The basic rules of writing good job specifications and job descriptions
were established by the New Jersey Department of Civil Service, now
the New Jersey Department of Personnel (NJDOP). These rules were followed
by the DHE when it revised the specifications prior to their approval
by the Board of Higher Education in June 1990. Colleges/Universities
may or may not follow NJDOP rules in writing job descriptions. Where
a college/university does not adhere strictly to NJDOP practice, job
descriptions may be incomplete or unclear. Where a college/university
does not follow NJDOP practice at all, the description may be virtually
meaningless.
Job specifications and job descriptions written according to the
rules below will be more accurate, clearer and more complete than
those that do not follow the NJDOP guidelines. Accuracy, clarity and
completeness are essential if the job is to be properly titled.
What follows is an explanation of the key elements
of specifications and descriptions and a discussion of how descriptions
should be written.
1. Class (generic) title, local title:
According to NJDOP rules, class titles should be descriptive of the
type of work, indicate the relative level and rank, and be as concise
as possible. The class or generic title may be very different form
the local title assigned by a college/university. Both generic and
local titles should be listed on the job description.
2. Definition section:
This consists of a brief overall statement of the kind and level
of work included in the class. It is a summary of the job.
The following information should be included in this section:
A. The type of supervision received.
B. The department or office in which the work is performed.
C. The nature, character or type of work.
D. The responsibility involved.
E. The phrase, "does related work as requires."
A. Supervision received. NJDOP has five conventional phrases
to indicate how much supervision an employee receives. Phrases that
are used to indicate this are, for example, "under general supervision
of direction," " under direction," "under general direction," or "under
administrative direction." Obviously, the first involves close supervision
and the last the least amount of supervision. In the first, the employee
receives instructions about the details of the work. In the second,
there is more latitude for the employee to proceed on his of her own
initiative when complying with policies, practices and procedures
that the supervisor prescribes. In the third and fourth, an employee
performs work independently of the supervisor except for clarification
of policy.
B. The Department or Office in which the work is performed.
Here are some examples of the way in which one indicates where he
or she performs his or her job:
Under the direction of an administrative office at a State College/University,
Department of Higher Education….
Under the supervision of a Director, Media and Technology, or other
supervisory officers of Higher Education…
Under the general direction of the Dean of Students of a State
College/University, or other supervisory officers of Higher Education…
C. The nature, character or type of work. Nature of the work
is often indicated by a phrase involving one of these words
--- technical, scientific, instructional work, administrative,
etc. The kind of work might be indicated as follows:
---performs professional and administrative work.
---provides specialized educational, vocational and personal counseling
services…
D. Responsibilities. Indicate your responsibilities in terms
of:
materials, equipment, directing the work of others, teaching others,
money, planning, organizing and developing a program.
Director of Intramural and Recreation Services:
… is responsible of the operations of the Intramural, Recreation
and Sports Club Programs as well as the operation of the Athletic
Recreation Center.
Technical Controller:
…conceives and implements policy affecting the academic and student
programs on and off campus. Plans and implements the design, maintenance,
repairs and distribution of all college projection, audio and motion
picture production facilities.
3. Examples of Work. These are typical
tasks performed by the individuals filling positions in the class.
The most critical duties should come first, followed by general duties.
Examples of work are typical assignments an incumbent may be asked
to perform. They are descriptive and illustrative and are not meant
to be restrictive or inclusive. These examples should be selected
with care and described and arranged effectively.
Describe examples of work in behavioral statements, ideally
following the pattern below:
Performs what action (Verb) --- To whom or what (object) --- to
produce what (output) --- using what (machines, tools, equipment,
work aids,)--- upon what instructions (source, nature).
Examples:
Test Development Specialist IV: Creates new exam items for selection
of individuals for specific titles, using "Technical Standards for
Test Development" manual, technical research and/or consultants,
in order to develop scheduled multiple choice essay, oral or performance
exams.
Director of Intramurals and Recreation Services: Establishes clinics,
workshops and practice sessions to train officials in all competitive
programs.
Technical Controller: Works directly with the department chairperson
and/or other academic representatives to plan the most effective
means by which media equipment can be used to best accomplish students'
academic goals.
Academic Advisor I: Advises re-admitted students and develops curricular
program outlines to enable them to progress as expeditiously as
possible.
Avoid using certain verbs that have double meanings or are vague
because they do not really indicate what the employee does. Some
of these are:
Assists, maintains liaison, handles, processes, is responsible
for, assumes, participates, supports, works closely with, serves
as authority for…
Avoiding these words/phrases is easier if you have a vocabulary
of affective action verbs on which you can draw. Employees should
realize that many colleges/universities have job descriptions on
file that do not necessarily follow these niceties. If the employee
seeks reclassification, he or she needs to communicate the level
of responsibility and difficulty of work, etc. effectively. Use
for example:
Develops, coordinates, evaluates, analyzes, recommends, plans,
creates, directs, implements, advises, attends, conducts, designs,
formulates, initiates, oversees, selects, serves as, etc.
4. Requirements are the minimum requirements in education
and experience considered necessary to perform the duties of the
title in an effective and satisfactory manner. Both education and
experience requirements must be job-related, that is, they must be
related to the performance of the actual duties of the positions.
These have already been established in the specifications and job
announcements. They may or may not be repeated in the college/university
job description. What follows is included here only for the purpose
of giving employees some idea as to how the requirements are handled.
The Department of Personnel recommends that the following points
be considered:
1. The required qualifications should not indicate the kinds of
experience, education or training that reflect knowledge, skills
and abilities that are normally acquired on the job after appointment.
2. They should not be so narrow as to rule of the recruitment of
all except those with an ideal background.
3. They should be specific enough o be used in reviewing applications
of candidates.
Education
Degree required: the following is a summary of how educational
requirements are generally determined.
Bachelors: When a job description calls for a general Bachelor's
degree without a specific major, specified amounts of experience
may be substituted. If specific courses or a specific number of
credit hours in a specific area of study e.g., accounting is required,
the specification reads: "Applicants who have successfully completed
the required course at the required number of credit hours in (discipline)
as specified above may substitute the indicated experience on a
year for year basis for the remaining education." For those class
titles at the journeyman level that requires a Bachelor's degree
with a specific field of study, there will be substitution of experience
for education, if the requirements for the major field of study
are met, the following statement will be used: "Applicants who have
successfully completed the course of study specified in the major
may substitute the indicated experience on a year for year basis
for the remaining education." (30 credit hours in a given subject
will be considered a major course of study unless otherwise indicated.)
Master's Degree: Depending upon the needs of the Department
concerned and concurrence by the Department of the Personnel, a
Master's degree might be a requirement. The Division of Classification
and Compensation generally defers to the operation department as
to whether they desire substitution of experience for the Master's
degree or not. A Master's degree is generally considered equal to
30 credit hours of the equivalent of one year's experience.
Doctor of Philosophy/Doctor of Education: Degree may be
substituted for three (3) years of experience. Normally, substitution
is first applied to the non-supervisory experience and then to the
supervisory experience.
When a Master's degree is the minimum education required and provision
is made for substituting a doctorate degree for indicated experience,
then the doctorate would substitute for two (2) years of non-supervisory
experience.
There are various additional rules on substitutions and equivalencies.
If you have questions about the requirements in your job description
as compared to its related specification, consult the Union.
Experience
Job relatedness is as important here as it is in the "Educational
Requirements." The experience requirement statement must reflect
only the specific knowledge, abilities and skills that must be
brought to the job in order to perform satisfactorily… A good
approach is to ask yourself, what educational and experience background
are most likely to produce the specific knowledge, skills and abilities
being sought?
Remember: The experience statement always reflects the minimum
acceptable standard. Experience is stated in terms of the work not
the title. Avoid terms like complex, comprehensive, varied and responsible.
They are meaningless. Professional, technical, para-professional,
clerical and administrator have meaning and are acceptable.
Example:
Controller: Student Auxiliary Services.
Three years of professional experience in either investments or
in the financial management of College/University residence halls,
dining services, and/or student union programs and related services.
Physical Requirements: May be listed on job descriptions.
They are usually in the job specification. The following disclaimer
is required: "Persons with mental or physical disabilities are eligible
as long as they can perform the essential functions of the job after
reasonable accommodation is made to their known limitations. If
the accommodation cannot be made because it would cause the employer
undue hardship, such persons may not be eligible."
Special Qualifications, Special Skills, Licenses. These
may include a special course, language skills and such licenses
as the Certification required of librarians.
5. Knowledge, Skills and Abilities
These should be listed in the above order.
The Department of Personnel expresses degree of knowledge in terms
of the following words --- "thorough," "wide," "considerable," "basic,"
or "some." The following excerpt should help you determine which
is appropriate:
a. "Thorough knowledge" indicates that the applicant must
be an expert in the field and be thoroughly acquainted with all
phases of it.
b. "Wide knowledge" indicates the need for broad subject
matter knowledge in occupational filed concerned and the capacity
to do most phases of it. This means that the applicant should
possess a great store of information concerning applicable theories,
techniques, principles, equipment and processes.
c. "Considerable knowledge" indicates the knowledge expected
of a person who is capable of carrying out an assignment in a
rather narrow occupational field after being briefed as to the
purpose of the project and after having received general guidelines.
d. "Basic knowledge" indicates familiarity with basic
terminology and with some of the more important sources of information
(so that the employee can quickly supplement a lack of knowledge
through fast reference), principles, tools, materials, equipment
or processes used. It is the amount of knowledge one might expect
of an apprentice or beginner in a particular field of work with
little previous specialized training or experience in it.
e. "Some knowledge" indicates a rudimentary familiarity
with a given subject. In the mind's eye, it can be slotted halfway
between "no knowledge" and "basic knowledge." It consists of an
ability to recognize and understand a given subject but having
only a superficial grasp of the subject with its ramifications.
An understanding of some background and history of the subject
is implicit but a "basic knowledge" of theory and practice would
not be expected. The operative factors here are recognition and
ability to see relationships with other subjects or knowledge
involved.
When describing the kind of knowledge required, consider such points
of pre-employment of on-the-job knowledge as:
a. Knowledge of machines and equipment used.
b. Knowledge of materials used.
c. Knowledge of working procedures and techniques.
d. Knowledge of theories and principles involved.
e. Knowledge of dimensional or formulary calculations.
f. Knowledge of the organization and its functions.
g. Knowledge of applicable law and regulations.
h. Broad subject-matter knowledge.
Knowledge, skills or abilities that can only be obtained in a position
of the class should never be included in the requirements of the class.
It is desirable to state specifically why specialized knowledge is
required of an applicant, i.e., "Must have considerable knowledge
of the working properties of steel, aluminum, brass and magnesium
alloys in order to judge proper cutting speeds and the shade of the
cutting tool."
Skills
Skills should include those factors that involve various degrees
of arm, leg, hand, digital and /or eye coordination, which can usually
be tested by means of practical or performance tests.
Abilities
Abilities are inherent or developed mental qualities that can usually
be tested for in a written examination or judge in an oral interview.
The quantitative adjectives to be used in describing the degree of
ability may be determined by the judgment of the writer. Some abilities
are best stated without benefits of a quantitative adjective, e.g.,
"ability to deal effectively with others." This rather common requirement
would appear awkward if attempts were made to qualify it. Where adjectives
are appropriate, use some, considerable or unusual.
Some examples of "Abilities":
a. "Ability to read, write, speak and understand English
and Spanish sufficiently to perform the duties of this position."
b. "Some supervisory ability."
c. "Ability to read and write English accurately and easily."
d. "Unusual ability to deal courteously and effectively
with others in complex and controversial situations."
e. "Considerable ability in engineering calculations."
f. "Unusual memory for details."
g. "Considerable analytical ability."
h. "Ability to learn New Jersey Civil Service Law, Rules
and Regulations sufficiently and at a level to effectively carry
out the duties of this class of position."
i. "Ability to learn and understand operation procedures
and unit practices."
Adapted From: State of New Jersey, Department
of Civil Service, Division of Classification and Compensation, "Guidelines
for the preparation of class specifications for State service," 1982,
1985 eds.
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