Missouri State University
Department of Human Resources
Job Evaluation Manual
Revised 11/1/07 (removed degree level labels)
This guide describes the point-factor job evaluation system used to evaluate skilled crafts, skilled trades, protective service employees, custodial employees, and other service jobs at Missouri State University.
Job Family 2
Skilled Crafts and Trades, Protective Services Occupations, Custodial and other Services
- Factor I: Educational Requirements of the Job
- Factor II: Skill Requirements - Craft and Trade Skills
- Factor III: Managerial Responsibility
- Factor IV: Guidelines
- Factor V: Contacts
- Factor VI: Work Environment
- Factor VII: Physical Demands
- Factor VIII: Responsibility for Facilities and Resources
- Factor IX: Complexity
- Job Evaluation Worksheet
This job evaluation plan incorporates some compensable factors, factor definitions, degree level descriptions, and other language included in and/or derived from the Department of Labor’s Guide for Evaluating Your Firm’s Jobs and Pay and the Office of Personnel Management’s Introduction to Position Classification Standards. Complete citations can be found below:
Bureau of Labor Statistics. (2003). National compensation survey: Guide for evaluating your firm’s jobs and pay (DOL Publication). Washington, D.C.: U.S. Government Printing Office.
U.S. Office of Personnel Management. (1995). Introduction to the position classification standards (Publication No. TS-134). Washington, D.C.: U.S. Government Printing Office.
Formal educational and vocational training required, including secondary, vocational, and college courses necessary in order to perform the job at an acceptable level. When evaluating this factor consider only the actual minimum amount of education required. Do not consider preferred levels of education.
- 50 points: The job requires at least a 10th grade education.
- 100 points: The job requires a high school diploma or equivalent.
- 160 points: The job requires a high school diploma or equivalent and up to one year (30 credit hours) of technical training, certification, and/or vocational classes or course work in a specialized area.
- 225 points: The job requires a high school diploma or equivalent and more than one and up to two years (more than 30 but less than 60 credit hours) of college in specific and/or specialized courses or equivalent vocational training or certification.
- 300 points: The job requires a high school diploma or equivalent and an Associate’s degree (60 credit hours or more) or equivalent vocational training or certification.
- 375 points: The job requires a four-year college degree in a non-technical area or non-specific area.
- 475 points: The job requires a college degree in a business or technical area and/or a four-year degree with specific classes in a specialized or technical area.
- 600 points: The job requires the completion of a Master’s degree.
The type and extent of skills, knowledge, and abilities one must possess in order to adequately perform the job. These include the skills associated with specific trades or crafts, the knowledge of tools, methods and techniques of a craft or trade, and/or the ability to operate and troubleshoot specific operations, processes, machinery and/or equipment. When evaluating skills requirements, consider only the typical levels of training and experience necessary for the acquisition of the craft or trade skill. Do not consider experience requirements beyond those necessary for skill acquisition such as supervisory experience requirements.
- 200 points: The work involves basic instructions and simple, repetitive tasks. The job requires the ability to follow instructions and may require aptitude with common, basic tools, equipment, and/or machinery. Few or no specific skills are required. The job will normally require less than one year of experience.
350 points: The job requires general mechanical or technical aptitude and a general knowledge of, and experience in, a skill, craft, or trade. A general ability to understand procedures, operations, and/or operate basic equipment that typically requires some previous experience or training is required. Jobs at this level typically require at least one and up to two years of related experience for successful performance. Characteristic of skills at this level would be:
- Working experience in and basic knowledge of methods, materials, and equipment in a specific function such as landscaping or custodial work
- Working experience in building trades including basic carpentry, plumbing, electrical or maintenance work
- General knowledge of warehouse and delivery operations
- Knowledge of institutional food purchasing and preparation
- Knowledge of basic storekeeping procedures
550 points: The job requires general mechanical or technical aptitude and specific knowledge and experience in a skill, craft, or trade. The ability to perform standard procedures, operations, and/or operate specific equipment that is acquired through at least two years of experience and previous training is required. Characteristic of this level is specific knowledge of and skills in an identified craft, trade or skill area such as:
- Grounds keeping, arborist duties and hardscape installation
- Equipment maintenance and repair
- Knowledge of and ability to use graphic design and layout software
- Knowledge of communications and dispatch procedures, and/or knowledge of public safety, law enforcement and security techniques
- Experience in shipping, receiving, moving, delivery and/or advanced storekeeping
- Experience in computer typesetting, graphics and associated functions, working knowledge of commercial printing, and/or the ability to operate cameras, photographic equipment and film processing equipment
- Ability to diagnose and make minor repairs to audio and video equipment
- Knowledge of the processes and materials involved in advanced custodial services
750 points: The job requires knowledge of an extensive set of operations and procedures, specific skills and demonstrated ability that requires considerable creativity or mechanical aptitude. Skills at this level normally require more than two and as much as five years of experience and previous training. Characteristic craft skills at this level would include:
- The ability to diagnose failure of complicated machinery such as engines, and complete repairs
- The ability to read and understand schematic drawings and blueprints
- Advanced experience in the building trades
- Knowledge of principles and methods of high pressure heating and cooling systems
- Experience in photographic operations with the ability to install and maintain audio and video equipment
- Experience in multi-color press, including offset and xerographic machines, commercial printing and/or graphic arts
- Diagnostic skills in analyzing press operations, malfunctions, and ability to make repairs or identify malfunctions for repair; plate making and preparation skills, familiarity with press chemicals, offset papers and cutting
- Advanced knowledge of and/or experience in law enforcement and public safety
- Considerable experience in light and sound with the ability to design and construct production equipment from sketches, diagrams or plans, and the ability to read and understand construction plans or blueprints
1100 points: This level of skill requirements represents journeyman-level skill in building trades or related areas, requiring extended training and/or experience and considerable practical knowledge in a trade or technical area, or other skills requiring similar levels of training. Skill at this level normally requires six years of experience within the trade. Characteristic skills at this level require the ability to skillfully use hand and power tools and the mastery of specific knowledge, skills, and/or abilities such as:
- Knowledge of advanced electronics, digital electronics, and/or electronic communication equipment
- The ability to read and understand wiring diagrams and electrical schematic drawings and blueprints, and a working knowledge of electrical systems and electrical codes
- Experience and knowledge of plumbing and plumbing codes, and/or HVAC systems
- Ability to maintain and repair control systems
- Other comparable journeyman-level knowledge and experience in the building trades
- Ability to prepare construction documents through AUTOCAD
1500 points: This level of skill requirements represents the most complicated craft skills involving advanced electronics and mechanical theory. Craft skills at this level involve journeyman-level knowledge of principles, concepts, specialized complicated techniques, and methods of a profession, and the skill in applying that knowledge that is typically acquired with experience and advanced training beyond that of journeyman-level. These include:
- Knowledge of the principles of advanced and digital electronics, including the ability to calibrate, repair and maintain electronic and scientific equipment
- Ability to produce intricate machine assemblies from raw stock, weld, braze and solder, and interpret complex mechanical drawings
- Knowledge of computerized environmental controls, related software and programming
- Installation, construction, and maintenance of equipment, utilities and buildings, including knowledge of pneumatic and electronic control systems
The degree of managerial responsibility required by the job, defined in terms of the extent of supervisory responsibilities required by the job, the types and numbers of employees being supervised and the responsibility for general managerial functions, including establishing budgets and controlling expenses, managing purchases and inventory, and planning work.
When evaluating jobs using this factor consider:
- The range of managerial/supervisory tasks performed. Higher levels require a full range of managerial/supervisory tasks, including performance management and dealing with employee rights and responsibilities.
- The number and level of employees supervised. The higher levels of this factor involve managing employees who are supervisors of other employees. At higher levels more time is spent on managerial/supervisory work and less time is spent on operational activities.
- The extent to which the job-holder controls and is responsible for general managerial functions beyond general supervision, including budgeting, purchasing and work planning.
Factor levels include:
- 25 points: No responsibility for work of others. Limited responsibility for expenses, purchases or inventory.
- 75 points: Irregular but occasional responsibility to direct the work of student workers and or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others, and does not include a full range of supervisory responsibilities. Responsibilities at this level may include tracking budgeted spending, limited purchasing authority and tracking inventory.
- 150 points: Some supervision and training of student or part-time workers may be required, where the nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level may also involve directing the work assignments of one or more permanent, full-time employees, but supervision typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day. Characteristic of this level would be employees who direct student workers, or work team leaders who act as working supervisors. Responsibilities at this level may include tracking budgeted spending, limited purchasing authority and tracking inventory.
- 300 points: Supervision of a work group, including hiring, training, planning and directing the work of permanent employees. At this level the job often requires close supervision, generally of a rather small number of employees, and it is frequently necessary to train and instruct others, and to plan and direct work. Supervisory responsibilities consume moderate amounts of work time and may include input into the development of budgets, some financial and inventory control responsibility, and general work planning tasks. Most first-line supervisors or office managers are typically at this level.
- 500 points: Supervision of a work group or department including hiring, training, disciplining and directing work of others. At this level, the required supervision will likely include general rather than close supervision of others. Typically, the nature of the work may involve the supervision of other supervisors or team or work group leaders, or the responsibility for a rather large group of operative employees in non-technical or non-highly skilled areas. At this level, supervisory responsibilities consume significant amounts of work time and include substantial responsibility for budget development, as well as financial control, purchasing and work planning responsibilities.
- 750 points: Supervision of a departmental work group involving highly skilled technical or complicated work. Supervision at this level involves the direction of skilled work, specialized tasks, or work of a complicated nature. This level is typical for managers who supervise other supervisors or a large group of paraprofessionals or professionals in technical and skilled areas. Supervision at this level includes a full range of supervisory responsibilities, including the responsibility for staffing and performance management, as well as budgeting and planning functions.
- 1000 points: General administration of a large unit of employees, where the nature of the managerial work involves providing general direction for other supervisory personnel. Managers at this level have substantial responsibility for the operation of a unit including responsibility for the budgeting process, budgetary and inventory control, purchasing and regulatory compliance, as well as administrative authority over staffing issues and disciplinary outcomes. General administrative work, rather than direct supervision of others, takes up rather large portions of work time.
The nature of the guidelines and the judgment need to apply them.
- 20 points: Specific detailed guidelines covering most aspects of the job exist, and deviations from guidelines must be authorized.
- 50 points: Specific guidelines and established routines exist, but some judgment in applying guidelines and deviating from standards must be exercised. The number and similarity of guidelines and work situations requires the employee to use judgment in locating and selecting the most appropriate guidelines, references and procedures for application and in making minor deviations to adapt guidelines in specific cases. At this level, the employee may also determine which of several alternatives to use. Situations to which the existing guidelines cannot be applied or significant proposed deviations from the guidelines are referred to a supervisor.
- 90 points: Procedures and standards exist, but considerable latitude in applying procedures and selecting a sequence of activities must be exercised. The employee uses judgment in interpreting and adapting guidelines, such as agency policies, regulations, precedents and work directions for application to specific cases or problems. The employee analyzes results and recommends changes.
- 150 points: Administrative policies and procedures are available in general terms, but the employee uses initiative and creativity in deviating from past practices to develop new methods and policies. The employee must exercise judgment in interpreting the intent of guidelines, methods, procedures and processes to achieve objectives is left up to incumbent.
The nature and purpose of contacts with others defined in terms of the individuals and groups with whom the incumbent is required to interact, the nature of the exchange, and the interpersonal skill required for the interaction.
- 25 points: Contacts are typically limited to immediate supervisor and work team. Little or no formal contact with the general public, students or others outside one's immediate work group is required.
- 50 points: The purpose of contacts may include obtaining or clarifying facts, or providing factual information to others. Contacts may be with co-workers or structured exchanges with students or the general public, and are generally for the purpose of the exchange of information. Contacts at this level might include discussing a work order with individuals in a departmental office to more clearly define the problem or providing directions or information to students or the general public.
- 100 points: The purpose of contacts is to advise or counsel students, co-workers or the general public, or to plan or coordinate work efforts with other employees who are working toward common goals and where relationships are generally cooperative. Contacts are moderately structured and routine. Examples would include working with a purchasing office to buy new equipment, or advising individuals or departments about shipping, mailing, printing or copying services and procedures.
- 175 points: The purpose of contacts is to coordinate activities involving employees, students and/or the general public. At this level, contacts involve considerable interpersonal skills involving cooperation and coordination, and may involve the organization of activities of programs requiring working relationships among several parties. While contacts may require some level of persuasion, potential for conflicts and disputes are relatively minor. Examples of contacts at this level might include the contacts involved in consultation services regarding technical services or building projects.
- 350 points: The purpose of contacts is to influence or motivate others or to engage in negotiation regarding common, everyday issues. Contacts may be with students, co-workers or the general public, may be moderately unstructured, and may involve persons who may be uncooperative or who have opposing objectives. Contacts at this level require considerable interpersonal skill, particularly in persuasion, negotiation and conflict resolution. Contacts at this level would include dealing with disputes with vendors or contractors over prices and delivery of products or services, resolving complaints from students or faculty regarding parking infractions, communicating with parents concerning the well-being of a student or handling emergency phone calls requesting assistanc
The risks and discomforts in the physical surroundings of the workplace. These may include aspects of the physical environment that contribute to discomfort, including inadequate ventilation or lighting, uncomfortable temperatures and/or and noise. Exposure to work hazards such as dangerous machinery, bio-hazards or other work-area hazards may also be considered. When evaluating the appropriate level, consider both the magnitude of the discomfort and the frequency with which the job-holder is exposed to the discomfort.
- 20 points: The work environment has only everyday risks or discomforts associated with an office or commercial vehicle. The work area is adequately lighted, heated or cooled, and ventilated. There are no unusual hazards present in the work environment.
- 40 points: The work area involves moderate discomfort and/or risk, such as that from moving machinery, occasional work with hazardous substances, or moderate levels of noise. The work may require the wearing of protective gear. The work area is generally adequately lighted and ventilated, but may involve uncomfortable temperatures at times.
- 70 points: The work area involves moderate discomfort and/or risk, such as operating heavy machinery or dangerous equipment, or frequent exposure to hazardous materials. Alternatively, the work area may be subject to environmental discomfort such as poor ventilation, loud noises and/or extremes of heat or cold. The work often requires wearing protective gear that may be uncomfortable. The nature of the work environment may produce moderate levels of stress.
- 100 points: The work environment involves potential high risk and/or stress due to exposure to dangerous situations, hazardous materials and/or unusual environmental stress from working in high risk situations and/or high noise levels, poor ventilation, and/or extremes of heat or cold. Protective gear and/or special equipment is normally required.
The physical demands required by the job, including requirements for strength and lifting, agility, and physical exertion. When evaluating jobs on this factor consider:
- The intensity of the physical effort required and the extremity of the physical demands in terms of the level of effort required.
- The frequency of the physical effort required by the job. The greater the frequency of effort, the higher the degree level.
- 25 points: Sedentary work involving mostly sitting with occasional walking, standing, bending, or carrying of small items. No special physical demands are required of the work.
- 60 points: The work requires some exertion, such as standing for long periods of time, considerable walking, frequent bending, kneeling, reaching and stooping. The work may include occasional lifting of moderately heavy objects, and may require specific but common physical abilities.
- 100 points: The work requires continuous moderate, with some strenuous, physical exertion, including standing, climbing, crawling and regular lifting of objects over 50 pounds.
- 150 points: The work requires considerable and strenuous physical exertion, such as climbing ladders, frequent lifting of objects over 50 pounds, crawling or crouching in restricted areas. Occasional lifting of heavy objects weighing 75 pounds or more is required.
- 200 points: The work requires maximum physical exertion on a daily basis. Prolonged and frequent walking, standing, bending, stooping, reaching, climbing, crawling and/or heavy lifting represent normal work day activities. The job requires frequently lifting objects weighing up to 75 pounds without assistance and periodic lifting of heavier objects with or without assistance.
The responsibility for physical facilities, money, tools, equipment required by the job, defined by both the magnitude of the responsibility and the consequences of error. When evaluating jobs using this factor consider:
- The size or level of the responsibility. Are the potential losses small or great? Are the consequences of error financial only, or might they include a serious threat of injury to self or others?
- The likelihood of incident. Consequences that are potentially severe but extremely unlikely to occur should receive less weight than outcomes that are somewhat more likely to occur.
Factor levels include:
1. 20 points: The job requires limited levels of responsibility for facilities, money, tools and/or equipment, as characterized by any of the following:
- The use of common office machines and/or hand tools, where consequences of operator error might involve minor damage to tools or equipment, but would be unlikely to cause injury to employee or the public or significant property damage
- Little or no responsibility for public safety or security
- Jobs in which incumbents have limited building access and keys only to a private office, office suite, storage area, tool room and/or similar area
- Monetary responsibilities limited to small amounts such as petty cash
2. 40 points: Jobs at this level might require frequent but routine responsibility for facility security, public safety, equipment or money, as characterized by any of the following:
- Jobs involving access to multiple buildings or offices for purposes of maintenance
- Jobs responsible for the opening/closing of buildings
- Jobs involving the responsibility for the personal operation and security of expensive equipment
- Jobs responsible for handling equipment or machinery for which the consequences of operator error would likely include moderate damage to facilities and/or equipment, and/or injury to other employees or the public
3. 70 points: At this level would be jobs in which the incumbent has considerable ongoing responsibility for building security and public safety, as characterized by any of the following:
- Jobs involving responsibility for regularly handling moderate amounts of cash during structured transactions
- As part of the regularly scheduled duties of the incumbent or where the incumbent must assume the responsibility for dealing with facility emergencies, such as where the incumbent is the building coordinator
- Jobs requiring the operation of equipment or machines for which the consequences of operator error include significant property damage and/or threat of serious injury to the public or other workers
- Responsibility for handling large amounts of money
- 4. 100 points: At this level would be jobs in which the incumbent has the primary responsibility for the security of one or more facilities and the safety of the public within the facility. Jobs at this level might also involve total responsibility for the security and operation of expensive equipment used by others. Consequences of error would likely result in high risk of injury or death to self, other employees or the public, and/or major damage to University assets.
This factor addresses the complexity of the work, where complexity is defined as the type, number, variety and intricacy of the tasks, processes or methods involved in performing the work. This includes the clarity in deciding which tasks need to be performed, the amount of discretion involved in deciding what needs to be done and the decisions involved in interpreting and analyzing data and situations to determine relationships and/or refine methods and techniques.
1. 100 points: The work consists of tasks that are clear-cut and directly related. There is little or no choice to be made in deciding what needs to be done. The actions to be taken are usually easy to discern and unambiguous, otherwise the employee requests assistance from a supervisor. Work is performed as it arrives or in an order set by someone else. The work can be learned relatively quickly.
2. 250 points: The work consists of tasks that involve related steps, processes, or methods. Decisions regarding what needs to be done involve choices requiring the employee to recognize the differences among a few easily recognizable situations. Decisions at this level are based on knowledge of the procedural requirements of the work coupled with the awareness of the specific functions and assignments of the department.
3. 450 points: The work includes various duties involving different and unrelated processes and methods. Decisions regarding what needs to be done depend upon knowledge of the duties, priorities, commitments, policies and program goals of the supervisor and the department and involve the analysis of the subject, phase or issues involved in each project or assignment, and the course of action may have to be selected from many alternatives. The work involves elements that must be identified and analyzed to discern interrelationships
4. 700 points: The work involves varied duties requiring many different and unrelated processes and methods, such as those relating to well-established administrative or professional fields. Decisions regarding what needs to be done include the assessment of unusual circumstances, variations in approach and incomplete or conflicting data. The work requires making many decisions concerning such things as the interpreting of considerable data, planning the work, or refining methods and techniques to be used.
5. 1000 points: The work involves varied duties requiring many different and unrelated processes and methods applied to a broad range of activities or substantial depth of analysis, typically for an administrative and professional field. Decisions regarding what needs to be done include areas of uncertainty in approach, methodology, or interpretation and evaluation processes resulting from such elements as continuing changes in programs, technological developments, unknown phenomena, or conflicting requirements. The work requires originating new techniques, establishing criteria or developing new information.
Job Title: _____________________________________________ Job Code: _____________
Department: ___________________________________________ Grade: ________________
Analyst:_______________________________________________ Date: _________________
|Factor Title||Factors Levels and Points|
|Factor I: Educational Requirements of the Job||
|Factor II: Skill Requirements: Crafts and Trades Skills||
|Factor III: Managerial Responsibility||
|Factor IV: Guidelines||
|Factor V: Contacts||
|Factor VI: Work Environment||
|Factor VII: Physical Demands||
|Factor VIII: Responsibility for Facilities and Resources||
|Factor IX: Complexity||