intended to be all-inclusive, and the position descriptions are not restricted to this list. It is intended that this list will be used to assist you and not limit you in your description writing.

APPENDIX C

FORMS

JE - 1 Advice of interim grade assignment

JE - 2 Request for position documentation

JE - 3 Employee request for review

JE - 4 Job Evaluation Decision

JE - 5 Appeal on Job Evaluation Decision

JE - 6 Appeal Decision

JE - 7 Request to incumbent to complete proper Position Questionnaire

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