THE FACTOR EVALUATION SYSTEM OF POSITION CLASSIFICATION

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP83-01004R000100290001-2
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 65
• Document Creation Date: December 9, 2016
• Document Release Date: July 9, 2001
• Sequence Number: 1
• Publication Date: April 13, 1978
• Content Type: REGULATION

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CENTRAL INTELLIGENCE AGENCY
Date:
3 APR 1978
The Factor Evaluation System
Of
Position Classification
DIRECTOR OF PERSONNEL ACTION:
APPROVED
~c wa
MOVFA H OM F _ Jr
DRA,,if
U[ CC)PY
OFFICE OF PERSONNEL
POSITION MANAGEMENT & COMPENSATION DIVISION
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THE FACTOR EVALUATION SYSTEM
Contents
Page
Classification Standards Under FES 2
C. Procedures for Determining Grades by FES Standards . . . 5
Review of Draft Standards' . . . . . . . . . . . 11
. ............... 13
How to Write Position Descriptions Under the Factor
Evaluation System . . . . . . . . . . . . . . . . . 35
Sample Position Description . . 58
Sample Form, Position Evaluation Worksheet . . . 61
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THE FACTOR EVALUATION SYSTEM
The Factor Evaluation System (FES) is a method of assigning grades in the
classification of nonsupervisory positions, GS-1 through GS-15 under the General
Schedule. The system does not cover supervisory positions.
A. DEFINITIONS
Position classification involves the grouping of positions into
classes which can be given treatment for both personnel and pay administration
purposes. These classes are identified by titles, series ;and grades.
/Position:'rneans the work, consisting of the duties and responsibilities,
assignable to one employee.
/Class/or -class of positions-'include all positions which are sufficiently
similar as to:
- Kind or subject matter of work;
- Level of difficulty and responsibility; and
- The qualification requirements of the work
to warrant similar treatment in personnel and pay administration.
,Grade includes all classes of positions which, although different with respect
to kind or subject matter of work, are sufficiently equivalent as to:
- Level of difficulty and responsibility; and
- Level of qualification requirements of the work
to warrant their inclusion within one range of rates of basic pay in the
General Schedule.
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B. CLASSIFICATION STANDARDS UNDER FES
To ensure the assignment of proper titles, occupational series
General Schedule
and grades to/positions, the Central Intelligence Agency issues position
classification standards for specific occupations or, in some cases, for groups
of closely related occupations. These standards )provide criteria for
and level
determining the kind/of work. identified by series and grade respectively.
The method for determining an occupational series is essentially the
same in all classification standards, but the methods for determining grades
differ according to the basic job evaluation approach employed.
Under the Factor Evaluation System, positions are placed in grades on
the basis of the' extent to which the nine factors common to nonsupervisorv
positions in General Schedule (GS) occupations,
duties and responsibilities of the positions.
Factors
1. Knowledge Required by the Position
2. Supervisory Controls
3. Guidelines
4. Complexity
5. Scope and Effect
6. Personal Contacts
7. Purpose of Contacts
8. Physical Demands
9. Work Environment
bear.a relationship to the
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Levels for each of the factors and point values for these levels are de-
scribed in the Primary Standard, which serves as the basic framework for FES
and in FES classification standards and guides. Grades are determined through
use of the procedures set forth under Part C below.
1. Primary Standard
The Primary Standard in Appendix 1 describes the levels of the nine
factors in broad terms that are common to GS occupations and gives the point
value. for each level. A conversion table, which is part of the Primary
Standard, shows the range of total point values for each GS grade from 1 through
15. The Primary Standard serves as the "standard-for-standards" since the
factor levels in FES classification standards relate to the same factor-level
concepts of the Primary Standard. Thus, the Primary Standard assures grade
alignment among occupations and across organizational lines.
2. Classification Standard
An FES standard provides occupational
background information, titling practices, factor-level descriptions, and
benchmarks.
a. Coverage
The coverage section provides information regarding the grouping of
is performed
positions in which the same kind of work and require essentially the
same basic qualifications for successful performance.
- The series definition describes the occupation in terms of the kind of
work performed and, as necessary, the qualifications required.
- Additional coverage information may be provided to differentiate the
occupation from other closely related occupations and give specific
examples of the kind of positions, functions, and specializations
that are either included or excluded from coverage of the standard.
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b. Occupational Background Information
A description of the occupation or function as it exists in the Federal
or in CIA
Government/serves as the basic background for interpreting the entire classifi-
and CIA
cation standard. It may cover the various Federal/programs in which the work
is performed thus providing
with
standard/the best possible understanding of
,the users of the
positions
that are classifiable under the classification standard.
c. Titling Practices
Official titles are provided for use with positions classified by the
within
standard. As required, titles for specializations/ the occupation are
defined.
d. Factor-Level Description
The factor-level descriptions are, in essence, the application of the Pri-
mary Standard to a specific occupation or group of related occupations. Without
deviating from the basic concepts of the Primary Standard, they describe the
characteristic levels of each factor in terms of that occupation.
NOTE: Usually, only those factor levels that are applicable to positions in
the occupational series are described in the classification standard. For
example, the lower levels of "Knowledge Required", as defined in the Primary
Standard, would not exist in the professional accountant occupation and,
therefore, would not be described in the factor levels for that occupation.
Similarly, in clerical work, the highest levels of "Scope and
Effect" would not exist.
e. Benchmarks
Benchmarks describe work situations which typically represent significant
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numbers of positions in the occupation. They reflect the duties performed and
each of the nine factors as they relate to those duties. Benchmarks have been
point rated by use of the factor-level descriptions in the standard. The
number of benchmarks in any standard or at any grade level varies according to
the variety of work situations and the purpose of the standard or guide.
C. PROCEDURES FOR DETERMINING GRADES BY FES STANDARDS
The normal procedure for determining grades under FES includes preparing
a position description in the factor format; selecting the appropriate FES
standard and grading criteria; point rating each factor in the position
description; totaling the point values and converting to a GS grade; and re-
cording each evaluation judgment.
1. Position Descriptions
Positions cannot be classified under FES without an official position
description that describes their major duties and responsibilities in the
proper factor format.
in CIA
Position descriptions will .'play a vital role/in determining grades and
qualification requirements of positions and thus, in
establishing requirements of recruitment, in setting conditions for appoint-
ment and advancement, in orienting new employees and in other-:managerial
activities. (For information about how to write position descriptions, see
Appendix 2, "HOW TO WRITE POSITION DESCRIPTIONS UNDER THE FACTOR EVALUATION
SYSTEM.")
The duties and responsibilities of a position are assigned or prescribed
by a supervisor or by a management decision. However, the position description
may be written by the employee, supervisor, staff assistant, or classifier.
In any case, it is imperative that the description be complete and accurate
and that the employee be performing (or, in the case of a vacant position
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be fully expected to carry out) the duties and responsibilities of the position
as they have been described. A single position description may be used for two
or more positions if a careful analysis of the actual duties and responsibilities
shows that the description is identical in all important aspects of the positions
to be
covered. Similarly, if job analysis shows a benchmark / ,a complete and accurate
description of one or more positions, that benchmark (with suitable modifications
to reflect organization, etc.) may be used for the basic content of an official
position description.
2. Selection of Standard(s)
The kind of work described in the position description should be reviewed
against series definitions to select the appropriate standard or guide to be
used in classifying the position. If more than one standard or guide is
appropriate, because more than one kind of work is performed, review the
grading criteria in each standard or guide and select the single set of
criteria that produces the highest grade for the principal or paramount work
of the position determined by the criteria in Section 3a(3) below.
It should be noted that the FES standards development program is a long
term effort. In the. interim, the Position Management and Compensation Division
(PMCD) of the-Office of Personnel will continue to apply a variety of job
evaluation methods and techniques to positions in occupations for which FES
as yet
standards have not/been approved.
3. The Point Rating Process
Point rating involves matching factors in the position
description with either those in an appropriate_ :bench-
the selected FES standard,
mark,or with Ifactor-level descriptions contained in / (Only in those
cases where the level of a position factor is below the lowest, or above the
highest, factor-level description of the standard may the Primary Standard be
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used;) Point values for the selected factor levels in the standard are then
assigned to the position.
a. Criteria for Assigning Points
In the process of point rating, the following criteria should be observed:
(1) Only the specific point values assigned in the benchmarks -or factor level
descriptions of a FES standard may be used.
Intermediate point values may not be used.
(2) For a position factor to warrant a given point value, it must be ful-
ly equivalent to the overall intent of the selected factor-level de-
scription.
(3) Point values assigned to factors in a position description must re-
late to only one set of duties and responsibilities. Usually these
duties take a majority of the employee's time and have obvious weight
and influence for point-rating purposes.
If a particular set of duties and responsibilities, or a task, is per-
formed for less than the majority of time, it may be considered as a basis for
the point rating only under the following conditions:
- Such duties are paramount in influence and weight, occupy a substantial
portion of the employee's working time, are regularly assigned on a
reasonably frequent basis, and are not of an emergency, incidental,
or temporary nature; and
- They are so different from other duties and responsibilities in the
position that they require a materially higher level of qualifications
which is used as a basis for staffing the position.
(4) Because all factors of a position description must reflect a relationship
to the same set of duties and responsibilities, Factor 2, Supervisory
Controls, and all other factors, are assigned point values relating to
the duties and responsibilities which served as a basis for point rating
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Factor 1, Knowledge Required by the Position.
(5) Factor levels from different FES standards may not be used in evaluating
one set of duties and responsibilities.except when a factor fails to meet the
lowest, or exceeds the highest, factor level in the applicable FES standard.
(6) Because the factors are weighted differently, it is not possible to
balance a high rating for one factor with a low rating for another;
each factor must be rated independently.
(7) Some combinations of factor levels are highly improbable. For example,
it is unlikely that a position requiring skill in applying a wide range
or professional knowledges (Level 1-7 of Knowledge Required By The Position)
would have very close supervision (Level 2-1 of Supervisory Controls) or
specific detailed guidelines (Level 3-1 of Guidelines).
b. Use of Benchmarks
Because benchmarks illustrate "classes" of positions, they can readily
be associated with the positions to be classified, in many instances, and,
therefore, may be preferred as the basic or initial reference in the point-
rating process. In other situations, where the classifier finds it easier to
use the series factor-level descriptions, no reference need be made to bench-
a
marks. The same grade should result from using/benchmarks(s) or factor-level
descriptions, alone or in any combination.
Care should be taken in selecting a benchmark to assure it is sufficiently
similar to the position description for classification purposes. A comparison
of the essential nature and level of duties will usually provide a potential
match. These duties need not be exactly the same as the benchmark because
positions within a class vary somewhat with the mission of the organization.
On the other hand, the selection should not be forced. Appropriateness of the
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benchmark can only be confirmed by comparison with the evaluation factors.
c., Use of the Primary Standard
Since the Primary Standard serves as the "standard-for-standards," it
is used in the review of drafts of FES classification standards to assure that
at each level
factor-level concepts of the occupation are described/in a manner that is con-
sistent with factor-levels of the Primary Standard.
The Primary Standard and related FES standard(s) may be used in point
rating a position factor when that factor fails to meet the lowest, or
exceeds the highest, factor level in the applicable FES standard, as follows:
- Compare the position factor to the appropriate range of factor levels
in the Primary Standard and tentatively select the highest level to
which the position factor appears to be fully equivalent;
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- Check the selected factor level against the next higher and lower fac-
tor levels in the Primary Standard;
- Compare the same level of a related FES standard (if available) to the
position factor being evaluated to assure that they-are equivalent
in terms of overall intent; and
- Document the action as set forth in Para,)C-5, "Recording the Results."
4. Conversion to GS Grades
After completing the point-rating process, apply the conversion chart
to arrive at the General Schedule grade.
a. Borderline Total Points
If the total point value for the position is just below or above the cut-off
point between two GS grades,
- Determine whether there are significant deviations in the position
being classified from what is normally found for the class selected;
and
- Carefully review the evaluation of each factor level to be sure the in-
terpretation is correct.
After these steps, the position should be classified at the grade indicated
by the total points, even though a few points separate it from the next grade.
b. Mixed Grade Positions
If two or more sets of duties and responsibilities in a position have been
evaluated at different grades, assign the higher grade to the position
(provided the requirements for considering mixed-grade positions in 3a(3) of this
section have been met). A mixed-grade position should not be classified
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at a grade that is higher than the highest grade resulting from the evaluation
of one of its parts.
5. Recording the Results
PMCD will record evaluation judgement on each classified position. As a
minimum, the point values for each factor, the total point values, and the
General Schedule grade must be shown on all copies of the position description.
In addition, the Position ~vdluation Worksheet (SF-3883) (Appendix 3) must be
completed.
;Extensive narrative evaluation reports need be used only for those
judgments that are not self-evident by reference to the standards used.
In any case,where there is a significant question as to the appropriate-
ness of the match to a factor level in the FES standard, or if the Primary
Standard is used for any factor, the decision will be documented approximately
as follows:
- Note the factor from the position description,
- Note the selected factor level from the standard,
- Give an explanation, with any needed illustrations, as appropriate:
? How the next lower level is exceeded,
? How the next higher level is not met, and
? How the selected level is met.
D. REVIEW OF DRAFT STANDARDS BY COMPONENTS
The Position Management and Compensation Division circulates drafts of
classification standards to appropriate agency components to solicit comments
the
and suggestions on all aspects of /standards. Each component with a-significant
number of positions in the occupation is asked to review draft standards and
to report findings to PMCD.
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The purpose of reviewing draft standards is to determine:
- Whether the coverage is adequate. Do the benchmarks and factor-
level descriptions in the draft cover typical kinds and levels of posi-
tions existing in the agency? Should more benchmarks be added?
- What effect application of the draft may have on current grades.
- Whether improvements may be needed to clarify meaning or to correct
discrepancies or ambiguities.
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APPENDIX I
PRIMARY STANDARD
The Primary Standard serves as a "standard-for-standards" for the
Factor Evaluation System (FES). Factor-level descriptions for position
classification standards are point-rated against the Primary Standard.
Thus, it serves as a basic tool for maintaining alignment across occupations.
The Primary Standard has descriptions of each of the nine FES factors
and the levels within each factor as well as the point values appropriate
for each level. The nine factors are:
Factor 1, Knowledge Required by the Position
Factor 2, Supervisory Controls
Factor 3, Guidelines
Factor 4, Complexity
Factor 5, Scope and Effect
Factor 6-, Personal Contacts
Factor 7, Purpose of Contacts
Factor 8, Physical Demands
Factor 9, Work Environment
Also included in the Primary Standard is a master grade conversion table
showing the total point ranges (based on sets of complete factors) for grades
GS-1 through GS-15.
FACTOR 1, KNOWLEDGE REQUIRED BY THE POSITION
Factor 1 measures the nature and extent of information or facts which
the workers must understand to do acceptable work (e.g., steps, procedures,
practices, rules, policies, theories, principles, and concepts) and the
nature and extent of the skills needed to apply those knowledges. To be
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used as a basis for selecting a level under this factor, a knowledge must be
required and applied.
Level 1-1 50 points
Knowledge of simple, routine, or repetitive tasks or operations which
typically includes following step-by-step instructions and requires little
or no previous training or experience;
OR
Skill to operate simple equipment or equipment which operates repetitively,
requiring little or no previous training or experience;
Equivalent knowledge and skill.
Level 1-2 200 points
Knowledge of basic or commonly used rules, procedures, or operations
which typically requires some previous training or experience;
OR
Basic skill to operate equipment requiring some previous training or
experience , such as keyboard equipment;
Equivalent knowledge and skill.
Level 1-3 350 points
Knowledge of a body of standardized rules, procedures or operations
requiring considerable training and experience to perform the full range
of standard clerical assignments and resolve recurring problems;
OR
Skill, acquired through considerable training and experience, to operate
and adjust varied equipment for purposes such as performing numerous
standardized tests or operations;
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Equivalent knowledge and skill.
Level 1-4 550 points
Knowledge of an extensive body of rules, procedures or operations re-
quiring extended training and experience to perform a wide variety of inter-
related or nonstandard procedural assignments and resolve a wide range of
problems;
OR
Practical knowledge of standard procedures in a technical field, re-
quiring extended training or experience, to perform such work as: adapting
equipment when this requires considering the functioning characteristics
of equipment; interpreting results of tests based on previous experience
and observations (rather than directly reading instruments or other measures);
or extracting information from various sources when this requires considering
the applicability of information and characteristics and quality of the
sources;
Equivalent knowledge and skill.
Level 1-5 750 points
Knowledge (such as would be acquired through a pertinent baccalaureate
educational program or its equivalent in experience, training, or independent
study) of basic principles, concepts, and methodology of a professional or
administrative occupation, and skill in applying this knowledge in carrying
out elementary assignments, operations, or procedures;
OR
In addition to the practical knowledge of standard procedures in Level
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1-4, practical knowledge of technical methods to perform assignments such as
carrying out limited projects which involve'-,,use of specialized, complicated
techniques;
Equivalent knowledge and skill.
Level 1-6 950 points
Knowledge of the principles, concepts, and methodology of a profes-
sional or administrative occupation as described at Level 1-5 which has been
either: (a) supplemented by skill gained through job experience to permit
independent performance of recurring assignments, or (b) supplemented by
expanded professional or administrative knowledge gained through relevant
graduate study or experience, which has provided skill in carrying out
assignments, operations, and procedures in the occupation which are
significantly more difficult and complex than those covered by Level 1-5;
OR
Practical knowledge of a wide range of technical methods, principles,
and practices similar to a narrow area of a professional field, and skill in
applying this knowledge to such assignments as the design and planning of
difficult, but well-precedented projects;
Equivalent knowledge and skill.
Level 1-7 1250 points
Knowledge of a wide range of concepts, principles, and practices in a
professional or administrative occupation, such as would be gained through
extended graduate study or experience, and skill in applying this knowledge
to difficult and complex work assignments;
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OR
A comprehensive, intensive, practical knowledge of a technical field
and skill in applying this knowledge to the development of new methods,
approaches, or procedures;
Equivalent knowledge and skill.
Level 1-8 1550 points
Mastery of a professional or administrative field to:
- Apply experimental theories and new developments to problems not
susceptible to treatment by accepted methods;
OR
- Make decisions or recommendations significantly changing, inter-
preting, or developing important public policies or programs;
OR
Equivalent skill and knowledge.
Level 1-9 1850 points
Mastery of a professional field to generate and develop new hypothe-
ses and theories;
Equivalent knowledge and skill.
FACTOR 2, SUPERVISORY CONTROLS
"Supervisory Controls" covers the nature and extent of direct or indi-
rect controls exercised by the supervisor, the employee's responsibility,
and the review of completed work. Controls are exercised by the supervi-
sor in the way assignments are made, instructions are given to the employee,
priorities and deadlines are set, and objectives and boundaries are defined.
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Responsibility of the employee depends upon the extent to which the employee
is expected to develop the sequence and timing of various aspects of the work,
to modify or recommend modification of instructions, and to participate in
establishing priorities and defining objectives. The degree of review of
completed work depends upon the nature and extent of the review, e.g., close
and detailed review of each phase of the assignment; detailed review of the
finished assignment; spot check of finished work for accuracy; or review only
for adherence to policy.
Level 2-1 25 points
For both one-of-a-kind and repetitive tasks the supervisor makes spe-
cific assignments that are accompanied by clear, detailed, and specific
instructions.
The employee works as instructed and consults with the supervisor as
needed on all matters not specifically covered in the original instructions
or guidelines.
For all positions the work is closely controlled. For some positions,
the control is through the structured nature of the work itself; for others,
it may be controlled by the circumstances in which it is performed. In some
situations, the supervisor maintains control through review of the work
which may include checking progress or reviewing completed work for accuracy,
adequacy, and adherence to instructions and established procedures.
Level 2-2 125 points
The supervisor provides continuing or individual assignments by
indicating generally what is to be done, limitations, quality and quantity
expected, deadlines, and priority of assignments. The supervisor provides
additional, specific instructions for new difficult, or unusual assignments
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including suggested work methods or advice on source material available.
The employee uses initiative in carrying out recurring assignments in-
dependently without specific instruction, but refers deviations, problems,
and unfamiliar situations not covered by instructions to the supervisor for
decision or help.
The supervisor assures that finished work and methods used are technically
accurate and in compliance with instructions or established procedures.
Review of the work increases with more difficult assignments if the employee
has not previously performed similar assignments.
Level 2-3 275 points
The supervisor makes assignments by defining objectives, priorities,
and deadlines; and assists employee with unusual situations which do not
have clear precedents.
The employee plans and carries out the successive steps and handles
problems and deviations in the work assignment in accordance with in-
structions, policies, previous training, or accepted practices in the occu-
pation.
Completed work is usually evaluated for technical soundness, appro-
priateness, and conformity to policy and requirements. The methods used in
arriving at the end results are not usually reviewed in detail.
Level 2-4 450 points
The supervisor sets the overall objectives and resources available.
The employee and supervisor, in consultation, develop the deadlines, proj-
ects, and work to be done.
At this level, the employee, having developed expertise in the line of
work, is responsible for planning and carrying out the assignment; resolving
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necessary; and interpreting policy on own initiative in terms of
established objectives. In some assignments, the employee also determines
the approach to be taken and the methodology to be used. The employee keeps
the supervisor informed of progress, potentially controversial matters, or
far-reaching implications.
Completed work is reviewed only from an overall standpoint in terms
of feasibility, compatibility with other work, or effectiveness in meeting
requirements or expected results.
Level 2-5 650 points
The supervisor provides administrative direction with assignments in
terms of broadly defined missions or functions.
The employee has responsibility for planning, designing, and carrying
out programs, projects, studies, or other work independently.
Results of the work are considered as technically authoritative and are
normally accepted without significant change. If the work should be reviewed,
the review concerns such matters as fulfillment of program objectives, effect
of advice and influence of the overall program, or the contribution to the
advancement of technology. Recommendations for new projects and alteration
of objectives are usually evaluated for such considerations as availability of
funds and other resources, broad program goals or national priorities.
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FACTOR 3, GUIDELINES
This factor covers the nature of guidelines and the judgment needed to
apply them. Guides used in General Schedule occupations include, for example:
desk manuals, established procedures and policies, traditional practices, and
reference materials such as dictionaries, style manuals, engineering handbooks,
the pharmacopoeia, and the Federal Personnel Manual.
Individual jobs in different occupations vary in the specificity, applica-
bility.and availability of the guidelines for performance of assignments.
Consequently, the constraints and judgmental demands placed upon employees
also vary. For example, the existence of specific instructions, procedures,
and policies may limit the opportunity of the employee to make or recommend
decisions or actions. However, in the absence of procedures or under broadly
stated objectives, employees in some occupations may use considerable judg-
ment in researching literature and developing new methods.
Guidelines should not be confused with the knowledges described under
Factor 1, Knowledge Required by the Position. Guidelines either provide
reference data or impose certain constraints on the use of knowledges.
For example, in the field of medical technology, for a particular diagnosis
there may be three or four standardized tests set forth in a technical manual.
A medical technologist is expected to know these diagnostic tests. However,
in a given laboratory the policy may be to use only one of the tests; or the
policy may state specifically under what conditions one or the other of
these tests may be used. Such a policy is a guideline that restricts the
employee in the application of knowledge.
Level 3-1 25 points
Specific, detailed guidelines covering all important aspects of the as-
signment are provided to the employee.
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The employee works in strict adherence to the guidelines; deviations must
be authorized by the supervisor.
Level 3-2 125 points
Procedures for doing the work have been established and a number of
specific guidelines are available.
The number and similarity of guidelines and work situations requires
the employee to use judgement in locating and selecting the most appropriate
guidelines, references, and procedures for application and in making minor
deviations to adapt the guidelines in specific cases. At this level, the
employee may also determine which of several established alternatives to use.
which require
Situations to which the existing guidelines cannot be applied or/significant
proposed deviations from the guidelines are referred to the supervisor.
Level 3-3 275 points
Guidelines are available, but are not completely applicable to the work
or have gaps in specificity.
The employee uses judgment in interpreting and adapting guidelines such
as agency policies, regulations, precedents, and work directions for appli-
cation to specific cases or problems. The employee analyzes results and
recommends changes.
Level 3-4 450 points
Administrative policies and precedents are applicable but are stated in
general terms. Guidelines for performing the work are scarce or of limited use.
The employee uses initiative and resourcefulness in deviating from
traditional methods or researching trends and patterns to develop new methods,
criteria, or proposed new policies.
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Level 3-5 650 points
Guidelines are broadly stated and nonspecific, e.g., broad policy state-
ments and basic legislation which require extensive interpretation.
The employee must use judgment and ingenuity in interpreting the intent
of the guides that do exist and in developing applications to specific areas
of work. Frequently, the employee is recognized as a technical authority in
the development and interpretation of guidelines.
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FACTOR 4, COMPLEXITY
This factor covers the nature, number, variety, and intricacy of tasks,
steps, processes, or methods in the work performed; the difficulty in
identifying what needs to be done; and the difficulty and originality in-
volved in performing the work.
Level 4-1 25 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
Actions to be taken or responses to be made are readily discernible.
The work is quickly mastered.
Level 4-2 75 points
The work consists of duties that involve related steps, processes, or
methods.
The decision regarding what needs to be done involves various choices
requiring the employee to recognize the existence of and differences among
a few easily recognizable situations.
Actions to be taken or responses to be made differ in such things as the
source of information, the kind of transactions or entries, or other dif-
ferences of a factual nature.
Level 4-3 150 points
The work includes various duties involving different and unrelated
processes and methods.
The decision regarding what needs to be done depends upon the analysis
of the subject, phase, or issues involved in each assignment, and the chosen
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course of action may have to be selected from many alternatives.
The work involves conditions and elements that must be identified and
analyzed to discern interrelationships.
Level 4-4 225 points
The work typically includes varied duties requiring many different and
unrelated processes and methods such as those relating to well established
aspects of an administrative or professional field.
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 of the work, or refining the
methods and techniques to be used.
Level 4-5 325 points
The work includes 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 or professional field.
Decisions regarding what needs to be done include major areas of un-
certainty in approach, methodology, or interpretation and evaluation pro-
cesses resulting from such elements as continuing changes in program,
technological developments, unknown phenomena, or conflicting requirements.
The work requires originating new techniques, establishing criteria, or
developing new information.
Level 4-6 450 points
The work consists of broad functions and processes of an administrative
or professional field. Assignments are characterized by breadth and intensity
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of effort and involve several phases being pursued concurrently or sequentially
with the support of others within or outside of the organization.
Decisions regarding what needs to be done include largely undefined
issues and elements, requiring extensive probing and analysis to determine
the nature and scope of the problems.
The work requires continuing efforts to establish concepts, theories, or
programs, or to resolve unyielding problems.
FACTOR 5, SCOPE AND EFFECT
Scope and Effect covers the relationship between the nature of the
work, i.e., the purpose, breadth, and depth of the assignment, and the effect
of work products or services both within and outside the organization.
In General Schedule occupations, effect measures such things as whether
the work output facilitates the work of others, provides timely services of a
personal nature, or impacts on the adequacy of research conclusions. The con-
cept of effect alone does not provide sufficient information to properly under-
stand and evaluate the impact of the position. The scope of the work completes
the picture, allowing consistent evaluations. Only the effect of properly
performed work is to be considered.
Level 5-1 25 points
The work involves the performance of specific, routine operations that
include a few separate tasks or procedures.
The work product or service is required to facilitate the work of others;
however, it has little impact beyond the immediate organizational unit or
beyond the timely provision of limited services to others.
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Level 5-2 75 points
The work involves the execution of specific rules, regulations, or pro-
cedures and typically comprises a complete segment of an assignment or project
of broader scope.
The work product or service affects the accuracy, reliability, or accept-
ability of further processes or services.
Level 5-3 150 points
The work involves treating a variety of conventional problems, questions,
or situations in conformance with established criteria.
The work product or service affects the design or operation of systems,
programs, or equipment; the adequacy of such activities as field investigations,
testing operations, or research conclusions; or the social, physical, and
economic well-being of persons.
Level 5-4 225 points
The work involves establishing criteria; formulating projects; assess-
ing program ;effectiveness; or investigating or analyzing a variety of un-
usual conditions, problems, or questions.
The work product or service affects a wide range of agency activities,
major activities of industrial concerns, or the operation of other agencies.
Level 5-5 325 points
The work involves isolating and defining unknown conditions, resolving
critical problems, or developing new theories.
The work product or service affects the work of other experts, the
development of major aspects of administrative or scientific programs or missions,
or the well-being of substantial numbers of people.
Level 5-6 450 points
The work involves planning, developing, and carrying out vital
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administrative or scientific programs.
The programs are essential to the missions of the agency or affect large
numbers of people on a long-term or continuing basis.
FACTOR 6, PERSONAL CONTACTS
This factor includes face-to-face contacts and telephone and radio
dialogue with persons not in the supervisory chain. (NOTE: Personal- contacts
with supervisors are covered under Factor 2, Supervisory Controls). Levels
described under this factor are based on what is required to make the initial
contact, the difficulty of communicating with those contacted, and the setting
in which the contact takes place (e.g., the degree to which the employee and
those contacted recognize their relative roles and authorities).
Above the lowest level, points should be credited under this factor only
for contacts which are essential for successful performance of the work and
which have a demonstrable impact on the difficulty and responsibility of the
work performed.
The relationship of Factors 6 and 7 presumes that the same contacts will
be evaluated for both factors. Therefore, use the personal contacts which
serve as the basis for the level selected for Factor 7 as the basis for
selecting a level for Factor 6.
Level 6-1 10 points
The personal contacts are with employees within the immediate organization,
office, project, or work unit, and in related or support units;
AND/OR
The contacts are with members of the general public in very highly
structured situations (.i.$., the purpose of the contact and the question of
with whom to deal are relatively clear). Typical of contacts at this level
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are purchases of admission tickets at a ticket window.
Level 6-2 25 points
The personal contacts are with employees in the same agency, but out-
side the immediate organization. People contacted generally are engaged in
different functions, missions, and kinds of work, e.g., representatives from
various levels within the agency such as headquarters, regional, district,
..or field offices or other operating offices in the immediate installations;
AND/OR
The contacts are with members of the general public, as individuals or
groups, in a moderately structured setting (i.e.., the contacts are generally
established on a routine basis, usually at the employee's work place; the
exact purpose of the contact may be unclear at first to one or more of the
parties; and one or more of the parties may be uninformed concerning the role
and authority of other participants). Typical of contacts at this level are
those with persons seeking airline reservations or with job applicants at a
job information center.
Level 6-3 60 points
The personal contacts are with individuals or groups from outside the
employing agency in a moderately unstructured setting (-i.e., the contacts
are not established on routine basis; the purpose and extent of each contact
is different and the role and authority of each party is identified and
developed during the course of the contact). Typical of contacts at this
level are those with persons in their capacities as attorneys; contractors;
or representatives of professional organizations, the news media, or public
action groups.
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Level 6-4
110 points
The personal contacts are with high-ranking officials from outside the
employing agency at national or international levels in highly unstructured
settings ('i.e,, contacts are characterized by problems such as: the officials
may be relatively inaccessible; arrangements may have to be made for accompanying
staff members; appointments may have to be made well in advance; each party
may be very unclear as to the role and authority of the other; and each contact
may be conducted under different ground rules). Typical of contacts at this
level are,those with members of Congress, leading representatives of foreign
governments, presidents of large national or international firms, nationally
recognized representatives of the news media, presidents of national unions,
state governors, or mayors of large cities.
FACTOR 7, PURPOSE OF CONTACTS
In General Schedule occupations, purpose of personal contacts ranges
from factual exchanges of information to situations involving significant
or controversial issues and differing viewpoints, goals, or objectives.
The personal contacts which serve as the basis for the level selected for this
factor must be the same as the contacts which are the basis for the level
selected for Factor 6.
20 points
.Level 7-1
The purpose is to obtain, clarify, or give facts or information re-
gardless of the nature of those facts, i.e., the facts or information may
range from easily understood to highly technical.
50 points
Level 7-2
The purpose is to plan, coordinate, or advise on work efforts or to
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resolve operating problems by influencing or motivating individuals or groups
who are working toward mutual goals and who have basically cooperative
attitudes.
Level 7-3 120 points
The purpose is to influence, motivate, interrogate, or control persons
or groups. At this level the persons contacted may be fearful, skeptical,
uncooperative, or dangerous. Therefore, the employee must be skillful in
approaching the individual or group in order to obtain the desired effect,
such as, gaining compliance with established policies and regulations by
persuasion or negotiation, or gaining information by establishing rapport
with a suspicious informant.
Level 7-4 220 points
The purpose is to justify, defend, negotiate, or settle matters involving
significant or controversial issues. Work at this level usually involves
active participation in conferences, meetings, hearings, or presentations in-
volving problems or issues of considerable consequence or importance. The
persons contacted typically have diverse viewpoints, goals, or objectives
requiring the employee to achieve a common understanding of the problem and
a satisfactory solution by convincing them, arriving at a compromise, or
developing suitable alternatives.
FACTOR 8, PHYSICAL DEMANDS
The "Physical Demands" factor covers the requirements and physical
demands placed on the employee by the work assignment. This includes physical
characteristics and abilities (e.g., specific agility and dexterity require-
ments) and the physical exertion involved in the work (e.g., climbing,
lifting, pushing, balancing, stooping, kneeling, crouching, crawling,
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or reaching). To some extent the frequency or intensity of physical exertion
must also be considered, e.g., a job requiring prolonged standing involves
more physical exertion than a job requiring intermittent standing.
NOTE: Hazardous duty pay differentials do not apply if such duties and
hazards are considered in the job grading process.
Level 8-1 5 points
The work is sedentary. Typically, the employee may sit comfortably to
do the work. However, there may be some walking; standing; bending; carrying
of light items such as papers, books, small parts; driving an automobile,
etc. No special physical demands are required to perform the work.
Level 8-2 20 points
The work requires some physical exertion such as long periods of standing;
walking over rough, uneven, or rocky surfaces; recurring bending, crouching,
stooping, stretching, reaching, or similar activities; recurring lifting of
moderately heavy items such as typewriters and record boxes. The work may
require specific, but common, physical characteristics and abilities such as
above-average agility and dexterity.
Level 8-3 50 points
The work requires considerable and strenuous physical exertion such as
frequent climbing of tall ladders, lifting heavy objects over 50 pounds,
crouching or crawling in restricted areas, and defending oneself or others
against physical attack.
FACTOR 9, WORK ENVIRONMENT
The "Work Environment" factor considers the risks and discomforts in the
employee's physical surroundings or the nature of the work assigned and the
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safety regulations required. Although the use of safety precautions can
practically eliminate a certain danger or discomfort, such situations typically
place additional demands upon the employee in carrying out safety regulations
and techniques.
NOTE: If-the hardship or hazard is credited by application of a FES
standard, the pay differential is not applicable.
Level 9-1
5 points
The work environment involves everyday risks or discomforts which
require normal safety precautions typical of such places as offices, meeting
and training rooms, libraries, and residences or commercial vehicles,e.g.,
use of safe work practices with office equipment, avoidance of trips and falls,
observance of fire regulations and traffic signals, etc. The work area is
adequately lighted, heated, and ventilated.
Level 9-2 20 points
The work involves moderate risks or discomforts which require special
safety precautions, e.g., working around moving parts, carts, or machines;
with contagious diseases or irritant chemicals; etc. Employees may be required
to use protective clothing or gear such as masks, gowns, coats, boots, goggles,
gloves, or shields.
Level 9-3
50 points
The work environment involves high risks with exposure to potentially
dangerous situations or unusual environmental stress which require a range
of safety and other precautions, e.g., working at great heights under extreme
outdoor weather conditions, subject to possible physical attack or mob conditions,
or similar situations where conditions cannot be controlled.
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FACTOR EVALUATION SYSTEM
GRADE CONVERSION TABLE
GS Grade
Range
1
2
190-250
255-450
455-650
655-850
855-1100
1105-1350
1355-1600
1605-1850
9
1855-2100
10
2105-2350
11
2355-2750
12
2755-3150
13
3155-3600
14
3605-4050
15
4055-up
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APPENDIX 2
HOW TO WRITE POSITION DESCRIPTIONS
UNDER THE FACTOR EVALUATION SYSTEM
A guide to position analysis
A. INTRODUCTION
This guide will help you to write position descriptions (PD-s) for nonsu-
in GS-O1 through GS-15
pervisory General Schedule jobs/that are covered by classification standards
under the Factor Evaluation System (FES). It explains:
? Sources of available information and facts to obtain before
starting to write a PD;
? How to write FES duties statements; and
? How to analyze a position and describe the nine FES evaluation fac-
tors in terms of the work performed.
A PD should have enough information for carrying out personnel activities
such as classifying the position; deciding whether or not it is exempt or
nonexempt from the Fair Labor Standards Act; and determining the factors im-
portant for recruitment. For classification under FES, a PD must be in the FES
factor format described in this guide.
Other General Schedule jobs may also be described in the factor format
provided that the PDs include all of theinformation heeded for
positions
classifying the / by the proper non-FES standards.
An outline for a PD and a sample PD are provided at the end of the guide.
B. GENERAL STEPS IN PREPARING PD S
In writing a PD, you should know the kinds of information to look for
(Step 1), develop facts about the position (Step 2), write the PD in FES
factor format (Steps 3 and 4), and obtain agreement on its accuracy (Step 5).
Step 1: Before starting to write the PD, review this guide and the complete
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FES classiciation standard(s), if available, for the position being described
to gain an understanding of:
? The kinds of information and factors used in classifying the PD, and
How the factors are described in terms of the occupation or the kinds
of work in the position.
Step 2: Develop facts about the official duties and responsibilities of the
position using one or more of the following techniques:
? Interview employees, supervisors, or management officials (see kinds
of information needed in Sections C and D);
? Review existing PD1s;
? Observe work in progress;
? Review technical manuals or charts;
? Review organizational or program material; or
? Review questionnaires or lists of duties prepared by employees, su-
pervisors, or management officials (often helpful in working with
large numbers of similar positions to determine likenesses and
grouping together for coverage by single PD's).
Step 3: List the duties of the position as described in Section C.
Step 4: Use the PD outline and Section D in describing the nine FES factors in
terms of the work performed.
Step 5: Determine/obtain agreement on the completeness and accuracy of the
PD. Resolve differences of opinion, if any, and obtain signatures.
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C. WRITING FES DUTIES STATEMENTS
The duties section of the PD should give an overall view of the-posi-
tion. If desired, it may be preceded by an introductory paragraph or sentence
describing the general characteristics of the position and its organizational
relationships; for example: "performs the agency's administrative audit of
vouchers" or "performs nursing duties in the Medical Clinic".
The order in which duties are described may vary. _
Major functions'.may be listed in order of
their importance or in the sequence in which they occur - day by day, over a
longer period of time, or during an entire cycle.
may be grouped
Related duties/according to function. \Percentages of time spent on
major duties involving distinctly different kinds or levels of work should
Try to use active verbs, for example:
? Balances cash in register against the total on register tape, locating
and correcting errors.
? Types memoranda, letters, and reports in final from handwritten notes.
? Designs art work for multicolor posters to meet specified needs of
requestors.
? Posts test scores to record cards.
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? Establishes food standards and plans regular menus complying with
nutritional and cost allocations.
? Develop plans, specifications, and estimates for urban expressways
.with separated intersections, dividing strips, weaving lanes and
ramps.
D. DESCRIBING FES FACTORS
The descriptions of the major duties and the evaluation factors should
complement each other. Because the evaluation factors are used in point
rating, information under major duties is often repeated and expanded
upon in describing the factors. Statements made in the factor descriptions
must be related to (supported by) the major duties.
Most of the nine FES evaluation factors have two or more parts (un-
derlying concepts or subfactors) as shown in the outline for a PD on page
57. The following suggestions for writing the factors are in the same
sequence as the outline. In the examples under each factor, to emphasize
the parts of the factor or subfactors, the first part is underlined, the sec-
ond is in parentheses, and the'third is bracketed.
IMPORTANT: When a position has two or more distinctly different
kinds or levels of work, the classifier must evaluate each separately
and determine the highest grade for classification. Therefore, in de-
scribing the factors for these mixed-grade or mixed-occupation positions,
it is essential that significant differences in the factors relating
to different kinds or levels of work be made clear. For example, if
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development work is more closely reviewed than other work, the description
of Factor 2, Supervisory Controls, should state this fact.
It is not necessary to describe the nine factors separately for each
kind or level of work when the differences can be explained in a sentence
or a phase.
Factor 1, Knowledge Required by the Position
What levels of knowledges and skills are required and used in doing
acceptable work in the position? This includes:
The nature or kind of knowledges and skills needed, and
? How these knowledges and skills are used in doing the work.
Under FES, knowledges are information or facts such as procedures,
work practices, rules and regulations, policies, theories and concepts,
principles, and processes which the employee must know to be able to do the
work. When you list a particular knowledge, it is understood that skill is
used in applying that knowledge.
Knowledge Example #1, Engineer
a. Kind of Knowledge: A professional knowledge of the theories,
principles, practices, and techniques of
civil engineering.
b. How used: (to design flood control structures such as
high retaining walls and closed box channels.)
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Knowledge Example #2, Clerk
a. Kind of Knowledge: Knowledge of the terminology used
with a variety of diagnostic and
treatment procedures provided general
medical patients
b. How used: (to record and report medical in-
formation such as X-ray and test
results.)
Knowledge Example #3, Clerk-Typist
a. Kind of Knowledge Knowledge of English grammar,
spelling, and punctuation
b. How used: (to correct obvious errors in
material being typed).
Sometimes, it is easier to describe a requirement as a skill rather than
as a knowledge. A knowledge exists before skill can be demonstrated, for
example: A person who knows the typewriter keyboard can acquire a particular
level of proficiency through practice to show "skill in typing". Skills
(as used for FES) usually can be observed, that is, you can see a person type
and review the typed material easily to decide that the person has "knowledge'
of the typewriter keyboard". Therefore, it is common practice to describe
.skills associated with a certain dexterity as shown below.
Skill Example #1, Voucher Examiner
a. Kind of skill: Skill in using a calculator
b. How used: (to compute totals, discounts,
taxes, transportation charges, etc)
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Skill Example #2,
Shorthand Reporter
a.
Kind of skip
Skill in taking dictation
b.
How used:
(at higher speeds to provide
verbatim transcri tions.
If you aren't sure whether to describe a requirement as a knowledge or
skill, describe it as a level of knowledge.
Additional "Tips" in Writing Factor 1
1. Benchmarks and factor-level descriptions in the FES classification
standard may be used as references. for how knowledges are treated in
the occupation. EXCEPTION: FES classification standards sometimes
describe a level of education, training, or experience. Such criteria
are developed by occupational specialists after a comprehensive study
of the occupation to provide guidance in the point-rating process.
Educational requirements or arbitrary degress of proficiency SHOULD NOT
be described in PD's unless there is documentation backup to prove that
these requirements specifically apply to the position being described.
2. Show only the knowledges and skills that are essential for full per-
formance of the work. Generally Factor 1 can be adequately described with
four or five knowledges or skills. If you have a list of twenty,
some of them can probably be combined into a broader description.
3. Label a knowledge as "professional" only when the nature of the work
meets the definition of a professional occupation:
"Professional occupations or series are those that require knowledge in a
field of science or learning customarily and characteristically acquired
through education and training that meets the requirements for a bachelor's
or higher degree with major study in or pertinent to the specialized field,
as distinguished from general education. The work of professional positions
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is creative, analytical, evaluative, or interpretive; and is characterized by
personal responsibility to keep abreast of and exercise judgment and broad
perspective in the application of an organized body of knowledge that is con-
stantly studied to make new discoveries and interpretations or to improve
the data, materials and methods. Also included are positions filled by
trainees who meet the basic knowledge requirements and who perform work in
preparation for fully professional positions."
Professional occupations are identified as such in the series definition
of the occupational standard.
4. As appropriate, include any "special" knowledge or skill that would
be required as a selective factor in recruitment such as "Skill in us-
ing conversational Spanish to interview witnesses."
5. Do not copy knowledge/skill requirements from qualification standards.
The qualification standard gives the minimum requirements needed for
applicants. Nontrainee PD describe the kind of knowledges and skills
needed to perform the work satisfactorily after the "break-in" period.
6. Avoid listing "abilities". For example, "ability to examine vouchers"
is too vague to be used in evaluating Factor 1. Instead,'show what the
employee has to know to do the examination. The example below shows
how two positions involving "ability to examine vouchers" would require
different knowledges because of differences in what the employees do with
the vouchers and the mental processes, insights, and understandings needed.
Wrong
Ability to examine vouchers.
Better
Knowledge of domestic travel
regulations to check vouchers for
compliance and accuracy of ter-
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Ability to examine vouchers and Knowledge of professional account-
transportation accounts. ing concepts, principles, and theories
to audit the total accounting system.
7. Don't describe personal characteristics such as patience, adaptability,
integrity, or creativity under Factor 1. (When important, job-related
aspects of personal characteristics are credited in other ways, e.g., the
need for patience is inherent in considering Factor 7, Purpose of
Contacts, aspects of creativity involve Factor 2, Supervisory Controls,
in the independence of action, Factor 3, Guidelines, in the judgment used,
and Factor 5, Complexity, in the nature of item created.)
8. After you have completed Factor 1, doublecheck the listed knowledges
and skills to assure they agree with the duties described. For example,
if you list "Skill in operating an electric typewriter," the duties
statement should show what the employee types.
Factor 2, Supervisory Controls
"Supervisory Controls" has three concepts:
? How the work is assigned,
? The employee's responsibility for carrying out the work, and
? How the work is reviewed.
a. How is the work assigned? Supervisors have direct or indirect controls
over the work in the way assignments are made, instructions are given,
priorities and deadlines are set, and objectives and boundaries are
defined, for example; a supervisor might make assignments with detailed
instructions concerning how to do the work; with instructions only
for new, difficult, or unusual aspects of the work; with suggestions
for procedures; or with information only about the objective to be
achieved, priorities, and deadlines.
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b. What is the employee's responsibility for carrying out the work? To
what extent is the employee expected to develop the sequence and timing
of various aspects of the work, to modify or recommend modification
of instructions, and to participate in establishing priorities and
defining objectives? For example: an employee might do the work
exactly as instructed; do routine assignments independently without
specific instruction; refer situations not covered by instruction
to supervisor; handle all work independently according to policies,
previous training, or accepted practice; or resolve conflicts which
arise by determining approaches to be taken and methodology to be used.
c. How is the work reviewed? What is the nature and extent of the re-
view of work? For example: there may be close and detailed review
of each phase of the assignment; detailed review of the finished
work; spot check of finished work for accuracy; or review only for
adherence to policy.
TIP: Supervisory controls in the employee's PD should "dovetail" with
"supervision exercised" in the supervisor's PD. For example, if the employee's
PD states that the work is accepted as being technically accurate without
review, but the supervisor's PD states that detailed review is given the
employee's work, one of the PD's is wrong. The facts must be rechecked and
appropriate changes made.
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Supervisory Controls Example #1, File Clerk
a. How Work Assigned: The file room supervisor assigns work,
advises of changes of procedures, and is
available for assistance when required.
b. Employee Resp: (Routine work is performed independently
following set procedures.)
c. How Work Reviewed: (The work is reviewed for accuracy by spot-
checking, the ease with which filed items
are found, and through complaints from
users. 0
Supervisory Controls Example #2, Clerk-Stenographer
a. How Work-Assigned: The administrative law judge dictates
without interruption and provides any
special instructions that differ from normal
procedures.
b. Employee Resp: (The clerk-stenographer independently trans-
cribes and collates material into final form,
with responsibility for format, word usage,
and grammar.
c. How Work Reviewed: [(Completed work is relied upon for accuracy;
however, errors may be detected when content
is reviewed. 0
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Supervisory Controls Example #3, Engineer
How Work Assigne : The supervisor assigns work in terms--of,
project objectives and basic priorities
and is available for consultation in re-
solving controversial issues.
b. Employee Resp: (The engineer independently plans and
carries out the projects, selecting the
.,approaches and methods to be used in
solving problems.)
c. How Work Reviewed: [( Projects are reviewed to determine that
the objectives are met and for compliance
with a enc policies and regulations )J
Factor 3, Guidelines
The factor "Guidelines" has two concepts:
? The nature of guidelines for performing the work, and
The judgment needed to apply the guidelines or develop new guides.
a. What guidelines are used in doing the work? Guides may be operating
procedures and policies, traditional practices, or references such
as desk manuals, dictionaries, style manuals, engineering handbooks,
the pharmacopoeia, and the Federal Personnel Manual. Individual
jobs vary in the degree to which the guidelines are specific, appli-
cable, and available for doing the work, for example: dictionaries
and style manuals are available, applicable, and specific on matters
involving punctuation and spelling; a Federal Personnel Manual is
available in the Personnel Office, but may not apply to a particular
personnel problem; although three or four standardized tests exist
for a diagnostic procedure, the ooppe tt to the
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conditions under which one or the other of these tests may be used.
b. How much judgment is needed in using the guidelines? The existence
of specific instructions, procedures, and policies may limit the
opportunity of the employee to interpret or adapt the guidelines.
On the other hand, the absence of a method for a phase of work may
require the employee to use considerable judgment in researching
related methods to develop a new one. -
Explain the nature of guidelines and the extent to. which the employee
follows them explicitly or uses judgment in deciding between alternatives,
in interpreting, in adapting, or in developing guidelines. Below are
.examples:
Guidelines Example #1, File Clerk
a. Guides: Written and oral guides provide spe-
cific instructions for filing material.
b. Judgment
(A substantial portion of these in-
structions is easily memorized and
little interpretation is necessary.
When instructions do not apply, the
problem is referred to the super-
visor).
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Guidelines Example #2, Engineer
a. Guides:
b. Judgment:
Guidelines include agency regulations
and directives, manufacturers' cata
logs.and handbooks, precedents, and
files of previous projects.
(While these guidelines are generally
applicable, the engineer makes adapta'-
tions in dealing with problems such as
limited funds or the need to modify
the facility for loads and stresses
not anticipated in the original design.)__
Factor 4, Complexity
Complexity has three concepts:
? The nature of the assignment,
? The difficulty in identifying what needs to be done, and
? The difficulty and originality involved in performing the work.
Be sure to study the FES classification standard, if available, before
describing this factor in the PD. The kind of information needed to describe
"Complexity" differs from occupation to occupation.
a. What is the nature of the assignment? Briefly describe the general
nature and variety of the tasks, methods, functions, projects or
programs carried out in the position being described.
b. What facts or conditions does the employee consider in identifying
what needs to be done? The employee may have little or no choice
about what needs to be done. On the other hand, certain facts may
have to be developed, checked, analyzed, interpreted, or evaluated
.by the employee before work progresses. The level of difficulty in
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carrying out the work varies depending on whether the facts or
conditions are clear-cut and directly apply to the problem or issue;
vary according to the nature of the subject matter, phase, or prob-
lem being handled; or involve unusual circumstances and incomplete
or conflicting data.
c. After considering the facts, what actions or responses does the
employee make? In some situations, the work is easily mastered; the
employee takes the obvious course of action. The level of difficulty
and originality increases as the employee is required to consider
differences in courses of action and refine methods or develop new
techniques, concepts, theories, or programs in solving problems.
concepts
Explain the three / of Complexity for the position being described.
Below are examples:
Complexity Example #1, Mail Clerk
a. Nature of Assignment: Opens, sorts, and routes mail by
general subject matter to approxi-
mately 150 delivery points and by
specialized subject matter to
70-80 points.
b. Identifying What Needs (Examines the content of a variety
To Be Done;
of materials to identify and
associate subject matter with closel
related technical units.)
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c. Difficulty & Originality (Determines proper routing or
other action-to be taken.)
Complexity Example #2, Clerk-Stenographer
a. Nature of Assignment: In addition to taking and
transcribing dictation with highly
specialized terminology-from many
different dictators, performs-a--
variety of duties such as col-
lecting material for inclusion
in the final copy.
b. Identifying What Needs (Checks apparent discrepancies
To Be Done: of statements of Fact in dictated
material by referring to source
material in the file.)
c. Difficulty & Originality [(Makes changes in wording to
clarify language and to insure
compliance with office correspondence
rules).
Complexity Example #3, Engineer
a. Nature of Assignment: Projects involve developing designs,
plans and specifications for
plumbing, heating, ventilating, and
air conditioning systems for multi-
story office buildings, hospitals,
and similar structures.
b. Identifying What Needs To (Considers such factors as unusual
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one:
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local conditions, increased emphasis
on energy conservation, and re-
lationship of problems and practices
in related engineering fields).
c. Difficulty & Originality': [Projects often require departing
from past approaches and extending
traditional techniques or devel-
oping new ones to meet major ob-
jectives without compromising de-
sign and engineering principles.-
Factor 5, Scope and Effect
"Scope and Effect" has two concepts:
? The purpose of the work, and
? The impact of the work product or service.
a. What is the ultimate goal to be achieved in the position? "Purpose
of work" concerns the end objective such as conclusions reached,
decisions or recommendations made; treatment or service provided,
reports written, results of tests or research performed, and approvals
or denials made. More specific examples are "to prepare statistical
charts," "to perform cross-match blood tests," and "to make Voice-of-
America broadcasts."
NOTE: This subfactor is different from the nature of the assignment under
Factor 4, Complexity. Nature of the assignment concerns the kind and
variety of tasks, functions or projects required to fulfill the purpose
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or objective of the work. Factor 4 deals with "how" the work is done.
b. What is the impact of the work product or service? Who or what
benefits from the employee's work? For example, statistical charts
help supply management officials in identifying areas needing im-
provement; the cross-matching of blood helps the physician in giving
emergency treatment to patients; and many people in foreign countries
depend on VOA broadcasts for reliable reporting of the world news.
Describe the impact of work that is performed the right way. For example,
for the Construction Analyst, the impact of the work might be described as:
"The work contributes to the marketability, attractiveness, and struc-
tural soundness of.housing and to the understanding and compliance with
requirements for mortgage insurance. Homeowners and lending institutions
are protected against major deficiencies in construction or rehabilitation
of housing."
While specific credit cannot be provided for "possible consequences of
error," this element is considered indirectly. It is inferred in the example
that, when the Construction Analyst does not do the work properly, insurance
might be approved for housing that does not meet the agency's standards;
that structurally unsound homes might be purchased resulting in possible death,
injury or financial ruin; that housing might be constructed that is not marketable,
etc.
When "responsibility for accuracy" is important in a position, it may
also affect the complexity involved and special knowledges required to maintain
a level of accuracy.
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Below are examples:
Scope and Effect Example #1, File Clerk
a. Purpose:
The purpose of the work is to maintain
control and reference files for incoming
correspondence.
b. Impact: (This work contributes to the efficiency
of daily operations of the Bureau.)
Scope and Effect Example #2, Engineer
a. Purpose:
b. Impact:
The technical expertise provided by the
engineer
(affects the designs of mechanical sys-
tems aboard floating plants and equipment
used in dredging activities throughout
the agency nationwide.)
Factor 6, Personal Contacts
"Personal Contacts" is considered to be a one-part factor covering the
people and conditions under which contacts are made. Describe the face-to-face,
radio, or telephone contacts which the employee has in terms of the "work
relationship" of the people contacted to the employee. Different kinds of con-
tacts might be coworkers on the same project, patients receiving treatment,
applicants seeking jobs, students in a class, immigrants entering the U.S.A.,
manufacturers' representatives selling products, contractors providing services,
professors giving technical advice, and scientists consulting with other
scientists. If a scientist is treated in a hospital, the "work relationship" of
the scientist to the nursing team is as a patient. (Do not describe contacts
with the supervisor because supervisory contacts are included under Factor 2.)
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Indicate if the people come from elsewhere or the contacts occur outside
the agency. Describe any unusual circumstances or conditions such as problems
in making appointments, (e.g., inaccessibility of people in high-level positions)
problems in identifying the role or authority of the people contacted, or the
use of different ground rules for different contacts.
Below are examples:
Personal Contacts Example #1, Mail Clerk
Contacts are with coworkers, personnel on the mail route in units throughout
the installation, and U.S. Postal Service employees who deliver mail to the
units.
Personal Contacts Example #2, Engineer
Intra-agency personal contacts include other engineers and architects on the
base, procurement personnel, officials and managers of the user services,
and headquarters engineering experts who approve construction projects.
Meets with architect-engineer firms, contractors, and manufacturers involved
in providing supplies/services for construction projects at the work site and
at their places of business.
Factor 7, Purpose of Contacts
"Purpose of Contacts" is a one- concept factor;
Explain the purpose of the personal contacts described in Factor 6, for
example: to give or exchange information; to resolve problems; to provide
service; motivate, influence, or interrogate persons; or to justify, defend,
negotiate, or settle matters. As appropriate, include other information which
might affect the nature of the contacts, for example: dealing with people who
are skeptical, uncooperative, unreceptive,-hostile (such as patients or inmates);
and settling controversial issues or arriving at compromise solutions with
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people who have different viewpoints, goals, or objectives.
Below are examples:
Purpose of Contacts Example #1, Mail Clerk
The personal contacts involve exchange of information regarding the pro-
cessing, delivering or dispatching of mail.
Purpose of Contacts Example #2, Shorthand Reporter
Contacts are made to arrange for recording the proceedings of the grand jury,
identify attorneys, and secure seating charts.
Purpose of Contacts Example #3, Engineer
Resolves difficulties and controls the work performed by engineers within th
offices.ces. Some persuasion may be necessary to obtain agreement on technical
and methods that conflict with those of other engineers. Discusses
points
manufacturing concerns, architect
or developments with
contract requirements
engineers and construction firms.
8, Physical calDemands "Physical cal Demands" i is aone- concept factor . Describe nature re ofphysical demands s placedon theemployee such as
climbing, lifting, pushing, balancing, stooping, kneeling, crouching,
crawling, or reaching. Indicate how often and how intense the activity is
(prolonged standing requires more effort than intermittent standing). Include
any physical characteristics or special physical abilities needed such as
specific agility or dexterity requirements.
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Below are examples:
Physical Demands Example #1, Engineer
The work is mostly sedentary; however, some walking, bending, and climbing
is required to inspect buildings at various stages of construction.
Physical Demands Example #2, Mine Inspector
Regularly-conducts onsite inspections of underground coal mines. Much of
the time is spent walking, crouching, standing, carrying heavy sampling and
testing equipment, and climbing high ladders to examine shafts.
Factor 9, Work Environment
"Work Environment" is a one-part factor.
Describe the physical surroundings in which the employee works (for example,
in an office where there are normal, everyday risks, in a hospital where there
is possible exposure to contagious diseases, or in a coal mine where there is
potential for roof falls, explosions, and fires) and any special safety
regulations or precautions which must be observed to avoid mishaps or discomfort
(for example, use of protective clothing or gear such as masks, gowns, coats,
hard-toed boots, safety goggles, gloves, or shields).
NOTE: It is not necessary to describe normal everyday safety precautions
such as use of safe work practices in an office, observance of fire
regulations and traffic signals.
Below are examples:
Work Environment Example #1, Clerk
The work is performed in an office setting.
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Work Environment Example #2, Nursing Assistant
Rotates to various hospital wards. Wears a surgical masks, gloves, and/or
gown and uses special aseptic techniques when providing personal and nursing
care to patients who have contagious diseases.
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A. PMCD
R. INITIATING
OFFICE
Under the FLSA amendments of 1974 this position has been determined
from the overtime provisions. Date Position Reviewed:
Major Duties
Performs mail duties in the central mail processing office of the Agency:
- Sorts incoming mail and issuances, including packages, telegrams, and special messages.
Selects and time-stamps designated mail items. Verifies or secures enclosures. Sorts
and racks mail by file designations or subject matter categories for attachment of re-
quired background information by the files section. Loads incoming mail on delivery cart
and delivers it.
- Picks up outgoing mail, checks for attachments and calls attention of sender to obvious
discrepancies. Sorts mail picked up en route for immediate delivery to succeeding mail
stops. Checks outgoing mail for completeness and conformance to applicable instructions
and regulations, and sorts into various categories (e.g., chain mail, stop mail, air mail
registered, certified, foreign, etc.). Wraps packages and separates different classes
of mail for delivery.
- Detaches file copies from outgoing mail and routes to appropriate sources.
-.Makes special messenger trips as requested.
Factor 1. Knowledge Required by the Position
- Knowledge of the functions, locations, and organizational components of the Agency (to
sort and deliver mail.)
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2. POSITION NUMBER
0000
GRADE _INITIALS DATE
FORM USE PREVIOUS
It-75387 EDITION5. 58
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- Knowledge of mail handling procedures (to time-stamp; obtain background
information; sort by category, file designation, or subject matter; wrap for
mailing; and detach file copies.)
Factor 2. Supervisory Controls
The mail supervisor makes assignments, giving specific instructions on
new or revised procedures to be used. (The incumbent performs routine work on
own initiative.) CWork is reviewed for conformance to established requirements.
Promptness and accuracy of mail distribution is spot checked.
Factor 3. Guidelines
Mail distribution points and delivery schedules are preestablished and
are updated frequently with changes in organizational designations. Mail-
handling instructions are specific. (The employee uses some judgment in
expediting delivery to avoid undue delays, e.g., sorting and delivering en.
route.)
Factor 4. Complexity
The work involves recurring mail processing tasks, i e , sorting, seeing
that background material is attached or detached, and delivering mail to
approximately 45 delivery points. (Considers the category of mail or subject
matter; identifies obvious discrepancies.) Different categories of mail
receive different treatment.]
Factor 5. Scope and Effect
Accuracy and reliability in the processing and flow of mail (facilitates
work accomplishment in the Agency.)
Factor 6. Personal Contacts
Contacts are with employees in the immediate office and people within
the building who are designated to receive and send mail.
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Factor 7. Purpose of Contacts
Contacts are for the purposesof exchanging factual information, re-
porting problems, making special or routine deliveries, and picking up mail.
Factor 8. Physical Demands
The work involves considerable walking with pushing or pulling of de-
livery carts. Packages lifted onto the carts occasionally weigh up to 25
pounds.
Factor 9. Work Environment
The incumbent observes normal safety precautions while working in the mail
room and delivering mail throughout the office building.
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 A M S ION DivISION j DATE
POSITION EVALUATION WORKSHEET
(TO BE ATTACHED TO POSITION DESCRIPTION)
I. POSITION TITLE:
ORGANIZATION:
CURRENT GRADE:
BASIS FOR P.D. REVIEW: AUDIT: PROJECTION: PATTERN:
EVALUATION:
---------
II. GRADE DETERMINING ELEMENTS:
b) CRITICAL FACTORS:
III. EVALUATION DATA:
a) CSC STANDARD:
b) COMPARISONS:
c) FLSA DETERMINATION:
EXEMPT:
PROFESSIONAL _
EXECUTIVE
ADMINISTRATIVE
IV. ORGANIZATION JOB RELATIONSHIP:
(OTHER RELATED POSITIONS/IMPACT ON JOB IN QUESTION)
V. ALLOCATION DATA: REQUESTED GRADE
PMCB OFFICER
APPEAL
EVALUATED GRADE
ADMINISTRATIVE OFFICER DATE
INCUMBENCY
VI. SUITABLE BENCHMARK POSITION:
.KNOWLEDGE REQUIRED
SUPERVISORY CONTROLS
GUIDELINES
COMPLEXITY
PERSONAL CONTACTS
PURPOSE OF CONTACTS
PHYSICAL DEMANDS
WORK ENVIRONMENT
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TOTAL POINTS
a) PRIMARY DUTIES:
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EXPLANATION
OF
POSITION EVALUATION WORKSHEET FORM 3883
Purpose:
To be used for recording pertinent evaluation data to facilitate:
1) Preparation of survey reports.
2) Elimination of the requirement to duplicate the position evaluation
process at a later date for the same position.
3) A better degree of job comparison.
4) Provision of a history of job allocation data, appeals, etc.
5) Assistance to the Position Management Officer during the
"negotiation phase" with operating management.
6) The development of a viable occupational code file for job
comparison.
7) Contribution to the development of benchmark descriptions and
factor definitions as relates to FES.
8) Provision of a data base for FLSA determinations.
9) Service as a training aid for newly assigned Position Management
officers.
Procedures:
1) The worksheet should be initiated immediately upon completion
of position review during the evaluation process and attached to the
position description.
SECTION I: Indicate current status of the position, i.e., as
reflected on the S/C.
Basis for Evaluation: The data available concerning the position
that has been the basis for evaluation.
SECTION II: Grade Determining Elements
a) Primary Duties: Identify what is considered to be grade
controllin .
bj Critical Factors: Identify or briefly describe any unusual
job factors as relates to Section VI of the form, i.e., specialized qualifi-
cations, significant liaison demands, absence of policy guidelines, impact
of person on the job, multi-cover requirements, etc.
SECTION III: Evaluation Data
a) CSC Standard: List standards and CSC occupational title and
code to facilitate additional reference.
b) Comparisons: List specific internal or external Agency job
comparisons, i.e., title, grade, organizational location and, briefly, how
the position compares.
c) FLSA Determination: If the position is exempt, identify what
criterion was applied, i.e., professional.
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SECTION IV: Organization Job Relationship
Identify other positions that have an effect on the grade
evaluation of the position in question, i.e., presence or lack of
supervisory positions, other positions in the organization having similar
or overlapping duties, etc.
SECTION V: Allocation Data
This section is to be used to record evaluation results as well
as actual allocation data.
SECTION VI: Suitable Benchmark Position
Where the Position Management Officer responsible for the
evaluation considers the position description and evaluation data to be con-
sistent with sound position management concepts, a copy will be forwarded
to PSB for inclusion in the PMCD code file for purposes mentioned above.
2) The evaluation worksheet is to be filed with the position
description in the PMCB organizational P.D. file.
Until some degree of experience can be gained that will enable us to
assess the value of the worksheet, it is requested that this form be
utilized in as many cases as possible.
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