ĐĎॹá>ţ˙ ćčţ˙˙˙âăäĺ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ěĽÁ%` ůżT°bjbj"x"x ŐÔ@@LJ5˙˙˙˙˙˙¤œ œ œ œ œ œ œ Dŕ ˆŞˆŞˆŞ€Ť4<­Ěŕ fÝnŻB VšlšlšlšGşŒÓÁ$÷ĹńŮóŮóŮóŮóŮóŮóŮ$ÔŢh<á@Ú œ ČGşGş Č Čڜ œ lšlšŰ ÝőŇőŇőŇ Č œ lšœ lšńŮőŇ ČńŮőŇőŇrEÖTœ œ ŮÖlšŻ ŔĹçˆBEˈŞÉ™ÖMפ6Ý0fݧÖ2|á3Ěj|áŮÖ|ᜠŮÖt Č ČőŇ Č Č Č Č ČÚڝŇX Č Č ČfÝ Č Č Č Čŕ ŕ ŕ „|d†$$ŕ ŕ ŕ d†ŕ ŕ ŕ œ œ œ œ œ œ ˙˙˙˙  &  JOINT JOB EVALUATION QUESTIONNAIRE August 2010 Incumbent  FORMTEXT       Position No.  FORMTEXT       Note: Banner position number must be provided Department  FORMTEXT       Local  FORMTEXT       Job Title  FORMTEXT       Please refer to Guidelines when completing this Questionnaire The Questionnaire has been formatted to allow you to tab from field to field (shaded areas). Do not change any settings (. e.g. document protection) to ensure this feature is not disabled. UNIVERSITY OF VICTORIA / PROFESSIONAL EMPLOYEES ASSOCIATION JOINT JOB EVALUATION PLAN/QUESTIONNAIRE Index POSITION SUMMARY SKILL Factor 1 – Problem Solving Factor 2 – Knowledge Factor 3 – Communication EFFORT Factor 4 – Mental Effort Factor 5 – Physical Effort RESPONSIBILITY Factor 6 – Responsibility for Interactions Factor 7 – Responsibility for Financial and Material Resources Factor 8 – Responsibility for Human Resources Factor 9 – Impact of Decisions and Actions Factor 10 – Independence WORKING CONDITIONS Factor 11 – Physical Work Environment Factor 12 – Organizational Work Environment SUBMISSION PROCESS Signature Page POSITION SUMMARY Purpose: The position summary gives you an opportunity to think about your job in detail in preparation for completing the Questionnaire. It will also help the Joint Job Evaluation Committee to better understand your questionnaire responses. In responding to these questions, try to describe your position in terms that would be understood by someone who knows nothing about the work that you perform. Do not use technical terms where they can be avoided. Briefly summarize the primary function and purpose of your position, highlighting any changes in responsibilities since last job evaluation.(This field is limited to 1137 characters – use extra page provided at the end of this document if you require additional space.)  FORMTEXT       On the following pages please list the main responsibilities of your job in order of importance (to a maximum of 6). Under each responsibility, list the major job duties. A responsibility represents a key function of your job. A duty is an activity that you carry out to fulfill a responsibility. In describing your responsibilities and duties, start with an action verb and then describe what you do, how you do it, and why you do it. Highlight anything related to changes in responsibilities since last Job evaluation. Please give the approximate percentage of time you spend on each responsibility area. Example: Responsibility: Develop new program proposals for XYZ department 10% Duties: Investigate statistical and market trends in literature, and computer data bases, and among other competitors, to ensure leading edge position is maintained Conduct needs analysis and market surveys (by mail, telephone, interview), to determine appropriate timing and cost/pricing of new programs Prepare written recommendations (with detailed charts and graphics) for management consideration and approval Position Summary – Major Responsibilities and Duties Responsibility:  FORMTEXT    %  FORMTEXT       Duties:  FORMTEXT       Responsibility:  FORMTEXT    %  FORMTEXT       Duties:  FORMTEXT       Responsibility:  FORMTEXT    %  FORMTEXT       Duties:  FORMTEXT       Responsibility:  FORMTEXT    %  FORMTEXT       Duties:  FORMTEXT       Responsibility:  FORMTEXT    %  FORMTEXT       Duties:  FORMTEXT       Responsibility:  FORMTEXT    %  FORMTEXT       Duties:  FORMTEXT       FACTOR 1  PROBLEM SOLVING Definition This factor assesses the application of knowledge to the analysis and resolution of problems. It is a measure of the difficulty and complexity of the work. (See Guide Book for notes) Please enter the Level number in the box below that most appropriately describes the level of problem solving required in your position.  FORMTEXT   Levels 1. Requires some analysis of problems for which solutions can be identified through the application of existing procedures, policies and precedents. 2. Requires analysis of varying problems as well as judgement in the identification of solutions which are not always easily found. Solutions are generally guided by procedures, policies and precedents. Investigation is sometimes required to modify methods and procedures. 3. Requires in-depth analysis of complex and variable problems as well as critical thinking and judgement to identify solutions that are often difficult to find. Solutions require the interpretation, evaluation and adaptation of procedures, policies and precedents. Investigation and innovative thinking are required to develop new methods and procedures. 4. Requires in-depth analysis of complex and unique problems as well as creative and strategic thinking to arrive at solutions that are unanticipated. Extensive investigation is required to conceive new methods, procedures and policies. Please provide two or three examples of typical problems encountered in your job. Briefly describe the solution and the thinking activities involved (see notes above) you apply in enough detail to illustrate your choice. PROBLEM:  FORMTEXT       SOLUTION:  FORMTEXT       PROBLEM:  FORMTEXT       SOLUTION:  FORMTEXT       PROBLEM:  FORMTEXT       SOLUTION:  FORMTEXT       Supervisor s Comments:  FORMTEXT       FACTOR 2  KNOWLEDGE Definition This factor assesses the depth and breadth of knowledge required to perform the duties of the job. Such knowledge is acquired through some combination of training and experience. (See Guide Book for notes) Please enter the Level number in the box provided below that most appropriately describes the level of knowledge required in your position.  FORMTEXT   Levels 1. Requires sufficient knowledge to use basic or standard administrative, professional, technical or scientific concepts and procedures, generally within one subject or work area. This level of knowledge would normally be acquired through: Completion of a recognized diploma from a college or technical institute and one to two years of related experience, or an equivalent combination of education, training and experience. 2. Requires sufficient knowledge to use administrative, professional, technical or scientific concepts and procedures of some complexity, generally within one or two subject or work areas. This level of knowledge would normally be acquired through: Completion of an undergraduate degree and one to two years of related experience, or completion of a recognized diploma from a college or technical institute with additional specialized training and one to two years of related experience, or an equivalent combination of education, training and experience. 3. Requires sufficient knowledge to use moderately complex administrative, professional, technical or scientific concepts and procedures, generally within several subject or work areas, or more complex concepts and procedures within one or two subject or work areas. This level of knowledge would normally be acquired through: Completion of a graduate degree and one to three years of related experience, or completion of an undergraduate degree and three to five years of related experience, or completion of a recognized diploma from a college or technical institute with additional specialized training and three to five years of related experience, or an equivalent combination of education, training and experience. 4. Requires sufficient knowledge to use complex administrative, professional, technical or scientific concepts and procedures, generally within a broad range of subject or work areas, or more complex concepts and procedures within fewer subject or work areas. This level of knowledge would normally be acquired through: Completion of a graduate degree and four to six years of related experience, or completion of an undergraduate degree and six to eight years of related experience, or completion of a recognized diploma from a college or technical institute with additional specialized training and six to eight years of related experience, or an equivalent combination of education, training and experience. 5. Requires sufficient knowledge to use very complex administrative, professional, technical or scientific concepts and procedures within a comprehensive range of subject or work areas, or extremely complex concepts and procedures within a highly specialized area of research or practice. This level of knowledge would normally be acquired through: Completion of a graduate degree and seven or more years of related experience, or completion of an undergraduate degree and nine or more years of related experience, or completion of a recognized diploma from a college or technical institute with additional specialized training and nine or more years of related experience, or an equivalent combination of education, training and experience. To illustrate your choice, please provide two or three specific examples of what you need to know to perform the duties of your position in enough detail to illustrate your choice. Example 1:  FORMTEXT       Example 2:  FORMTEXT       Example 3:  FORMTEXT       Please list below any specific diploma, degree, professional certificate or license, or other specialized training required to perform the duties of your position.  FORMTEXT       Supervisor s Comments:  FORMTEXT       FACTOR 3  COMMUNICATION Definition This factor assesses the skills typically required to communicate with others in carrying out the duties of the job. (See Guide Book for notes) Please enter the Level number in the box below that most appropriately describes the level of communication skill required in your position.  FORMTEXT   Levels 1. Requires courtesy and tact to obtain, provide, or explain factual information. Communications do not generally involve difficult or emotional situations. 2. Requires interpretative skills and discretion to exchange or explain specialized or technical information. Communications may occasionally involve difficult or emotional situations. 3. Requires skills in advising, teaching, guiding and facilitating to persuade or influence and to obtain co-operation or understanding where the information being communicated is specialized, technical, or sensitive. Communications may often involve complex or emotional situations. 4. Requires specialized communication skills to communicate specialized, technical, or sensitive information, or to resolve conflicts and crises, or to provide therapeutic intervention or to promote services. Communications may usually involve complex or emotional situations. 5. Requires highly specialized mediation, negotiation, counselling or media relations, skills used in resolving highly critical situations. Please provide two or three examples typical of the communication skills required in your job in enough detail to illustrate your choice. Example 1:  FORMTEXT       Example 2: FORMTEXT       Example 3: FORMTEXT       Supervisors Comments:  FORMTEXT       FACTOR 4  MENTAL EFFORT or CONCENTRATION Definition This factor assesses the mental effort and strain that are typically required to perform the duties of the job. It assesses the frequency and duration of periods of intense concentration. (See Guide book for notes) Please enter the Level number in the box below that most appropriately describes the frequency and duration of mental effort that applies to your position.  FORMTEXT   Levels 1. The position requires occasional short periods of intense concentration. 2. The position requires frequent short periods or, occasional medium periods of intense concentration. 3. The position requires frequent medium periods, or, occasional lengthy periods of intense concentration. 4. The position requires frequent lengthy periods or, constant medium periods of intense concentration. 5. The position requires constant lengthy periods of intense concentration. Please provide two or three examples of the typical mental effort required in your position in enough detail to illustrate your choice above. State in your own words the frequency and duration of the example given. EXAMPLE 1:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       EXAMPLE 2:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       EXAMPLE 3:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       Supervisor s Comments  FORMTEXT       FACTOR 5  PHYSICAL EFFORT Definition This factor assesses the physical effort and strain that are typically required to perform the duties of the job, it assesses the intensity, frequency and duration of periods of physical effort as well as Intensity. (See Guide Book for notes) Using the following chart, choose the frequency and duration of physical effort that best applies to the position. Please enter the Level number and letter (eg. 3M) in the box below that most appropriately describes the Intensity and Frequency of Physical Effort.  FORMTEXT   Intensity FrequencyLightModerateHeavyOccasional 1L2M3HFrequent 2L3M4HConstant 3L4M5H Please provide two or three examples of the typical physical effort required in your position to illustrate your choice. State in your own words the frequency, intensity and duration of the example given. Describe adverse elements where applicable. EXAMPLE 1:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       INTENSITY:  FORMTEXT       ADVERSE ELEMENTS:  FORMTEXT       EXAMPLE 2:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       INTENSITY:  FORMTEXT       ADVERSE ELEMENTS:  FORMTEXT       EXAMPLE 3:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       INTENSITY:  FORMTEXT       ADVERSE ELEMENTS:  FORMTEXT       Supervisor s Comments:  FORMTEXT       FACTOR 6 - RESPONSIBILITY FOR INTERACTIONS Definition This factor assesses the responsibility for providing services to others through direct contact. It measures the provision of assistance, advice, support, counselling, or instruction and training that affects the interests or well being of others. (See Guide Book for notes) Using the following chart, choose the frequency and nature of interactions that best apply to your position. Please enter the Level number and Letter (eg. 1a) in the box below that most appropriately describes the Nature and Frequency of Interaction.  FORMTEXT    Nature of Interaction Frequency of Interactions(a) General(b) Specialized/In-depth(c) Clinical Counselling, Formal RepresentationOccasional1a2b3cFrequent2a3b4cConstant3a4b5c Please provide two or three detailed examples of the direct interactions you have with students, faculty, and /or staff (outside your work unit) and/or with members of the public. State in your own words the frequency and duration of the interaction. EXAMPLE 1:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       EXAMPLE 2:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       EXAMPLE 3:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       Supervisor's Comments:  FORMTEXT       FACTOR 7  RESPONSIBILITY FOR FINANCIAL AND MATERIAL RESOURCES Definition This factor assesses the extent of responsibility exercised for the care, maintenance, protection and control of resources, including financial resources and material resources. (See Guide Book for notes) Please enter the Level number in the box below that most appropriately describes the level of responsibility for financial and/or material resources required in your position.  FORMTEXT   Note: Budget responsibility may range from $0 to >$3 million. The size of budget or the value of material resources is only one aspect of this responsibility. The assessment should be made in consideration of the nature and extent of the responsibility, and whether this responsibility is shared with others. Levels 1. Requires some responsibility for resources, such as: Financial: the responsibility for the handling of small transactions; the recording and checking of amounts; the ordering of small quantities of supplies; the authorizing of small payments; the submission of requests for resources. Material: the responsibility for the maintenance of small quantities of supplies; the use and care of small-sized/minor equipment inventories; the processing, maintenance and security of records. Responsibility at this level is typically restricted to one’s own position or work unit. 2. Requires moderate responsibility for resources, such as: Financial: the responsibility for monitoring and maintaining an account(s) within a small budget; making or recommending moderate purchases not requiring detailed specifications; authorizing moderate payments; preparing minor funding applications or fund raising budgets. Material: the responsibility for the maintenance of small supply/resale inventories; the maintenance and repair of minor equipment inventories, physical plant and grounds; the responsibility for a small work space such as an office, lab or workshop, the set-up and support of a small database, or program. Responsibility is typically restricted to the work unit or one small administrative unit. 3. Requires considerable responsibility for resources, such as: Financial: the responsibility for monitoring and maintaining several accounts within a medium-sized budget; making or recommending significant purchases requiring detailed specifications; preparing moderate-sized funding applications, financial and costing recommendations or fund raising budgets. Material: the responsibility for maintaining moderate-sized supply/resale inventories; the maintenance and repair of moderate-sized equipment inventories, physical plant and grounds; the responsibility for a large work space such as several offices, labs or workshops; preparing and maintaining detailed statistical and graphic data; setting up and supporting a moderately large computer program or network. Responsibility may be for several work units or for more than one small administrative unit. 4. Requires extensive responsibility for resources, such as: Financial: the responsibility for preparing and administering numerous accounts within a large budget; preparing and/or recommending major purchases requiring tendering; preparing large funding applications or financial and costing recommendations or fund raising budgets. Material: the responsibility for maintaining large inventories; the maintenance and repair of large equipment inventories, physical plant and grounds; responsibility for several large work spaces or a building; overseeing the preparation and maintenance of detailed statistical and graphic data; developing and implementing large information systems. Responsibility is typically for a large administrative unit. 5. Requires major responsibility for resources, such as: Financial: the responsibility for preparing, implementing and administering major accounts or budget(s); overseeing or authorizing major purchases requiring tendering; overseeing or authorizing major financial activities; initiating and/or administering multi-department or campus wide financial systems. Material: the responsibility for overseeing the maintenance, installation, alteration, or construction of major capital inventories, physical plant and grounds; responsibility for several buildings; overseeing the development and implementation of major information systems Responsibility is typically for more than one large administrative unit. Please provide examples of the operating, research, capital or ancillary budgets for which your position has responsibility. What is the nature of the responsibility (e.g. administer…, maintain…, develop…, audit…)  FORMTEXT       Please provide examples of any revenue or fund raising budgets for which your position has ongoing responsibility and describe the nature of this responsibility (e.g. develop& ., recommend& , audit& ..).  FORMTEXT       What is the amount that your position is authorized to approve for purchase or expenditure under the University signing authorization policy? $ FORMTEXT  = !Unexpected End of Formula      Does your position have budget authority to recommend appointments of regular PEA, or CUPE staff? Yes  FORMCHECKBOX  No  FORMCHECKBOX  Does your position have budget authority to recommend appointments of temporary PEA, or CUPE staff? Yes  FORMCHECKBOX  No  FORMCHECKBOX  Please provide examples of any other significant financial resources for which your position has responsibility and/or any discretionary spending authority your position has within a budget(s).  FORMTEXT        FORMTEXT        FORMTEXT       Please provide examples of the material resources for which your position has responsibility and describe the nature of the responsibility (e.g. administer& , maintain& , develop& ). What is the approximate value of these material resources?  FORMTEXT       For all of the above examples, indicate what other positions, if any, share this responsibility and to what extent.  FORMTEXT       Supervisor's Comments:  FORMTEXT       FACTOR 8  RESPONSIBILITY FOR HUMAN RESOURCES Definition This factor assesses the degree of responsibility for providing guidance, direction, training and supervision to others in their work. (See Guide Book for notes) Please enter the Level number in the box below that most appropriately describes the level of responsibility for human resources required in your position.  FORMTEXT   Levels 1. Provides informal guidance to others, including orientation to new situations. May participate in a work group or team. No formal supervision is exercised at this level. 2. Provides ongoing guidance, direction and co-ordination to a small group(s) or team(s) of staff or volunteers. May provide input into selection and evaluation of staff; or provides ongoing operational or technical support or training to others. No formal supervision is exercised at this level. 3. Provides direct, formal supervision within a small work unit, or on a project basis. Provides input into selection and evaluation of staff; or provides ongoing guidance, direction and co-ordination to a large group(s) or team(s) of staff or volunteers. 4. Provides direct, formal supervision to an administrative unit, program or major project, including selecting and evaluating staff and determining training and staff development needs; or, supervises staff who exercise responsibility at level 3 of this factor. 5. Manages human resources for a major program or administrative unit, ensuring the optimum use of staff to achieve program or service goals. Oversees selection and evaluation of staff and may supervise staff who exercise responsibility at level 4 of this factor. FACTOR 8 – RESPONSIBILITY FOR HUMAN RESOURCES (Cont’d) In the organization chart below, please list the positions (grouped by job title) for which your position has either informal or formal supervisory responsibility. Referring to the definitions above, describe the nature of the supervision, and the number of positions supervised directly or indirectly. Add additional positions if more detail is required. (Your Supervisor)  FORMTEXT      (Your Position)  FORMTEXT      (Position Supervised)  FORMTEXT      (Position Supervised)  FORMTEXT      (Position Supervised)  FORMTEXT      (Position Supervised)  FORMTEXT      (Position Supervised)  FORMTEXT      (Position Supervised)  FORMTEXT      (Position Supervised)  FORMTEXT      (Position Supervised)  FORMTEXT       Please indicate what other positions, if any, share this supervisory responsibility.  FORMTEXT       If you supervise projects, please give a detailed example and indicate how many projects, how often (e.g. once a year), and for how long a typical project lasts. How many staff do you supervise on a typical project?  FORMTEXT       Please indicate what other positions, if any, share this responsibility for projects.  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typically responsible. (See Guide Book for notes) Please enter the Level number in the box below that most appropriately describes the impact of decisions and actions in your job. If you have difficulty selecting a level, consider at what level your supervisor might be. This may assist you in determining the best fit.  FORMTEXT   Levels 1. Individual actions and decisions have an impact on the immediate work of the position and may have a minor impact beyond the position itself. 2. Individual actions and decisions have a moderate impact on the objectives and/or results of specific projects, programs, or services within the department or administrative unit; or Collaborative involvement in decision-making has a major impact on the objectives and/or results of specific projects, programs, or services within the department or administrative unit; or, a moderate impact beyond the administrative unit. 3. Individual actions and decisions have a major impact on the objectives and/or results of specific projects, programs, or services within the department or administrative unit, and/or a moderate impact beyond the administrative unit; or Collaborative involvement in decision-making has a major impact on the determination of the objectives, and the evaluation of specific projects , programs or services of a division or faculty; or, a moderate impact beyond a division or faculty; or, a moderate impact on the University's services, resources, or obligations. 4. Individual actions and decisions have a major impact on the determination of the objectives, and the evaluation of specific projects, programs or services of a division or faculty, and/or a moderate impact beyond a division or faculty; or a moderate impact on the University’s services, resources or obligations; or Collaborative involvement in decision-making has a major impact on the direction of programs and services beyond a division or faculty and/or a major impact on the University's services, resources, or obligations. 5. Individual actions and decisions have a major impact on the direction of programs and services beyond a division or faculty and/or, actions and decisions may have a major impact on the University’s services, resources, or obligations. Please provide two or three typical examples of important decisions you make or actions you take in carrying out the duties and responsibilities of your position, and the consequences of these decisions or actions, in enough detail to illustrate your choice. EXAMPLE 1 DECISION OR ACTION:  FORMTEXT       CONSEQUENCE, including scope and duration:  FORMTEXT       EXAMPLE 2 DECISION OR ACTION:  FORMTEXT       CONSEQUENCE, including scope and duration:  FORMTEXT       EXAMPLE 3 DECISION OR ACTION:  FORMTEXT       CONSEQUENCE, including scope and duration:  FORMTEXT       Supervisor s Comments:  FORMTEXT       FACTOR 10  INDEPENDENCE Definition This factor assesses the degree of independence exercised, or freedom to act, in carrying out the responsibilities of the job. It assesses the extent to which independence is limited by established practices, procedures and policies. It also assesses the extent to which independence is limited by guidance, supervision and work review. (See Guide Book for notes) Please check the box that most appropriately describes the level of independence in your job.  FORMTEXT   Levels 1. Work is performed in accordance with clearly defined practices, procedures and policies with some latitude in selecting work methods. Objectives are usually set by managers and the needs of service users. Work is checked or reviewed periodically for progress, adequacy and effectiveness. Guidance is readily available. 2. Work is performed in accordance with practices, procedures and policies, but considerable latitude is exercised in selecting work methods. Objectives are set by the person performing the job on the basis of direction received from managers and an assessment of the needs of service users. Work is reviewed for effectiveness upon completion of projects or major phases of projects. Informed guidance is available if required. 3. Work requires the development of methods, practices and procedures within broadly defined policies. Objectives, in the form of project or program strategies, direction and goals, are set by the person performing the work in conjunction with senior management. Work is reviewed on the basis of results. Informed guidance is not readily available. 4. Work requires contribution to policy development. Objectives in the form of long term program strategies, direction and goals are set by the person performing the work in consultation with senior management. Informed guidance is difficult to obtain. 5. Work requires the development or modification of policies or plans for the University overall. Please provide two or three examples typical of the level of independence exercised by your position in enough detail to illustrate your choice. Example 1.  FORMTEXT       Example 2.  FORMTEXT       Example 3.  FORMTEXT       Supervisor s Comments:  FORMTEXT       FACTOR 11  PHYSICAL WORK ENVIRONMENT Definition This factor assesses the extent to which the job involves exposure to disagreeable and/or hazardous physical working conditions. It also assesses the frequency of such exposure. (See Guide Book for notes) Check the box that most appropriately describes the degree of exposure to disagreeable and/or hazardous physical working conditions in your job.  FORMTEXT   Levels 1. Little or no exposure to disagreeable working conditions. 2. Occasional exposure to disagreeable working conditions. 3. Frequent exposure to disagreeable working conditions. 4. Constant exposure to disagreeable working conditions, or, occasional exposure to hazardous working conditions. 5. Frequent exposure to hazardous working conditions. 6. Constant exposure to hazardous working conditions. Please provide some typical examples of disagreeable and/or hazardous physical working conditions to which you are exposed in your position. Describe in your own words how often this exposure occurs. Example 1:  FORMTEXT       Example 2:  FORMTEXT       Example 3  FORMTEXT       Supervisor's Comments:  FORMTEXT       FACTOR 12  ORGANIZATIONAL WORK ENVIRONMENT Definition This factor assesses the extent to which the job involves exposure to adverse non-physical working conditions over which the individual has no control . It also assesses the frequency of such exposure. (See Guide Book for notes) Please enter the Level number in the box below that most appropriately describes the level of exposure to adverse non-physical working conditions in your job.  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Little or no exposure to adverse non-physical working conditions 2. Occasional exposure to adverse non-physical working conditions 3. Frequent exposure to adverse non-physical working conditions 4. Constant exposure to adverse non-physical working conditions Please provide two or three typical examples of adverse working conditions that create pressure, and over which your position has no control. State in your own words the frequency and duration of the example given. EXAMPLE 1:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       EXAMPLE 2:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       EXAMPLE 3:  FORMTEXT       FREQUENCY AND DURATION (HOW OFTEN, FOR HOW LONG):  FORMTEXT       Supervisor s Comments:  FORMTEXT       Are there any other duties or responsibilities inherent in the work of your position that the Joint Job Evaluation Committee should consider? Please provide specifics.  FORMTEXT       CHECKLIST Have you completed the position summary and all 12 factors, providing specific examples? Have you highlighted all changes to the position? Have you emailed the completed JEQ to  HYPERLINK "mailto:cgjames@uvic.ca" Christine James, HR Classification, and mailed the original signature page to the attention of PEA Joint Job Evaluation Committee, c/o Human Resources? These must both be submitted for your questionnaire to be evaluated. For existing positions with an incumbent: Have your supervisor and excluded manager reviewed the form, and provided comments and signatures? Have you reviewed your supervisor and excluded manager s comments, responded accordingly, and signed your acknowledgement? Have you saved a copy of the completed JEQ for your records and future reference and emailed a copy to your manager? For new positions: Only department head signatures are required. Have you saved a copy of the completed JEQ for your records and future reference? If you require any assistance, please email the  HYPERLINK "mailto:cgjames@uvic.ca" Joint Committee. Signature Page Name  FORMTEXT       Pos. No.  FORMTEXT       Dept.  FORMTEXT       Pos. Title FORMTEXT        FORMTEXT        FORMTEXT       Staff Member s signature Title Date Supervisor s Comments:  FORMTEXT        FORMTEXT        FORMTEXT       Supervisor s signature Title Date Excluded Manager s Comments:  FORMTEXT        FORMTEXT        FORMTEXT       Excluded Manager s signature Title Date  FORMTEXT       Staff Member s final comments:  FORMTEXT        FORMTEXT       Staff Member s signature Date     August 2010 PAGE 23 August 2003 ššššššššš,š˘š¨šźš(›*›.›>›Ş›Ž›°››*œ0œޝöř žžžžçÔĹ´Şœ´œ‹œ´‹œ´œ‹œ´œ‹œ´Ş´yœdyL.jh‹}”CJOJQJU^JaJmHnHu)j˝Ţh‹}”CJOJQJU^JaJ#jh‹}”CJOJQJU^JaJ h‹}”6CJOJQJ]^JaJh‹}”CJOJQJ^JaJh‹}”OJQJ^J h‹}”5CJOJQJ\^JaJh‹}”5CJOJQJ\^J%jh‹}”5CJOJQJU\^J0jh‹}”5CJOJQJU\^JmHnHu&›(›¨›Ş›*œ,œ.œ0œޝŕž ž„ž†žŽž°žîžđžTŸVŸ~Ÿ€ŸžŸŔŸ$ & N P ýöýöóóóîóóýóýýýóýóýýýóýóýýý$a$@& ĆĐŢžž 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