POSITION DESCRIPTION QUESTIONNAIRE GUIDANCE
August 2008
General Information and Purpose
The Position Description Questionnaire (PDQ) is the state’s official job description and legal document that describes the duties and responsibilities of an individual position or job in the state personnel system, which are also the expectations of the job. In structured questionnaire format, the PDQ is the primary data collection instrument designed to gather information about the specific assignment and characteristics of a single position relative to the job evaluation system’s four factors: Decision Making, Complexity, Purpose of Contact, and Line/Staff
Authority. Because the PDQ is the official record of the position’s assignment, it is the basis of job evaluation decisions and documents information used for purposes of the Americans with
Disabilities Act (ADA), Family and Medical Leave Act (FMLA), Fair Labor Standards Act
(FLSA), employee selection, performance management and development, and workforce and staffing planning. Every position in the state personnel system must have an official PDQ on file. The PDQ is evaluated to determine the proper class for new, vacant, and filled positions.
Although employees and supervisors are encouraged to work collaboratively to complete the
PDQ, the supervisor and appointing authority are ultimately accountable for establishing the work assignment, as well as the completeness and accuracy of information within the PDQ.
This guide is intended to provide general information and assistance in completion of the PDQ.
Examples have been selected from a wide variety of jobs, at varying levels; are not presented in any hierarchical order; and are not indicative of a particular level or class of work.
When to Write or Update a PDQ
• When an appointing authority creates a new position.
• When an appointing authority is filling a vacant position that has changed in duties or responsibilities. • When permanent and substantial changes have been made to the duties and responsibilities of a filled position.
• When department practice dictates. For example, some departments require an annual review of PDQ’s, sometimes are part of annual performance planning. This is recommended practice that will help ensure current and accurate PDQ’s. 2
General Guidelines to Writing and Updating a PDQ
• The PDQ is written based on the current job duties and responsibilities, NOT on an employee’s knowledge, skills, or abilities and NOT on duties that may be assigned in the future or were assigned in the past.
• The PDQ should have a realistic portrayal of the job as a whole, so that anyone reading the PDQ has a clear understanding of the duties and responsibilities of the position.
• Examples should be clear and concise statements that provide a thorough and representative description of the work assignment.
• The accuracy of job duties and content within the PDQ is the responsibility of the position’s appointing authority. If a dispute over the PDQ arises, the appointing authority’s decision is final.
Who Should Write or Update the PDQ
• The appointing authority should prepare the PDQ for a vacant position or to create a new position. • For filled positions, the employee in that position is a great resource to identify the assigned duties performed and often prepares the initial draft. However, the appointing authority may write or update a PDQ for any position in the work unit or may change a
PDQ drafted by an employee, as the appointing authority has the ultimate authority to define the job.
Individuals completing the PDQ may wish to contact their department’s Human Resources
Office for any, all, or a combination of the following:
• if the job description is being completed for the first time;
• for clarification of the job evaluation factors and levels;
• for designation of essential functions for purposes of ADA and FMLA;
• for additional information regarding reasonable accommodations or for guidance with respect to the ADA;
• for assistance in describing Line/Staff Authority (particularly for staff/senior authority positions), and completing the Special Entry Requirements, Drug Free Workplace and
Additional Requirements Sections; and
• for department specific formats (other than the PDQ) for documenting information, PDQ availability in other software packages or electronic forms, and/or guidelines regarding which level of management should sign the PDQ as the “Approving/Reviewing Official.”
Each of the following sections parallels the appropriate section of the PDQ. Generally, the document should be typed, but handwritten PDQ’s are acceptable, if legible. 3
I. Position Identification
The agency code is the three character code used by COFRS. For example, The
Department of Revenue is TAA. “Principal Department/University or Equivalent” means a general government department created by law or a higher education institution recognized in personnel rule. If appropriate, provide the position’s working title. A working title that differs from the official class title is a common, accepted practice.
II. General Information
This section provides information about the nature of the position and the work setting, and should illustrate how the position fits into the organization. Coupled with the Job
Description Section, this information should give an overall picture of the job.
To describe the purpose of the work unit, complete the sentence, “This work unit exists to...” This completed statement should illustrate the function of the work unit.
To summarize the purpose of the position, complete the sentence, “The position exists to...” This completed statement should illustrate the primary reason the position exists in relation to the function of the work unit.
The remaining questions address the extent of the changes in assignment since the previous PDQ, and any impact these changes may have on other positions in the unit and/or organization.
As requested in the PDQ, a current organizational chart is required to document the reporting relationships, class titles, position numbers and FTE of the regular staffing pattern. III. Job Description
Information in this section should provide thorough and concise documentation regarding the scope of what the position does and how. Duty statements should focus on primary, current, regular duties and responsibilities of the position (not incidental duties, an employee’s qualifications or performance, or temporary assignments). Related or similar duties should be combined and written as one statement.
Each statement should be a discreet, identifiable aspect of the work assignment and should be outcome-based, allowing for alternate means of performing the duty, changes in technology, preferences of employees and supervisors, and accommodations of workers with disabilities, without altering the nature, or the duty itself.
Duty statements should be clear, concise, and described using present tense action verbs.
Related or similar duties should be combined and written as one statement.
Abbreviations, acronyms and specialized terms should be avoided (or explained).
Example:
Designs and implements databases by evaluating documentation requirements and using 4 software packages to create tables, queries, reports, macros and applications to compile and run reports.
Inspects site conditions and scientifically analyzes environmental test data to assess pollutant levels. Identifies necessary remediation measures and standards.
Documents eligibility status by reviewing information and evaluating where individuals meet program requirements.
Inspects and fills soap dispensers in restrooms.
Supervises reception office with two employees, including assigning job duties, providing job training, scheduling work, and monitoring and evaluating performance.
Plans workshops, meetings and conferences by scheduling participants and presenters, arranging for production of materials, acquiring equipment, selecting facilities and service providers, and compiling evaluations to determine program effectiveness.
Essential Functions
In documenting essential functions, functional attributes may correlate with how the duty is currently being performed, but may not be applicable for all methods of performing the duty. A person with a disability who is unable to perform a duty according to its current functional attributes should not be eliminated from consideration unless there are no effective alternate ways to perform the function, and there are no reasonable accommodations available to offset his/her functional limitations without posing an undue hardship on the employer. (A reasonable accommodation is a modification or adjustment to the work environment or to the manner or circumstances under which the essential function is customarily performed.)
IV. Decision Making
The decision making information in this section should illustrate, (1) the amount of has authority required to use judgment and independence in making decisions regarding the performance of job duties, and (2) the authority the position has to implement decisions regarding how duties are performed or how work assignments are carried out. It is important that the decision-making statements agree with and relate to all of the duty statements. Examples should describe typical, highest-level decisions which are made regularly and do not require pre-approval by the supervisor in order to be accomplished.
Examples
Develops and implements procedures for department’s grant proposal process including establishing internal criteria for divisions to submit proposals; writing the grant funding manual; creating budget, request, evaluation and authorization forms; instructing other staff in processing steps; and establishing a tracking system (hard-copy and database) that cross-references information by division, funding source and data. 5
Determines most efficient formats, charts and tables for thorough and accurate reporting of information.
Determines availability of budget funds for expenditures based on current fund balance, upcoming fixed and other projected expenses.
Determines how to meet senior management objectives for department-wide initiatives through the design and delivery of training programs, recruitment and training of instructors, and scheduling of employees for certification classes.
In contrast to the above examples of decisions independently made, the following are examples of recommendations positions might make to higher levels for approval.
Recommends organizational development intervention strategies and training programs to help improve employee morale and productivity and promote teamwork.
Recommends when meetings should be held and who needs to attend in order to provide necessary information to supervisors, employees, and divisions.
Recommends improvements or changes to existing procedures in the function of the front office and ways to increase efficiency of office functions through purchase of equipment and/or hiring of personnel.
V. Complexity
The Complexity factor is evaluated based on the nature of judgment used relative to available guidelines when performing the job duties. The information presented in this section should clarify the level of analysis and judgment that is expected of the position to perform assigned work. Overall, the complexity statements should be consistent with the duties and decision-making statements, so the reader will have a clear overview of the position as a whole. Examples should focus on typical situations and challenges faced by the position, not those which are unusual or unlikely to occur again.
Example:
In registering participants for conferences, position reviews registration forms and determines the appropriate fee to charge for requested accommodations.
In order to diagnose illnesses and develop client treatment plans, position considers and evaluates models of psychotherapy and behavioral theories as they relate to client histories and results of tests and observations.
In developing and delivering a project management training program, position considers the organizational circumstances, employee group(s) involved, and the specific training needs in order to determine the most appropriate training solution to a given situation.
Position must rely on general principles, theories and models, or training needs assessment, and program evaluation to develop an appropriate approach. 6
Position reviews equipment requisitions, accounting and purchasing rules and guidelines, department procedures, and vendor files to determine which apply to the purchase of different types of heavy equipment, and selects the best procurement methods in each case.
To provide additional information regarding the Complexity factor, following is a typical problem or challenge example.
In developing an employee selection examination plan, position considers the cost-benefit ratio in determining which type of test best assesses the skills and abilities critical to job performance. VI. Purpose of Contact
Purpose of Contact considers the content, purpose or nature of the position’s interactions and communications with others on a regular basis. For purposes of this factor, with
WHOM the position interacts is immaterial. Not all of the reasons for communications referenced in the PDQ apply to all positions, so select the ones which are suitable and of prime importance. Examples should be provided for only those reasons that are appropriate to the specific position. Since supervisory authority is evaluated in the
Line/Staff Authority factor, contacts from supervision given or received are NOT included in this section.
Examples
Through the academic advising process, position counsels students about criteria, which will be used to evaluate graduate applications, to guide them in determining the courses and preparation they will need to complete as undergraduates.
Represents the department and negotiates agreements with other public entities and municipalities regarding contracts and cost sharing issues.
Defends and justifies department’s budget requests before the Office of State Planning and Budgeting, Joint Budget Committee and other legislative committees.
Interviews witnesses and suspects to gather evidence in criminal investigations.
Persuades entities to follow state and/or federal rules and regulations or lose federal funds for projects.
Develops and delivers presentations and formal training sessions on the principles and methods upon which the state’s and other public sector planning and budget practices are based, and how they apply to requirements used throughout state agencies.
VII. Line/Staff Authority (Before completing this section, please thoroughly review the guidance and definitions contained in the PDQ document.) NOTE: Three levels of Staff 7
Authority are additional career options (also know as a dual career track) to line authority or supervisory assignments.
Line Authority is evaluated based on formal, direct control over the quantity and quality of work of subordinate employees (authority to affect pay, status and tenure in an employee-employer relationship). Any work lead or supervisory responsibilities should also be reflective in the organizational chart. If the position is a work leader or a supervisor, remember to include the position numbers of the subordinates.
Staff (Staff/Senior/Leading) Authority is based on a unique, expert level of authority and influence on the direction of policies or programs assigned by agency management.
Staff authority is delegated by management, is an essential component of the job, and requires the position to advise and contribute authoritative information regarding an occupational field that results in expert recommendations impacting policy and programmatic decisions by management. Department management delegates this type of responsibility as a critical and ongoing part of the position assignment. Staff, Senior, or
Leading Authority concepts are not based on expertise as a reflection of longevity, an individual’s experience or achievements, or being the most senior or only position in a unit that can accomplish related tasks or assignments. Their professional advice and recommendations are not questioned on technical merit but may not be implemented for budgetary or political reasons. These non-supervisory positions are generally viewed as equal value and impact to those with line authority, are evaluated based on managementdelegated authority and unique expertise, and are rated at one of three conceptual levels defined below.
Staff Authority – (rare) influence is through direct impact within department boundaries
(e.g., expert on the application of a system or program within in an agency). This authority crosses division lines and/or influences clients, like local governments.
Senior Authority – (very rare) influence is through direct impact beyond the boundaries of the immediate principal department or statewide (e.g., designer of a statewide program or system, expert in a subject area for other departments in state government).
Leading Authority (extremely rare) - influence is through direct impact on the profession itself, beyond the boundaries of state government (e.g., recognized as a regional, national, or international expert).
Evaluation of this factor does not consider length of service, quality of performance, efficiency, personality, personal or unusual qualifications, pay issues or financial need, volume of work, or unusual diligence.
VIII. Sections VIII (Special Entry Requirements), IX (Drug Free Workplace) and X
(Additional Requirements) are not used for job evaluation purposes but add to the full description of a position. Information in these sections must be verified and approved by agencies’ Human Resource Offices before accepted as official. 8
Special entry requirements further define the standard minimum qualifications (MQ’s) of the state job class (for example, a Spanish speaking requirement might be necessary, governmental accounting might be required for an accountant, etc.). Special entry requirements may not exceed (or be less than) the level or amount of education and/or experience required in the established MQ’s for the class.
IX. Certification
The certification page makes the PDQ an official and legal document. Supervisors and appointing authorities should work closely with employees to make sure each position’s
PDQ is accurate and clearly understood by all parties involved. Employees should sign the certification section attesting to the fact they have read the PDQ and understand the content. Any disagreements on content or wording should be resolved before the document is submitted for approval. The appointing authority has the ultimate legal obligation to assign duties and responsibilities to positions, although often shared with delegated supervisors, and is therefore accountable for assuring that the PDQ accurately describes the position.

Management Position Description SPOTLIGHT
I. Purpose
Provide a policy for the development and maintenance of management position descriptions.
II. Objectives A. | Provide an understanding as to the position's organizational structure, purpose, scope, impact, decision making, relationships, challenges, knowledge and skills inventory. | B. | Establish content and style guidelines for preparing position descriptions. | C. | Comply with State System of Higher Education program standards for maintaining current and accurate position descriptions. | D. | Utilize for position evaluation and grade structure assignment, appraisal and recruitment. |
III. Policy
A position description is an official written statement of the duties, responsibilities and requirements of a management position.
A. When to Complete/Revise Position descriptions are to be completed/revised when: | *A new position is created | *Major changes in duties and responsibilities are experienced< | *Promotion of an incumbent is requested | *Position is vacated | *Requested by the university and/or Human Resources Department |
B. Content Guidelines Properly completed position descriptions contain: | *Employee, supervisor and university position information | *Organizational structure | *Position purpose | *Position dimensions | *Major accountabilities | *Decision-making | *Working relationships | *Major challenges | *Knowledge and skills |
C. Style Guidelines Position descriptions are properly completed when they: | *Appear on the SSHE Management Position Description Questionnaire | *Are typed | *Written in active verb form |